Chapter 9

Question 1

Know about Piaget’s second period of cognitive development.

Answer 1

Preoperational intelligence is Piaget’s second stage of cognitive development
§ Called preoperational because children do not yet use logical operations (reasoning processes) Suggests thinking occurs in symbols, not just via senses and motor skills (symbolic thought)

Includes language, imagination, animism

Question 2

Piaget’s terms for centration,

Answer 2

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

Question 3

Static reasoning

Answer 3

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

Question 4

Egocentrism

Answer 4

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

Question 5

Irrepressibility

Answer 5

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.

Question 6

Conservation

Answer 6

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

Question 7

Scaffolding

Answer 7

Scaffolding: Temporary support that is tailored to a learner’s needs and abilities and

Question 8

Guided Participation

Answer 8

Mentors teach them (such as parents)

Question 9

Know what theory of mind and theory-theory are.

Answer 9

Theory-Theory: children naturally construct theories to explain whatever they see and hear
o Theory of mind: A person’s theory of what other people might be thinking. In order to have a theory of mind, children must realize that other people are not necessarily thinking the same thoughts that they themselves are.

Question 10

Fast Mapping

Answer 10

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

hearing something past and putting it into their brain
Ex: pasketi

Question 11

Logical Extensions

Answer 11

Logical Extensions: (like fast mapping) After learning a word, children use it to describe other objects in the same category. (“Dalmatian cows”)

Question 12

Overregulization

Answer 12

Overregularization: The application of rules of grammar even when exceptions occur, making the language seem more “regular” than it actually is
mouses, tooths, leafs, sheeps

Question 13

Provide an example of a grammar mistake that children make in early childhood (such as logical extension or overregularization).

Answer 13

Logical extension mistake: “Dalmatian cows” after seeing a Dalmatian dog then Holstein cows
o Overregularization, “I goed to the store.”

Question 14

What is the difference between teacher-directed and child-centered preschool programs?

Answer 14

o Teacher directed
§ Instruct rather than facilitate learning
§ Are more consistent in beliefs and behaviors
§ Are often influenced by parents who want academic skills and respect for authority to be taught
o Child-centered
§ Advocated child-centered programs
§ Believe learning comes from within
§ Resist legislative standards and academic tests
§ Argue social skills and creative play are essential

Question 15

How many words will a 6-year-old typically know?

Answer 15

More than 5000 to 30000

average 10,000

Question 16

Is early childhood a critical or sensitive period for language learning? What supports this answer?

Answer 16

Early childhood is a sensitive period or best time to master vocabulary, grammar, and pronunciation