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130 Cards in this Set
- Front
- Back
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Child Development
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Study of the persistent, cumulative, and and progressive changes in the physical, cognitive, and social-emotional development of children and adolescents.
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Physical Development
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Systematic changes of the body and brain and age-related changes in motor skills and health behaviors.
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Cognitive Development
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Systematic changes in reasoning, concepts, memory and language.
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Social-emotional Development
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Systematic changes in emotions, self-concept, motivation, social relationships, and moral reasoning and behavior.
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Context
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The broad social environments, including family, schools, neighborhoods, community organizations, culture, ethnicity, and society at large that influences children's development.
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Culture
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The values, traditions, and symbol systems of a long-standing social give purpose and meaning to children's daily activities and interpersonal relationships.
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Nature
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Inherited characteristics and tendencies that affect development.
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Nurture
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Environmental conditions that affect development.
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Temperament
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A child's characteristic ways of responding to emotional events, novel stimuli, and personal impulses.
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Maturation
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Genetically guided changes that occur over the course of development.
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Sensitive Period
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A period in development when certain environmental experiences have a more pronounced influence than is true at other times.
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Universality
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In a particular aspect of human development, the commonalities seen in the way virtually all individuals progress.
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Diversity
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In a particular aspect of human development, the varied ways in which individuals progress.
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Qualitative Change
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Relatively dramatic developmental change that reflects considerable reorganization or modification of functioning.
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Quantitative Change
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Developmental change that involves a series of minor, trendlike modifications.
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Stage
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A period of development characterized by a qualitatively distinct way of behaving or thinking.
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Stage Theory
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Theory that describes development as involving a series of qualitatively distinct changes.
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Theory
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Integrated collection of principles and explanations regarding a particular phenomenon.
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Biological Theory
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Theoretical perspective that focuses on inherited physiological structures of the body and brain that support survival, growth, and learning.
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Behaviorism
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Theoretical perspectives in which children's behavioral and emotional responses change as a direct result of particular environmental stimuli.
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Cognitive Process Theory
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Theoretical perspective that focuses on the precise nature of human mental operations.
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Cognitive-developmental theory
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theoretical perspective that focuses on major transformations to the underlying structures of thinking over the course of development.
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Social Learning Theory
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Theoretical perspectives that focuses on how children's beliefs and goals influence their actions and how they often learn by observing others,
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Psychodynamic Theory
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Theoretical perspective that focuses on how early experiences and internal conflicts affect social and personality.
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Sociocultural Theory
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Theoretical perspectives that focuses on children's learning of tools, thinking processes, and communication systems through practice in meaningful tasks with other people.
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Developmental Systems Theory
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Theoretical perspective that focuses on the multiple factors, including systems inside and outside children, that combine to influence children's development.
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Developmentally Appropriate Practice
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Instruction and other services adapted to the age, characteristics and developmental progress of individual children.
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Self-Report
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Data collection technique whereby participants are asked to describe their own characteristics and performance.
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Assesment
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Task that children complete and researchers use to make judgments of children's understandings and skills
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Physiological Measure
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Direct assessment of physical development or physiological functioning.
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Habituation
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Changes in children's physiological responses to repeated displays of the same stimulus, reflecting loss of interest.
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Correlational Study
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Research study that explores relationships among variables. ------Correlation does not equal causation (meaning a correlational study cannot explain why something happens or exists)
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Interview
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Data Collection technique that obtains self-report data through face-to-face conversation.
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Questionnaire
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Data Collection technique that obtains self-report data through a paper-and-pencil inventory.
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Test
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Instrument designed to assess knowledge, abilities, or skills in a consistent fashion across individuals.
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Observation
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Data collection technique whereby a researcher carefully observes and documents the behaviors of participants in a research study.
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Validity
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Extent to which a data collection technique actually assesses what the researcher intends for it to assess.
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Reliability
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Extent to which a data collection technique yields consistent, dependable results--results that are only minimally affected by temporary and irrelevant influences.
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Individualistic Culture
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Culture group that encourages independence, self-assertion, competition, and expression of personal needs.
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Collectivistic Culture
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Cultural group that encourages obedience to and dependence on authority figures and being honorable, cooperative, and invested in group accomplishments.
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Coparents
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The two (or more) parents who share responsibility for rearing their children.
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Stepfamily
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Family created when one parent-child(ren) group combines with another parent figure and any children in his or her custody
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Different Types of Family
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Coparents (Mother-Father), Divorced Parents, Single Parents, Stepfamily, Extended Family, Adoptive Parents
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Authoritative Parenting Style
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Parenting style characterized by emotional warmth, high expectations and standards for behavior, consistent enforcement of rules, explanations regarding the reasons behind these rules, and the inclusion of children in decision making.
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Authoritarian Parenting Style
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Parenting style characterized by strict expectations for behavior and rigid rules that children are required to obey without questions.
