Vygotsky-Piaget

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Accommodation

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altering one's existing schemas, or ideas, as a result of new information or new experiences. New schemas may also be developed during this process.

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Assimilation

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the process whereby new cognitive elements are fitted in with old elements or modified to fit more easily; this process works in tandem with accommodation.

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Cognitive Domain

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the development of processes of knowing, including imagining, perceiving, reasoning, and problem solving.

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Egocentrism

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the inability of a young child at the preoperational stage to take the perspective of another person

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Sensor-motor (Birth to 2 years old)

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The infant builds an understanding of himself or herself and reality how things work through interactions with the environment; able to differentiate between itself and other objects.

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Scaffolding

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Temporary support given to a child who is mastering a task

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Zone of proximal development
(Lev Vygotsky)

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the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.

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Social Development Theory

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

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Preoperational- (ages 2 to 4)

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The child is not yet able to conceptualize abstractly and needs concrete physical situations. Objects are classified in simple ways, especially by important features

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Concrete Stage (7 to 11)

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The child begins to think abstractly and conceptualize, creating logical structures that explain his or her physical experiences

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Formal Operation

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A person no longer requires concrete objects to make rational judgment; capable of deductive and hypothetical reasoning like adults.

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Centration

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A developmental limitation present during the preoperational stage that makes young children focus their attention on only one aspect, usually the most salient, of a stimulus

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Irreversibility

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Limitation on preoperational thought, consisting of failure to understand that an operation can go in two or more directions

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Adolescence

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A transitional period of physical and spychological development beginning around 11 to 13 years, extending through the teenage years.

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Acculturation

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

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Affective Domain

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Feeling, emotions, values, and attitudes

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Assimilation

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Learning by adding new knowledge to existing knowledge

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Biracial or Multiracial

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Having ancestors from two or more racia groups

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Constructivism

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

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Cultural pluralism

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

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Culture

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

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Development

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Changes taking places as one grows

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Developmentally appropriate or Age appropriate

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

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Diversity

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Variety of different groups within the same setting

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Egocentric

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Self-centeredness, especially in very young children

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Ethnic group or Ethnicity

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A special group defined on the basis of its religious, national, or cultural characteristics

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Ethnocentrism

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Believing one's culture is better than other cultures

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Field-dependent

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Perceiving as a whole and prefering to learn with others

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Field-independent

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Perceiving in parts and prefering to learn alone

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Guided practice

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Practicing under the direction of the teacher

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Higher level thinking skills

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

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Interdisciplinary unit

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Many subject areas are included under one topic or them (Thematic unit or Intergrated approach)

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Kinesthetic Learners

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Students who learn best by movement

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KWL

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What I Know, What I Want to know, and When I Learned

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Maturation or Development

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The process of growing and changing

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Melting pot theory

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

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Metacognition

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

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Modeling

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

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Prejudice

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Positive/ negative mindset for a group of people

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Psychomotor domain

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Physical activities of skills

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Salad bowl theory

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The theory that cultures mix but retain uniqueness.

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Schema

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Mental structures for organizing concepts and relationships

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Self-actulization

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Reaching one's fullest potential

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Self-efficacy

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Self-confidence that one can succeed

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Self-concept

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one's perception of self

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self-esteem

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Feeling about oneself in a good or bad way

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Stereotype

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Assumption about certain types of people

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Tactile learners

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Students who learn best by touch

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Zone of proximal development

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Difference between what a student can do alone and with help from a peer or adult