Test 1 Flashcards
early childhood development
the development of children from conception and birth through age 8
Learning is best achieved when the senses are involved. (Comenius)
none
gifts (Frobel)
Gifts were objects given to children for hands on learning of shape, size, and color concepts
occupations (Frobel)
Occupations were materials designed for the development of psychomotor silks (blocks, wooden pegs, etc)
scaffolding (Vygotsky)
is a term used to explain the assistance that an adult or older peer gives to a child as she/he seeks to understand certain concepts and acquire specific skills
ZPD (Vygotsky)
is the area that exists between the child’s current level of performance and the child’s potential level of performance. Children reach their potential with adult assistance. Scaffolding occurs in ZPD.
anecdotal record
a narrative of descriptive paragraphs recorded after behavior occurs
running record
a narrative written in sequence over a specified time, recorded while behavior is occurring
event sampling
a brief narrative of conditions preceding and following specified behaviors, recorded while behavior is occuring, based on objective behavior
time sampling
tallies or symbols showing the presence or absence of specified behavior during short periods, recorded while behavior is occurring
checklist
a list of behaviors with check marks recorded before, during and after behavior occurs
unique/diverse needs
the distant needs of each individual child that are not related to background or disability
special needs
the needs of children that result from developmental delays or disabilities
cultural/ethnic diversity
variations in development and behavior that are due to a child’s cultural background
SES
a measure of a family’s overall economic and social status, determined by level of education, income, place of residence and occupation of primary wage earners
correlational study
a type of research in which two traits are measured and their relationship is examined
cross sectional study
research in which a trait is studied by examine children of many different ages at one time, and developmental trends are determined by comparing one age group to another
longitudinal study
research in which a group of children is studied over a long period of time to observe changes in behavior and development at various ages
experimental study
research in which a treatment, such as an educational intervention, is administered to subjects
quantitative methods
research methods in which children are observed and their behaviors counted or rated numerically
qualitative research
research that involves writing a rich description of behaviors and development rather than counting or quantifying observations
ethnography
a type of research in which investigators spend significant time working or living with a group-a classroom, a family, or a community-and write qualitative descriptions of their observations
summative assessment
an overall evaluation of children’s growth after they have completed a school year or some long period of learning
receptive vocabulary
the number of words a child can understand when listening to another speaker
formative assessment
the evaluation of children’s behavior, learning, and development over time, and relatively frequently
developmental checklist
a teacher rates children’s attainment of certain developmental milestones
maturationist theory
a theory that holds that most of what humans become is predetermined by genetics and that traits inherited from ancestors simply unfold as children mature
behaviorist theory
a theory that holds that most of what humans become is shaped by the environment
classical conditioning
a strategy for shaping behavior in which a neutral stimulus is paired with a pleasurable one
operant conditioning
a form of training in which a desired behavior is immediately rewarded
Watson was the first to apply classical conditioning
Skinner developed operant conditioning
psychoanalytic theory
a theory that holds that emotional development is influenced by tensions between internal desires and impulses and the demands of the outside world
trust vs mistrust
birth to 18 months
children must come to trust that basic needs will be met by caregivers
autonomy vs shame/doubt
18 mo.-3.5 yrs
children must acquire a sense of independence from parents and a belief that they can do things on their own
initiative vs guilt
3.5 yrs-6 yrs
children must feel free to act, to create, to express themselves creatively, and to take risks
industry vs inferiority
6-12 yrs
children must come to feel competent in skills valued by society
cognitive development theory
a theory of human development holding that knowledge is actively constructed by the child and that active problem solving, social interaction, and language are necessary for learning
sensorimotor
0-18 months
infants rely solely on action and the senses to know things
preoperational
18 mo.-6/7 yrs
toddlers and preschool children can use symbols and internal thought to solve problems
concrete operational
8-12 yrs
elem school children are more abstract in their thinking, they use logic to solve problems
formal operational
12 yrs-adult
adolescents and adults can think abstractly
Piaget’s stages of development
sensorimotor
preoperational
concrete operational
formal operational
sociocultural theory
a theory that holds thinking and learning are highly influenced by social interaction, language, and culture
information processing theory
a theory of development that emphasizes how children learn in specific situations, relying on memory, attention, and other learning processes
social cues
actions, facial expressions, tone of voice, spoken words, and other social signals performed by peers that help young children interpret social situations
ecological systems theory
a theory of development that emphasizes the influence of the many institutions and settings
microsystem (most important)
the layer of environmental influences on development that includes all institutions and experiences within the child’s immediate environment
mesosystem
the layer of environmental influences on development that is composed of the interconnections among the persons or organizations within the microsystem
exosystem
the layer of environmental influences on development that is composed of institutions or persons that do not actually touch children’s lives but that indirectly affect their experiences
macrosystem
the layer of environmental influences on development that contains the overarching values, ideologies, laws, worldview, and customs of a particular culture or society