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Permissive Parenting Style
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Parenting style characterized by emotional warmth but few expectations or standards for children's behavior.
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Uninvolved Parenting Style
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Parenting style characterized by a lack of emotional support and a lack of standards regarding appropriate behavior.
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Child Maltreatment
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Adverse treatment of a child in the form of neglect, physical abuse, sexual abuse, or emotional abuse.
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Acculturation
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Process of taking on the customs and values of a new culture
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Assimilation
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Form of acculturation in which a person totally embraces a culture, abandoning a previous culture in the process.
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Rejection
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Form of acculturation in which a person fails to learn or accept any customs and values from a new cultural environment.
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Selective adoption
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Form of acculturation in which a person assumes some customs of a new culture while also retaining some customs of a previous culture.
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Bicultural Orientation
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Form of acculturation in which a person is familiar with two cultures and selectively draws from the values and traditions of one or both cultures depending on the context.
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Ethnic Identity
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Awareness of being a member of a particular ethnic or cultural group and willingness to adopt certain values ad behaviors characteristic of that group.
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Monozygotic Twins
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Twins that began as a single zygote and so share the same genetic makeup.
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Dizygotic Twins
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Twins that began as two separate zygotes and so are as genetically similar as two siblings conceived and born at different times.
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Inclusion
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Practice of educating all students, including those with severe and multiple disabilities, in neighborhood schools and general education classrooms.
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Differentiation
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A Gradual transition from general possibility to specialized functioning over the course of development.
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Integration
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An increasing coordination of body parts over the course of development.
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Cephalocaudal Trend
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Vertical ordering of motor skills and physical development; order is head first to feet last
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Proximodistal Trend
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Inside-outside ordering of motor skills and physical development; order is inside first and outside last.
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Physical Development During Childhood
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Infancy (Birth-Age 2), Early Childhood (Ages 2-6), Middle Childhood (Ages 6-10), Early Adolescence (Ages 10-14), Late Adolescence (Ages 15-18)
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Gross Motor Skills
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Large movements of the body that permit locomotion through and within the environment.
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Fine Motor Skills
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Small, precise movements of particular parts of the body, especially the hands.
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Constructivism
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Theoretical perspectives proposing that learners construct a body of knowledge and beliefs, rather than absorbing information exactly as it is received.
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Scheme
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In Piaget's Theory, an organized group of similar actions or thoughts that are used repeatedly in response to the environment.
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Operation
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In Piaget's theory, an organized and integrated system of logical thought processes.
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Assimilation
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In Piaget's theory, process of responding to a new event in a way that is consistent with an existing scheme.
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Accommodation
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Process of responding to a new event by either modifying an existing scheme or forming a new one.
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Equilibrium
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State of being able to address new events using existing schemes.
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Disequilibrium
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State of being unable to address new events with existing schemes.
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Equilibration
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Movement from equilibrium to disequilibrium and back to equilibrium; a process that promotes the development of increasingly complex forms of thought and knowledge.
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Sensorimotor Stage
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Begins at birth. Schemes based largely on behaviors and perceptions.
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Preoperational Stage
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Appears about age 2. Children can now think and talk about things beyond their immediate experience. However, they do not reason in logical ways yet.
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Concrete Operations Stage
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Appears at about age 6 or 7. Adult like logic appears but is limited to reasoning about concrete, real-life situations.
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Formal Operations Stage
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Appears at about 11 or 12. Logical reasonings are applied to abstract ideas as well as concrete objects and situations. Many capabilities essential for advanced reasoning in science and mathematics appear.
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Goal-directed behavior
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intentional behavior aimed at bringing about an anticipated outcome
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Object Permanence
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Realization that objects continue to exist even when they are out of sight.
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Symbolic Thought
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Ability to mentally represent and think about external objects and events.
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Egocentrism
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Inability of a child in Piaget's preoperational stage to view situations from another person's perspective.
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Conservation
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Realization that if nothing is added or taken away, an amount stays the same regardless of any alterations in shape or arrangement.
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Class Inclusion
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Recognition that an object simultaneously belongs to a particular category and to one of its subcategories.
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Neo-Piagetian Theory
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Theoretical perspective that combines elements of Piaget's theory with more contemporary research findings and suggests that development in specific content domains is often stagelike in nature.
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Working Memory
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Component of memory that enables people to actively think about and process a small amount of information.
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Central Conceptual Structure
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Integrated network of concepts and cognitive processes that forms the basis for much of one's thinking, reasoning and learning in a specific content domain.
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Sociocognitive conflict
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Situation in which one encounters and has to wrestle with ideas and viewpoints in different from
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Mediation
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In vygotsky's theory, a process through which adults help children make culturally appropriate sense of their experiences, perhaps by attaching labels to object or explaining the nature of certain phenomena.
