PSY 2410 Chapter 9

The cognitive ability to organize and prioritize the many thoughts that arise from the various parts of the brain, allowing the person to anticipate, strategize, and plan behavior

Memory (a minute or a day ago), inhibition (control responses), and flexibility (the ability to see things from another perspective)

More important than vocab; regular sleep, good nutitrion and exercise aid it; these skills are foundational; it is developed during childhood, not determined at conception

Must be carefully chosen, avoids flashy distractions, and encourages memory and reflection

The idea that children attempt to explain everything they see and hear by constructing theories. They follow the scientific method

A person's theory of what other people might be thinking. In order to have this, children must realize that other people are not necessarily thinking the same thoughts that they themselves are. That realization seldom occurs before age four

Maturation, experiences that promote executive function, and having siblings

More advanced theory of mind and executive functions make a child better at this

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

A major accomplishment of preoperation intelligence that allows a child to think symbolically, including understanding that words can refer to things not seen and that an item, such as a flag, can symbolize something else (in this case, a country)

The belief that natural objects and phenomena are alive, moving around, and having sensations and abilities that are human-like. Many young children have this

Centration, appearance-focus, static, and irreversible

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

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

In preoperational thought, a thing is whatever it appears to be

Children believe the world is stable, unchanging, always in the state in which they currently encounter it

Children fail to recognize that reversing a process might restore whatever existed before

The principle that the amount of a substance remains the same (is conserved) even when its appearance changes

Piaget emphasized the individual, while Vygotsky focused on the sociocultural context, and that a person's thinking is influenced by other people

They present challenges, offer assistance (without taking over), add crucial information, and encourage motivation

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

Technology, books, and other learners.

Provides an ample amount (directly or via tools), interaction where learner and mentor are actively involved together, attentive to boredom or bewilderment, knowing what learning is desired, and what the goals are.

When a person imitates an action that is not a relevant part of the behavior to be learned. Common among 2-6 year olds when they imitate adult actions that are irrelevant and inefficient

Young children are this, which allows them to learn when adults structure and guide learning

The internal dialogue that occurs when people talk to themselves (silently or out loud). Vygotsky contends that is aids cognition and self-reflection

Human interaction that expands and advances understanding, often through words that one person uses to explain something to another. Second role of language identified by Vygotsky

Count objects, with one number per item (one-to-one correspondence); note times and ages; understand sequence; know which numbers are greater than others; understand how to make things move, appreciate temoerature effects

Begins early in childhood, according to Vygotsky and starts with learning about numbers and sicence in early childhood

Language learning; two-year-olds use short telegraphic sentences without adjectives, adverbs, and articles, while five-year-olds can say almost anything

Vocab of 100-2,000 words; sentence length of 2-6 words; grammar includes plurals, pronouns, many nouns, verbs, and adjectives; asks "what's that" questions

Vocab of 1,000-5,000 words; sentence length of 3-8 words; grammar includes conjunctions, adverbs, and articles; asks "what" and "why" questions

Vocab of 3,000-10,000 words, sentence length of 5-20 words; grammar includes dependent clauses and tags at sentence end; peak of "why?", some "how" and "when" questions

Vocab of 5,000-30,000; some seemingly undending sentences; complex grammar (depending on what's been heard) and correctly using passive voice and subjunctive; questions social differences and other issues

A sensitive period in early childhood. Ideal because of brain maturation, myelination, scaffolding, and social interaction and young children are sponges for this

At age 2 children know about 200 words, and by 6 they know about 5,900 words (counting only roots). Hearing and direct conversation exposure assist with this and is crutial for coginitive advancement

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

After learning a word, children use it to describe other objects in the same category

Adding an s to form a plural; they apply the rules as soon as they figure them out, and use their own theories about language

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

The practical use of language that includes the ability to adjust language communication according to audience and context

Considered a strength, young children can master this as easily as one, suggests neurological strengths

Vital no matter where learning occurs, but difficult to judge

They stress each child's development and growth. The physical space and materials are arranged to scaffold artistic expression, science exploration, interaction play, and teachers provide guidance and opportunity

Schools that offer early-childhood education based on the philosophy of Maria Montessori, which emphasizes careful work and tasks that each young child can do, as well as pride and acheivement

Advancement in all academic areas, enjoyment of school, appreciation of challenges, and stronger theory of mind

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

An early-childhood-education program that emphasizes creativity, social understanding, emotional growth, and exploration. It originated in Germany with Rudolf Steiner and now is used in thousands of schools throughout the world

Stress academics; often taught by one adult to the entire group; curriculum includes learning letter, number, shape, and color names in a logical sequence; routines are established. Inspired by behaviorism and information-processing

Children learn to sit quietly and listen to the teacher, makes them ready to learn for elementary school. Basic skills are stressed, including precursors to reading, writing, and arithmetic

A federally funded early-childhood intervention program for low-income young children

These have changed over the decades, some include lifting families out of poverty, promoting literacy, providing dental care and immunizations, and teaching standard english

Advanced language and social skills in children of every background, especially vocabulary

Advances early education in childhood and lifelong, become most apparent in the 3rd grade or later. In adolescence, they had higher aspirations and a greater sense of achievement, as young adults, they were more likely to attend college, and as middle-aged adults, they were more often employed