chapter five Flashcards
sensory mouthing
using the mouth to explore (touch, taste, smell, feel)objects
object permanence
understanding that something exists even when it can no longer be seen
cognitive
to do with knowledge in the widest sense, involving a range of skills and understanding concepts
language
a means of communication
nature
qualities that are inherited
nurture
qualities that come from experience and environment
concept
a general idea used to sort out and understand the environment
imagination
the use of thinking to visualise and plan ideas
creativity
being able to express oneself in different ways
egocentricity
not taking anyone else’s view or needs into account
conservation
understanding that things can be the same even if they look different
concentration
the ability to focus for a period of time
conceptualization
the organisation of thinking and understanding
reasoning
understanding the cause and effect of our actions
memory
the power to store and retrieve information in the mind
problem solving
the ability to think of ways to sort out a problem, puzzle or difficult situation
verbal
spoken
non-verbal
unspoken
passive vocabulary
words that are understood but not used (in speech)
active vocabulary
use of speech or signs
turn-taking
coos and gurgles in response to words and sounds from a carer
monosyllabic babbling
repetitive sounds for example ‘dadada’
polysyllabic sounds
changes in tone and pitch, for example ‘mememomo’
jargon
words that are not recognised by others easily
holophrase
a word that is used to describe more than one object belonging to a group
echolalia
repeating the last word or sound heard
telegraphic speech
short sentences that lack ‘joining’ words
motherese
the tone of voice often used by adults when talking to babies
emergent writing
a child’s first attempts at forming letters as a means of communication. Patterns of letter-type shapes are often seen first, with children then trying to write their own name or a caption for their drawing
socialization
learning the behaviour and cultural expectations of family and society
primary socialization
the influences of family and immediate social circle on social development
secondary socialization
the influences from the wider community for example teachers, friends, church leaders, etc on social development
discipline
the setting of boundaries and expectations of behaviour
bonding
the strong emotional tie between child and main carer, usually starts at birth
separation anxiety
the concern shown by very young children when left by their main carer
self-image
your identify who you think you are
self-esteem
how you feel about yourself
emotions
feelings
comforter
thumb or other item that soothes and comforts a child
solitary play
the first stage of play in which children play alone
parallel play
the second stage of play in which children play alongside but not with each other
looking-on play
the third stage of play in which children observe and learn from what others are doing
joining in play
the fourth stage of play where very simple signs of cooperation and playing together are seen
cooperative play
the fifth and final stage of play where children work together to complete tasks and role play together
stereotyping
making generalisation about a person rather than seeing them as an individual
discipline
upholding rules of good behaviour
bullying
hurting or intimidating someone weaker
tantrum
a loss of control of emotions
positive reinforcement
giving praise and rewards for good behavior (and ignoring bad behavior)
boundaries
clear limits within which the children have to stay
sanction
a punishment where something is taken away
regressive behavior
displays of behaviour reverting to that of a younger age
play deprivation (play malnourishment )
where children are not given enough opportunities to play freely without adult organisation and intervention
play based learning
where learning opportunities were provided through play
structured play
play that is organised by adults and often has a pre-set outcome
spontaneous play
play in which children choose how and what they do freely
creative
expressing yourself in different ways
discovery play
play using all the senses
special needs
a term used for children who need extra or different help to support their development
3D (three dimensional)
a solid shape with height, length and depth
small-world play
where children play out their understanding of the world in miniature using model farms, railways etc
hand-eye coordination
ability to manipulate something using vision to coordinate hands.
story sack
a bag of toys, games and objects linked to a specific story
storyboards
a sequence of visual images from a story set out by children as the story progresses
household play
play (safely) using everyday objects from around the home
sure start
a government programme aiming to provide a good start in life for all children
bookstart
an organisation that promotes the value of books and reading to families and children
bookstart and different needs
a Bookstart initiative providing information on different types of books via the Bookstart website
bookstart book crawl
a Bookstart scheme to encourage parents and children to use the library
book touch
a Bookstart pack for blind and partially sighted babies and children