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Cognitive Tool
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Concept, symbol, strategy, or other culturally constructed mechanism that helps people think more effectively.
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Self Talk
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Talking to oneself through a task
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Inner Speech
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"Talking" to oneself mentally rather than aloud as a way of guiding oneself through a task.
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Internalization
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In Vygotsky's theory, the gradual evolution of external, social activities into internal, mental activities.
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Appropriation
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Gradual adoption of other people's ways of thinking and behaving for one's own purposes.
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ZPD (Zone of Proximal Development)
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Range of tasks that one cannot yet perform independently but can perform with the help and guidance of others.
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Sociodramatic Play
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Play in which children take on specific roles and act out a scenario of imaginary events.
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Mediated Learning Experience
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Discussions between an adult and a child in which the adult helps the child make sense of an event they mutually experienced.
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Scaffolding
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Support mechanism, provided by a more competent individual, that helps a child successfully perform a task within his or her ZPD.
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Guided Participation
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Active engagement in adult activities, initially with considerable direction from an adult or other more advanced individual and subsequently with opportunities for increasing responsibility and independence.
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Apprenticeship
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Mentorship in which a novice works intensively with an expert to learn how to accomplish complex tasks in a particular domain.
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Cognitive Apprenticeship
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Mentorship in which an expert and a novice work together on a challenging task and the expert suggests ways to think about the task.
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Reciprocal Teaching
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Approach to teaching reading comprehension in which students take turns asking teacher-like questions of their classmates.
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Authentic Activity
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Instructional activity similar to one that a child might eventually encounter in the outside world.
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Individual Constructivism
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Theoretical perspective that focuses on how people independently construct meaning from their experiences
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Social Constructivism
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Theoretical perspective that focuses on people's collective efforts to impose meaning on the world.
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Sensory Register
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Component of memory that holds incoming information in an unanalyzed form for a very brief time
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Long term memory
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Component of memory that holds knowledge and skills for a relatively long period of time.
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Central Executive
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Component of the human information processing system that oversees the flow of information throughout the system.
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Attention
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Children's attention is affected by stimulus characterisitc and, later, also by familiarity.
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Sensory and Perception
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capabilites are present at birth and others emerge within the first weeks or months of life
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Schema
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Tightly integrated set of ideas about a specific object or situation
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Script
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Schema that involves a predictable sequence of events related to a common activity.
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Symbol
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Mental entity that represents an external object or event, typically without reflecting its perceptual and behavioral qualities.
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Metacognition
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Knowledge and beliefs about one's own cognitive processes, as well as efforts to regulate those cognitive processes to maximize learning and memory
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Cognitive Strategy
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Specific mental process that people intentionally use to acquire or manipulate information.
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Elaboration
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Process of using prior knowledge to embellish new information and thereby learn it more effectively.
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Metacognitive Awareness
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Extent to which one is able to reflect on the nature of one's own thinking processes
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Self-Regulated Learing
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Directing and controlling one's own cognitive processes in order to learn successfully.
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Epistemic Belief
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Belief regarding the nature of knowledge and knowledge acquisition.
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Nativism
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Theoretical perspective proposing that some knowledge is biologically built in and available at birth or soon there after.
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Conceptual Change
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Revision of one's knowledge and understanding of a topic in response to new information on the topic.
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Intelligence
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Ability to apply past knowledge and experiences flexibility to accomplish challenging new tasks
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Intelligence test
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General measure of current cognitive functioning used primarily to predict academic achievement over the short run.
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Spearman's g
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General factor in inteligence that influences performance in wide variety of tasks and content domains.
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Gardener's Multiple Intelligences
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Linguistic (ability to use language effectively), Logical-mathematics (ability to reason logically), spatial (ability to notice details in what one sees and to imagine and manipulate visual objects in one's mind), musical (ability to create comprehend and appreciate music), bodily-kinesthetic (ability to use one's body skillfully), Interpersonal (ability to notice subtle aspects of other people's behaviors), Intrapersonal (Awareness of one's own feelings, motives and desires), Naturalist (ability to recognize patterns in nature and differences among natural objects and life forms
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Sternberg's Theory of successful intelligence
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The theory that we are as intelligent as our environment.
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Intelligence Measurement
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The WISC-IV, Stanford-Binet, Universal Nonverbal, Cognitive Assessment System
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IQ Score
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Score and intelligence test, determined by comparing one's performance with the performance of same-age peers.
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Cultural Bias
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Extent to which an assessment instrument offends or unfairly penalizes some individuals because of their ethnicity, gender, or socioeconomic status
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Flynn Effect
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Gradual increase in intelligence test performance observed in many countries during the past several decades. (Are children getting smarter?)
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Demographic Factors
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Gender, Socioeconomic Status, ethnicity
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Giftedness
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Unusually high ability in one or more areas, to the point where children require special educational services to help them meet their full potential.
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