Childhood

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the first phase of childhood, lasting from age 3-5

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early childhood

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the second phase of childhood, covering the elementary school years from about 6-11

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Middle childhood

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the area of the uppermost front of the brain, responsible for reasoning and planning our actions
-isn't fully developed until 20s

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frontal lobes

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physical abilities that involve large muscle movements, such as running an jumping

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gross motor skills
-boys better than girls especially sports

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physical abilities that involve small, coordinated movements, such as drawing and writing ones name

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fine motor skills
-children who performed well better able to control behavior

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the ratio of weight to height; the main indicator of overweight or underweight

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Body Mass Index (BMI)

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a body mass index at or above the 95th percentile compared to the U.S norms established for children in the 1970s

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childhood obesity
-in affluent nations-low income children are more prone to be overweight; in poor regions it's well-off

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In Piaget's Theory, the type of cognition characteristics of children aged 2-7, marked by an inability to step back from one's immediate perceptions and think concrete
-take things at face value

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Preoperational thinking

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In Piaget's framework, the type of cognition characteristic of children aged 8-11, marked by the ability to reason about the world in a more logical adult way

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Concrete Operational thinking

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Piagetian task that involve changing the shape of a substance to see whether children can go beyond the way that substance visually appears to understand that the amount is still the same

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Conservation Tasks

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In Piaget's conservation tasks, the concrete operational child's knowledge that a specific change in the way a given substance looks can be reversed

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Reversibility

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In Piaget's conservation tasks, the preoperational child's tendency to fix on the most visually striking feature of a substance and not take other dimensions into account

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centering

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In Piaget's conservation tasks, the concrete operational child's ability to look at several dimensions of an object or substance

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decentering

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the understanding that a general category can encompass several subordinate elements

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class inclussion

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interfered with by centering- the ability to put objects according to some principle such as size

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Seriation

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In Piaget's theory, the preoperational child's ability to grasp that a person's core "self" stays the same despite changes in external appearances

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identity constancy

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In Piaget's theory, the preoperational child's belief that inanimate objects are alive

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animism

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In Piaget's theory, the preoperational child's belief that human beings make everything nature

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artificialism

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In Piaget's theory, the preoperational child's inability to understand that other people have different points of view from their own

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Egocentrism

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In Vygotsky's theory, the gap between a child's ability to solve a problem totally on his own and his potential knowledge if taught by a more accomplished person

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Zone of Proximal Development

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The process of teaching new skills by entering a child's zone of proximal development and tailoring one's efforts to that person's competence level

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Scaffolding

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a perspective on cognition in which the process of thinking is divided into steps, like components, or stages much like those a computer operates
-views mental growth as continuous

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information-processing theory

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in information-process theory, the limited-capacity gateway system, containing all the material that we can keep in awareness at a single time. the material in this system is either processed for more permanent storage or lost

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working memory

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any frontal-lobe ability that allows us to inhibit our responses and to plan and direct our thinking

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executive function

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older children do this: a learning strategy in which ppl repeat information to embed it in memory
-needs to be learned

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rehearsal

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older children do this: a learning strategy in which ppl manage their awareness so as to attend only to what is relevant and to filter out unneeded information

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selective attention

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In Vygotsky's theory, the way by which human beings learn to regulate their behavior and master cognitive challenges through silently repeating information or talking to themselves

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inner speech

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the sound units that convey meaning in a give language
-first happens in late infancy

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phoneme

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the smallest unit of meaning in a particular language

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morpheme

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the average number of morphemes per sentence- increases with age

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Mean length of utterance (MLU)

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the system of grammatical rules in a particular language
-usually complete by the time they enter school

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syntax

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the meaning of system of language- that is, what the words stand for
-go from 3-4 words at 1 to 10,000 words by 6

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semantics

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an error in early language development, in which young children apply the rules for plurals and past tense even to exceptions, so irregular forms sound like regular forms

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overrregulation

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an error in early development in which young children apply verbal labels to broadly

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overextension

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an error in early lang dev in which young children apply verbal lables too narrowly

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underextension

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recollection of events and experiences that make up one's life history

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autobiographical memories

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children's first cognitive understanding, which appears at about age 4, that other people have different beliefs and perspectives from their own

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theory of mind