Hardy Vocab 1-2

Front 1

transformation

Back 1

change in form, appearance, nature, or character

Front 2

concrete (concrete operations)

Back 2

ages 7-11; logical problem solving only using hands-on materials; thinking in more than one direction (reversibility); understanding concepts of conservation and classification

Front 3

Social Development Theory

Back 3

social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior

Front 4

sensor motor (sensorimotor)

Back 4

ages 0-2; using senses and actions to understand the world; beginning to use imitation, memory, and thought; representing reality in the mind

Front 5

preoperational

Back 5

ages 2-7; using representations rather than motor actions; ability to think through logically in one direction; thinking dominated by egocentrism

Front 6

formal operation

Back 6

ages 11-adult; understanding highly abstract concepts; logical reasoning and scientific thinking; developing concerns about identity and social issues

Front 7

cent ration (centration)

Back 7

tendency to focus on one aspect of a situation and neglect others

Front 8

irreversibility

Back 8

(Piaget's terminology), a limitation on preoperational thought, consisting of failure to understand that an operation can go in two or more directions

Front 9

accommodation

Back 9

learning by changing existing knowledge structures

Front 10

acculturation

Back 10

blending a native culture with a new culture, keeping elements of both

Front 11

adolescence

Back 11

a transitional period of physical and psychological development beginning around 11 to 13 years, extending through the teenage years

Front 12

affective domain

Back 12

feelings, emotions, values, and attitudes

Front 13

assimilation

Back 13

learning by adding new knowledge to existing knowledge

Front 14

biracial or multiracial

Back 14

having ancestors from two or more racial groups

Front 15

cognitive domain

Back 15

memory, reasoning, and thinking abilities

Front 16

constructivism

Back 16

learner-centered approach to teaching; students construct knowledge for themselves

Front 17

cultural pluralism

Back 17

a system in which many different cultural groups are valued and share power

Front 18

culture

Back 18

a way of life shared by members of a certain group, including values, beliefs, and attitudes

Front 19

development

Back 19

changes taking place as one grows

Front 20

developmentally appropriate or age appropriate

Back 20

considering the age and stage of growth of the child in providing and planning learning experiences

Front 21

diversity

Back 21

variety of different groups within the same setting

Front 22

egocentric

Back 22

self-centeredness, especially in very young children

Front 23

ethnic group or ethnicity

Back 23

a social group defined on the basis of its religious, national, or cultural characteristics

Front 24

ethnocentrism

Back 24

believing one's culture is better than other cultures

Front 25

field-dependent

Back 25

perceiving as a whole and prefering to learn with others

Front 26

field-independent

Back 26

perceiving in parts and prefering to learn alone

Front 27

guided practice

Back 27

practicing under the direction of the teacher

Front 28

higher level thinking skills

Back 28

the ability to use basic knowledge in analyzing, evaluating, or manipulating information

Front 29

interdisciplinary unit

Back 29

many subject areas are included under one topic or theme (also called thematic units or an integrated approach)

Front 30

kinesthetic (tactile) learners

Back 30

students who learn best by movement

Front 31

KWL

Back 31

Stands for "What I Know, What I Want to know, and What I Learned." Used as an instructional activity to establish student knowledge before and after introducing a lesson or unit.

Front 32

maturation or development

Back 32

the process of growing and changing

Front 33

melting pot theory

Back 33

the theory that cultures should blend into the main culture, losing unique characteristics

Front 34

metacognition

Back 34

ability to monitor and think about one's own thinking, learning, and remembering

Front 35

modeling

Back 35

the teacher or student demonstrates processes, skills, or behaviors for learning

Front 36

prejudice

Back 36

positive/negative mindset for a group of people

Front 37

psychomotor domain

Back 37

physical activities or skills

Front 38

salad bowl theory

Back 38

the theory that cultures mix but retain uniqueness

Front 39

scaffolding

Back 39

support for learning and problem solving that is withdrawn as competence improves

Front 40

schema (schemata)

Back 40

mental structure(s) for organizing concepts and relationships

Front 41

self-actualization

Back 41

reaching one's fullest potential

Front 42

self-concept

Back 42

one's perception of self (neither good nor bad)

Front 43

self-efficacy

Back 43

self-confidence that one can succeed (good)

Front 44

self-esteem

Back 44

feelings about oneself (can be good or bad)

Front 45

stereotype

Back 45

assumption about certain types of people

Front 46

tactile learners

Back 46

students who learn best by touch

Front 47

zone of proximal development

Back 47

difference between what a student can do alone and with help from a peer or adult (Vygotsky)

Front 48

proximodistal

Back 48

physical development from the center of the body outward