Developmental Key Terms Flashcards
Jean Piaget’s thoughts
intelligence not a fixed trait, process that occurs over time due to biological maturation and interactive experience w/ the world, adapting child to environment
intellectual development occurs thru?
active action w/ the world
individuals build their own framework/understanding of the world thru?
assimilation and accommodation
assimilation
world “fitted into” what child already knows, understood in terms of existing schema
accommodation
existing schema expanded/or new ones created, existing schemata modified to fit new experiences
schemata
mental representing of knowledge created over time based on experiences
operations
logical manipulations dealing w/ relationships between schema, higher mental order structures that allow child to understand complex rules about environment
Piaget’s theory
4 stages that reflect increasing sophistication of child’s thought, sensorimotor, pre-operational, concrete operational, formal operational
sensori motor stage
(0-2 yrs) infant only knows world via immediate senses, lack of internal schema, egocentrism, object permanence
pre-operational
(2-7 yrs) developing but dominated by external world and appearance, shows centration and lacks mental sophistication to carry out logical operations, lack of conservation, egocentrism
concrete operational
(7-11 yrs) more complex and can carry mental operations like compensation and reversibility and can de-centrate
formal operational
(11 yrs+) put oneself in other’s position w/o dolls, develop ideas/problems mentally w/o physical examples, can think hypothetically, approach problems in systematic and organized way
egocentrism
child’s inability to see a situation from another’s point of view
object permanence
understanding that objects exist even when they cannot be perceived
centration
child only focuses on one aspect of an object or situation at a time
lack of concentration
inability to realize that some things remain constant or unchanged despite changes in visible appearance
de-centrate
more than one aspect of an object or situation can be taken in account at the same time
compensation
a way people hide something that they cannot do well, by doing something else really well.
reversibility
the ability to recognize that numbers or objects can be changed and returned to their original condition. For example, during this stage, a child understands that a favorite ball that deflates is not gone but can be filled with air again and put back into play.
adaptation processes
enable transition from one stage to another, EX: assimilation
Piaget evaluation
pros: first theory of its time, cross-cultural support, saw children as active learners not passive processors, educational implications, supporting studies
cons: timeline isn’t exact, sampling bias (used own children), over-estimated pals formal operational ability original studies too language dependent
Vygotsky main point of theory
language, social interaction, and culture play role in development
zone of proximal development
children can obtain certain level of proficiency on own, level that can be reached with help from more knowledgable other, & level that cannot be reached at all
scaffolding
when one models how to complete task and assists student by answering questions/providing hints as needed
resilience
maintaining adaptive functioning in spite of serious risk factors
