Exam 2, Preschool Flashcards
your own idea about specific areas of your life, like your ability in sports or physical appearance
Self-concept
a global perception of self-worth; positive thoughts and feelings about oneself
Self-esteem
children become more independent if their parents encourage freedom or they experience shame and self-doubt if they are over-protected or restricted; 18 months-3 years
Autonomy v. shame and doubt
children experience both the desire to do things their own way and feeling incapable if they fail; 3-6 years
Initiative v. guilt stage
a child’s sense of independent puporsefulness
Initiative
the feeling of being able to do things successfully on your own
Self-efficacy
a child’s need for continual reassurance and attention from adults
Emotional dependence
a child’s need to be helped solving complex problems or difficult tasks
Instrumental dependency
the idea that the self endures despite temporary disruptions in relationships
Self-constancy
knowledge of cultural stereotypes regarding males and females
Gender-role concept
labeling yourself as a boy or girl
Gender identity
the understanding that gender is permanent despite superficial changes
Gender constancy
acting unselfishly to aid someone else
Altruism
the ability to experience the emotions of another person
Empathy
hurtful behavior intended to get something someone else has
Instrumental aggression
impulsive retaliation to another person
Reactive aggression
behavior that inflicts unintentional harm
Agonism
nonphysical acts such as social rejection or insults aimed at harming the social connection a person has to the group
Relational aggression; most common in girls
unprovoked, repeated attacks on a victim unlikely to defend themselves
Hostile aggression
the incorporation of standards of behavior into the self
Internalization
blaming yourself when something goes wrong
Guilt
feeling that others disapprove of you, blame you, or feel disappointed in you
Shame
the ability to monitor your own and other’s feelings and use that information to guide thinking and actions
Emotional intelligence
the ability to control emotional expression
Emotional regulation
the ability to withhold a dominant response in order to express a non-dominant response, to regulate reactive tendencies; associated with externalizing
Effortful control
to avoid becoming so upset that emotions get out of control and behavior becomes disorganized
Tolerating frustrations
when children learn society’s values through participation in family and community activities
Guided participation
the area between what a child can do alone and what a child can do with assistance
Zone of proximal development
thinking about things that are not really there
Mental representation
language and pretend play
Symbolic thought
the tendency to consider only one piece of information when multiple are releveant
Centration
defining reality by surface appearance
Appearance-reality problem
can exclusively contemplate the world from their own personal perspective, not from anybody else’s
Egocentrism
assuming that the world is unchanging and always in the state currently encountered
Static reasoning
failing to recognize that reversing a process can restore things to the way they were before
Irreversibility
the amount of an object remains the same despite changes in form
Conservation
the process in which one state is changed into another
Transformation
temporary sensitive support that helps children master a skill
Scaffolding
the idea that numbers and names occur in a certain order as they are paired with certain objects
Stable order principle
the last number in your sequence is the amount of numbers you have in front of you
Cardinal principle
any set of objects is countable
Abstraction principle
it doesn’t matter what order you count things in, as long as you count each object
Order-irrelevant principle
the ability to arrange things in a logical progression
Seriation
the ability to infer the relationship between 2 objects by knowing their respective relationship to a third
Transitive inference
any set that is treated the same in certain ways because they have features in common
Class
the ability to spontaneously pull information out of long-term memory
Free recall
Piaget’s 3 mountain task
Cognitive egocentrism
