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Child Dev > Chapter 9 > Flashcards

Chapter 9 Flashcards

1
Q

Cognitive development between the ages of 2 and 6 Piaget

A

Preoperational
Development of language, imagination, and magical thinking

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2
Q

Between the ages of 2 and 6, Piaget believed it was difficult for children to think

A

Logically

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3
Q

Symbolic thinking

A

The understanding that words can refer to unseen things and that words can represent something else

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4
Q

How does symbolic thinking expand the world of a preoperational child?

A

Children can think and talk about things that are not physically present
Ex: In the sensorimotor period, the child sees and hears a dog with the senses
In the preoperational stage, a child can remember seeing a dog when they hear the word dog even though no dog is physically present

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5
Q

Animism

A

The belief that natural objects and phenomena are alive
Ex: Wishing on a star, scolding a naughty toy

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6
Q

At what age do children grow out of animism?

A

Age 10

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7
Q

Centration

A

Characteristic of preoperational thought in which a young child focuses on one idea
Ex: Magician makes the child focus on one thing while they do things outside their range of thought.
Ex: A child focuses on how many pieces of cake each person has regardless of the size of the piece

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8
Q

Egocentrism

A

A kind of centration. The tendency of the child to think about the world entirely from their own perspective
Ex: Little boy buys a toy car for his moms birthday

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9
Q

Focus on appearance

A

Young child ignores all attributes that are not visible
Ex: Little girl with a short haircut worries she will turn into a boy

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10
Q

Static reasoning

A

Thinking that nothing changes. Whatever is now, has always been and always will be
Ex: Child can’t understand that their parent has been a child

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11
Q

Irreversibility

A

Idea that nothing can be undone. Inability to recognize that something can be restored to its original condition
Ex: A child cries when her mom puts lettuce on her hamburger

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12
Q

Conservation Error

A

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

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13
Q

Examples of conservation error

A
  1. One grahm cracker is still one grahm cracker even when it is broken in half.
  2. 2 glasses of milk have the same amount. One is poured into a taller glass. The child thinks the taller one has more because the milk goes up higher. There is not actually more milk
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14
Q

Limitation of Piaget’s research on conservation?

A

Piaget was late on date. Children understand conservation earlier than 6 or 7. Some experiments showed some understanding of conservation by age 3

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15
Q

Piaget saw cognitive development as:

A

Individual discovery

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16
Q

Vygotsky saw cognitive development as:

A

Social activities guided by others

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17
Q

Guided participation

A

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

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18
Q

Who is guided participation associated with?

A

Vygotsky

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19
Q

Apprentice in Thinking

A

Someone whose intellectual growth is stimulated by other members of society.

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20
Q

What do mentors do?

A

Present challenges, offer assistance, provide instructions, encourage motivation

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21
Q

Who is usually a child’s first mentor?

A

Parents

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22
Q

Zone of Proximal Development

A

Skills a person can master only with assistance. Between the “can’t learn yet” and the “can learn and do independently”

23
Q

Scaffolding

A

Temporary support tailored to a learner’s needs and abilities. Aimed at helping the child master the next task
Ex: Baking with a child. Helping them measure ingredients, mix, stir…

24
Q

Over imitation

A

Children will repeat irrelevant, time consuming, and inefficient actions if they are modeled by mentors

25
Q

Main purposes of language by Vygotsky:

A

Private speech: Children talk to themselves
Social Mediation: Both formal instruction and casual conversation

26
Q

STEM learning

A

Preschool years, understanding of math and physics develops month by month.
Ex: Count objects, understand time, know which numbers are greater/less than
Science Technology Engineering Math

27
Q

How can STEM learning be encouraged in the home during early childhood?

A

Talk to your child about many things. Teach about the moon, teach while shopping, include the child in daily activities and teach them about what is going on

28
Q

Executive Function

A

The ability to use the mind to plan, inhibit some actions and perform others

29
Q

What part of the brain controls executive function?

A

Prefrontal cortex

30
Q

Why is executive function important?

A

Better predictor of success in kindergarten than language development. Benefits from practice, not just maturation

31
Q

3 components of executive function

A

Cognitive flexibility, working memory, inhibitory control

32
Q

How do video games lessen development of executive function

A

They encourage rapid responses, the opposite of executive function. Choose games with lots of choice making
Don’t replace human interaction with screen time

33
Q

Which children will struggle with executive function

A

Those with ADD (hyperactivity, low attention span) or ASD (autism)

34
Q

Theory-theory

A

Theory that children construct theories to understand their world

35
Q

Why do children develop theories

A

They attempt to explain everything they see and hear by constructing theories about the underlying purpose of things and how they relate to the child, especially emotionally

36
Q

Theory of mind

A

A person’s understanding of the thoughts of another person

37
Q

By what age do children begin to develop theory of mind?

A

Typically begins by age 2 and is well developed by age 6

38
Q

What is the development of theory of mind correlated with?

A

Number of siblings and the ability to tell effective lies

39
Q

Children who are slow in language are also slow in…

A

theory of mind

40
Q

What is the most significant cognitive accomplishment of early childhood?

A

Language learning

41
Q

Why is early childhood a sensitive period for language learning?

A

Brain maturation, myelination, social interaction. NOT a critical period

42
Q

What is fast-mapping?

A

The average child knows 500 words at age 2 and more than 10,000 at age 6
Hearing a word once and fitting it into a pre-existing by context.
Ex: Give me the maroon shirt

43
Q

What is logical extension?

A

“Dalmation” cows. After learning a word, children use it to describe objects in the same category. A spotted cow looks like a dalmation dog.

44
Q

Overregularization

A

Sometimes children the rules of grammar when they should not. By age 4, many children overregulate the final ‘s’. Ex: Foots, tooths, mouses.

45
Q

Pragmatics

A

Knowing which words, tones, and grammatical forms to use with whom. We speak differently to people in authority than to a child.

46
Q

Language shift

A

The second language becoming dominant over the native language. Harmful for many reasons and separates children from their older relatives. Theory of mind may lead children to conclude that their first language is inferior to the new one.

47
Q

Strategies that help children learn to read?

A

Code-focused Teaching :teaching the letter sounds and how to blend them.
Book Reading
Parental influence: Using new words to expand vocabulary
Pre-school programs: that encourage reading
READ TO YOUR CHILDREN

48
Q

Role of the home in early childhood education?

A

High quality education at home is better than overcrowded daycare environments. Without good “backup” at home, schools don’t get very far

49
Q

Most important factor in determining quality of a preschool?

A

Warm interactive teachers

50
Q

Child-centered early education programs

A

Influenced by the ideas of Piaget and Vygotsky. Allow children to discover ideas at their own pace. Child centered programs also encourage artistic expression.

51
Q

What is the most well-known child-centered approach?

A

Montessori. Promote individual achievement. Children seek out learning tasks. They don’t sit quietly in groups while a teacher instructs them.

52
Q

What do teacher-directed preschool programs emphasize?

A

Emphasize academics. Often taught by one adult to entire group. Children learn to sit quietly. Taught according to a set timetable, not child’s interest or readiness.

53
Q

What are the results of longitudinal studies regarding the value of early intervention for at-risk children?

A

Some studies show really good, long term improvement, others show that improvement fades out quickly. The neighborhood don’t keep the improvement rolling. Mixed results.

Child Dev (12 decks)

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