Exam #3 Flashcards
Piaget and Preoperational Stage ?
Saw junior Scientists – Kids working by themselves 2 develop. By this age symbolic thinking grows (mental reasoning) prompting them to be less dependent on the sensorimotor activities to understand the world. A plate becomes a symbol for eating a meal. Bike becomes a symbol for ride. (Focus is on what kids are unable to do at this stage. Ex preschool kids lack the ability to perform conservation tasks).
Symbolic Function ?
the ability to use a mental symbol word or object to represent something not physically present. (not capable of operations – organized formal logical mental processes @ the end of the preoperational stage.
Piaget states language grows out of ?
cognitive advances – mental representation – thinking about something develops language for it.
Centration?
the process of concentrating on one limited aspect of a stimulus and ignoring other aspects. If you place a dog mask on a cat the preschooler sees a dog. They don’t see the whole picture (only the superficial, obvious elements) lead to inaccuracy in thought, visual image dominates thinking (lack of conservation)
Conservation Tasks ?
Tasks used to assess children’s use of operations, in which children must decide whether a transformed object is the same as or different from what it was before
Conservation?
the knowledge that quantity is unrelated to the arrangement and physical appearance of objects (10 buttons are still more than 8). A skill that marks the transition to the next stage from preoperational to concrete operational.
Transformation?
the process whereby one state is changed into another. Child ignores intermediate steps. Transformers help teach children steps in change of state (kids have to snap and alter pieces to get the object to change formation. (Ex. From book three worms on the little girl’s walk. She thinks all three worms are the same worm because she doesn’t understand the transformation that would have to take place for all the worms to be the same one.)
Reversibility?
ability to return to previous state (ball of clay)
Seriation?
The ordering of stimuli along a quantitative dimension
Egocentric Thought ?
Thinking that does not take the viewpoints of others into account. Lack of awareness that their behaviors act as a trigger to others reactions and responses. (Hide and seek will cover their own face believing if they cannot see others, others cannot see them.
Functionality?
The idea that actions, events, and outcomes are related to one another in fixed pattern – end of preoperational stage
Identity?
the idea that certain things stay the same, regardless of changes in shape, size and appearance (clay is still a ball of clay) Helps with conservation and transformation (vs. self-concept)
schemes in order to understand identity and conservation.Children have to go through ?
(assimilation/accommodation) change in schemes
Reversibility?
a transformation can be reversed to return something to its original state.
Information Processing Approaches to Cog Dev ? Accepted or rejected?
Widely accepted by child developmentalists as the most accurate explanation of how children develop cognitively.
Information Processing Approaches to Cog Dev
Changes that occur in children’s cognitive abilities on the basis of experiences (environment) becomes more sophisticated
Autobiographical Memory ?
Memory of particular events from one’s own life (not always accurate/fades over time)
Scripts?
Broad representations in memory of events and the order in which they occur – it is difficult to remember one specific time an event occurred like going to the store.
Vygotsky = Cognitive Development ?
– Apprentices/Culturally Based – The way cultures and society approach problems influences cognitive development. Social interactions and guided participation (mentors to problem solve) children are apprentices – mentors provide assistance, instructions and motivation. Children’s toys reflect what is important to particular societies.
Zone of Proximal Development ?
the level at which a child can almost, but not fully, comprehend or perform a task without assistance. At this time if appropriate help or instruction is offered children are able to increase their understanding and master new tasks skills. Cognitive development only occurs when more skilled individuals offer information or help while the child is in the zone. The zone grows becomes larger with improvement in each skill or cognitive ability.
Scaffolding?
The assistance or structuring provided by others =
support for learning and problem solving that encourages independence and growth.
Cultural Tools?
physical items pens pencils paper calculators, computers – Intellectual and conceptual frameworks like language.
Erikson’s Psychosocial Development ?
moral understandings about one’s self and others.
Initiative-versus-guilt stage?
Preschool, ages three to six. Stage development where independence and consequences form Emotional Development – “Am I good or am I bad” is the main question being answered.
Self-concept ?
Identity about one’s self, beliefs, values. Information you know about yourself, simple facts. What others might know about you. (I/She am/is good at math) Facts only
Self-Esteem?
