Psy Ch.9 - Early Childhood: Cognitive Development

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preoperational intelligence

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Piaget's term for cognitive development between the ages of about 2 and 6; it includes language and imagination (which involves symbolic thought), but logical, operational thinking is not yet possible

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centration

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A characteristic of preoperational thought in which a young child focuses on one idea, excluding all others

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egocentrism

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Piaget's term for children's tendency to think about the world entirely from their own personal perspective

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focus on appearance

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A characteristic of preoperational thought in which a young child ignores all attributes that are not apparent

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static reasoning

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A characteristic of preoperational thinking in which a young child thinks that nothing changes. Whatever is now has always been and always will be

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irreversibility

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A characteristic of preoperational thought in which a young child thinks that nothing can be undone. A thing cannot be restored to the way it was before a change occurred.

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conservation

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The principle that the amount of a substance remains the same even when its appearance changes

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animism

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The belief that natural objects and phenomena are alive

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guided participation

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The process by which people learn from others who guide their experiences and explorations

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zone of proximal development (ZPD)

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Vygotsky's term for the skills - cognitive as well as physical - that a person can exercise only with assistance, not yet independently

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scaffolding

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Temporary support that is tailored to a learner's needs and abilities and aimed at helping the learner master the next task in a given learning process

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private speech

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The internal dialogue that occurs when people talk to themselves (either silently or out loud)

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social mediation

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Human interaction that expands and advances understanding, often through words that one person uses to explain something to another

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theory-theory

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The idea that children attempt to explain everything they see and hear by constructing theories

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theory of mind

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A person's theory of what other people might be thinking. In order to have a [...], children must realize that other people are not necessarily thinking the same thoughts that they themselves are. That realization is seldom possible before age 4.

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fast-mapping

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the speedy and sometimes imprecise way in which children learn new words by tentatively placing them in mental categories according to their perceived meaning

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overregularization

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The application of rules of grammar even when exceptions occur, making the language seem more regular than it actually is

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balanced bilingual

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A person who is fluent in two languages, not favoring one over the other

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Montessori schools

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Schools that offer early-childhood education based on the philosophy of Maria [...], which emphasizes careful work and tasks that each young child can do

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Reggio Emilia

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A famous program of early-childhood education that originated in the town of [...], Italy, and that encourages each child's creativity in a carefully designed setting

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procedural memories

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memories for doing things, like writing or shoe-tying

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declarative memories

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memories which can be consciously recalled such as facts and knowledge

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semantic memory

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type of declarative memory for facts like historical dates, math rules, general data, etc

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episodic memory

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memory of personal experiences, events

tend not to have these until age 3-3.5 due to childhood amnesia (lack of hippocampus/prefrontal cortex development)

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high SES, earlier birth order, girls develop faster

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things correlated with better language development

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monologues, collective monologues

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communication difficulties among preoperational children

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temporal concepts
relative location
comparisons

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difficult key concepts in language for preoperational children