Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
24 Cards in this Set
- Front
- Back
|
Sensorimotor period of cognitive development birth - 1 month |
infants learn their environment through sucking |
|
|
Sensorimotor period of cognitive development 1 - 4 months |
babies begin to coordinate physical sensations with schemas - Ex. thumb sucking causes a rewarding sensation |
|
|
Sensorimotor period of cognitive development 4 - 8 months |
children repeat rewarding actions - Ex. once a baby learns to pick up an object and mouth it, she will repeat this |
|
|
Sensorimotor period of cognitive development 8 - 12 months |
babies repeat actions purposely to achieve environmental effects. - Ex. imitate others' observed behaviors, combine schemas, develop object permanence, begin to associate certain objects with their properties (a rattle makes noise when you shake it) |
|
|
Sensorimotor period of cognitive development 18 - 24 months |
children begin representing objects and events with symbols |
|
|
Object Permanence |
- Piaget's idea that concrete objects still exist even if you cannot see them - babies typically develop this around 8-9 months - a sign that they have developed this is if they search for the object after it is removed. |
|
|
Schema |
What Piaget called the mental constructs or concepts we form, that represent elements of the environment - Ex. a baby may form a schema representing "things to suck on" initially her bottle or thumb |
|
|
Assimilating and Accommodating Schemas |
Assimilation - when we can fit something into an existing schema - Ex. baby starts sucking mommy's hand Accommodation - when you cannot fit something into a schema you modify it - Ex. child modify the sucking action to sucking a straw, which requires a different technique |
|
|
Conservation |
Piaget's idea: the ability to understand that objects retain their properties of numbers or amounts even when their appearance, shape, or configuration changes. - Ex. same amount of water in a tall thin glass and a short, fat glass. |
|
|
Preoperational Stage of Cognitive Development |
Between ages 2 and 6 begin to use objects to represent other things ex. broom = guitar or horse EGOCENTRIC - only seeing own point of view |
|
|
Animism |
(Piaget) occurs during pre operational stage (age 2 - 6) assigning human qualities, feelings, and actions to inanimate objects |
|
|
Concrete Operational Stage of Cognitive Development |
between ages 6 and 7 - ability to think logically - understand conservation - reversibility - ability to reverse an action or operation |
|
|
Magical Thinking |
Attributing cause and effect relationships between their own feelings and thoughts and environmental events where none exists. Ex. a child says or thinks "I hate you" to someone and then something happens to that person, the child will think they caused it to happen |
|
|
Explain the connection between how preschool children think and their senses. |
Their thinking is based upon and connected to their sensory perceptions. When solving problems they depend on how things look, sound, feel, smell, and taste. |
|
|
Centration characteristics of Cognitive Development |
Young children cent rate on one characteristic, object, or person at a time. Adults should offer activities encouraging decent ration. Ex. group all purple triangles together. |
|
|
List Viktor Lowenfeld's 6 stages of Art |
1. The scribble stage (ages 2-4) 2. The Preschematic Stage (ages 4-6) 3. The Schematic Stage (ages 7-9) 4. Drawing Realsim (ages 9-11) 5. Pseudorealistic Stage (11-13) 6. Period of Decision Stage (14+) |
|
|
The Scribble Stage |
ages 2-4 First makes uncontrolled scribbles Then controlled scribbling Then names their scribbles to indicate what they represent |
|
|
The Preschematic Stage |
ages 4-6 Begin to develop a visual schema (mental representation) without complete comprehension of dimensions and sizes Ex. people and houses are the same size |
|
|
The Schematic Stage |
ages 7-9 Drawings more reflect actual physical proportions and colors |
|
|
Drawing Realsim |
ages 9-11 drawings become increasingly representational |
|
|
Pseudorealistic Stage |
ages 11-13 Reflects their ability to reason |
|
|
Period of Decision Stage |
ages 14 and up Reflects the adolescent identity crisis |
|
|
Benefits of Music |
- facilitates memory - reinforces concepts like: - beginning and ending - sequences - cause and effect - balance - harmony and dissonance - langage development |
|
|
Gender Differences in Motor Development |
Preschool Boys - larger muscles allow them to run faster, climb higher, jump further Preschool girls - surpass boys in small motor skills - more coordinated, can skip, hop, and balance better than boys |