General attitude toward yourself. It is how you “feel” about those things you know about yourself. Your attitudes toward yourself. “I like that I am confident.” The difference is “feelings” Feelings about the facts.
Collectivistic Orientation ?
Interdependence, inter connectedness ( ex. Asian Cultures)
Individualistic Orientation ?
personal identity, uniqueness, competition (ex. American Society)
Identification?
identify with the same sex parent
Sex?
generally refers to sexual anatomy
Gender Identity ?
perceptions of one’s self as male or female
Gender Schema ?
framework that organizes information related to gender
Gender Constancy ?
permanently male or female based on biological factors.
Androgynous?
roles encompasses characteristics of both sexes.
Gender Differences ?
appear in early preschool years, children form expectations which generally conform to social stereotypes
Gender Differences Explained by theorists ?
– Genetics (biological expectations); Freud’s Psychoanalytic – subconscious; Social Learning – environmental influences (parents, teachers, peers, media; Cognitive – form gender schemas, cognitive frameworks that organize learned information about gender.
Functional play ?
simple repetitive activities for keeping busy, for staying active
Constructive Play ?
manipulating objects to produce or build something (developmental skills – motor, cognitive, problem solve, learn to cooperate).
Parallel Play ?
Similar play and toys, no interaction between children
Onlooker Play ?
watch others play
Associative play ?
two or more children interacting, sharing, and borrowing.
Cooperative Play ?
turn taking, contests, organized games.
Authoritarian Parents ?
controlling, punitive, rigid, and cold – expects obedience. Children are withdrawn non-social.
Permissive Parents ?
Laxed, laidback, inconsistent, gives no responsibilities, assumes no responsibilities, allows children to make their own choices. Children are moody, lack social skills, and self-control.
Authoritarian ?
Strict parenting with high expectations for conformity and compliance. They don’t explain why they want their children to do things, they are controlling, punitive, rigid, and cold
Authoritative Parents ?
firm, clear limits, consistent, strict, warm, loving, encourages individuality. Child centered approach with high expectations of maturity. They teach children to regulate themselves and problem solve, encourages independence but still places limits and controls on their actions. Verbal give and take is okay, parents are warm and nurturing, set clear standards. Children grow up having higher self-esteem and independence. Most recommended parenting style.
Uninvolved Parents ?
show no interest in their children, do not spend time together. Emotionally detached, children fare the worst.
Moral development ?
sense of justice, right and wrong with regard to moral issues.
Moral development and theory?
Piaget – moral reasoning
HETERONOMOUS MORALITY ?
the initial stage of moral development (4-7 yrs) rules are unchangeable, beyond people’s influence. Intention has nothing to due with moral reasoning for children.
IMMANENT JUSTICE ?
broken rules earn immediate punishment.
INCIPIENT COOPERATION STAGE ?
7-10 yrs – children learn social rules. Play according to shared conception of the rules
AUTONOMOUS COOPERATION STAGE ?
(10yrs) – children understand that game rules can be modified if all agree
Social-Learning Morality ?
How the environment influences children’s moral behavior, prosocial behavior (helping behavior that benefits others). Learned through reinforcement and modeling. By observing others children learn society’s norms which leads to abstract modeling
Abstract Modeling ?
the process of developing more general rules and principles that underlie behavior.
Empathy and Moral behavior ?
some believe that understanding what others feel like is what teaches some kinds of moral behavior.
Aggression?
intentional harm to another person (emerges in preschool years – with age and increased vocabulary aggression generally declines). Advances in personality and social development contribute to the decline in aggression.
Emotional Self-regulation ?
the capability to adjust emotions to a desired state and level of intensity.
Boys typically show higher levels of ?
overt (open, blatant) aggression
Girls typically engage in?
Relational Aggression – non-physical aggression intended to hurt feelings (psychological well-being) name calling, love or friend withdrawal, saying mean or hurtful things.
Speech impairment ?
Speech that is impaired when it deviates so much fro the speech of others that it calls attention to itself, interferes with communication, or produces maladjustments in the speaker.
Learning Disabilities ?
Difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities.
