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22 Cards in this Set
- Front
- Back
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Sensorimotor period |
Infancy (0-2 years) |
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Preoperational period |
Preschool and early elementary school (2-7 years) |
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Concrete operational period |
Middle and late elementary school years (7-11 years) |
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Formal operational period |
Adolescence and adulthood (11 years and up) |
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Object permanence |
Understanding (in infancy) that objects exist independently of oneself |
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Egocentrism |
Preoperational period, difficulty seeing the world from another's point of view |
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Animism |
Preoperational, credit inanimate objects with life and lifelike properties. Product of egocentrism |
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Centration |
"Tunnel vision", only focus on one area of a problem instead of all aspects. I.e. conservation. Preoperational |
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Appearance as reality |
Child assumes an object is really what it appears to be. |
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Core knowledge hypothesis |
Infants are born with rudimentary knowledge of the world which is elaborated based on experiences. |
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Naive physics |
Infants have a basic understanding of object permanence, objects are solid and can't pass through each other. |
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Naive biology |
Children understand animate objects have movement, growth, internal parts, inheritance, illness, and healing |
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Teleological exolanations |
Children believe that living things exist for a purpose |
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Essentialism |
Children's belief that all living things have an essence that can't be seen but gives a living thing it's identity |
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One to one principle |
There must be one and only one number name for each object counted. |
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Stable order principle |
Number names must always be counted in the same order |
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Cardinality principle |
The last number name denotes the number of objects being counted |
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Intersubjectivity |
Social nature of cognitive development. Mutual shared understanding among participants in an activity |
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Guided participation |
Cognitive growth results from children's involvement in structured activities with others who are more skilled |
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Zone of proximal development |
Difference between what children can do with assistance and what they can do alone |
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Scaffolding |
A teaching style where teachers gauge the amount of assistance they need to offer to match the learners needs |
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Private speech |
Child's comments that are not intended for others but are designed to help regulate the child's own behavior |
