2. Piaget’s term for cognitive development
between the ages of about 2 and 6; it
includes language and imagination
(which involve symbolic thought), but
logical, operational thinking is not yet
possible.
Piaget’s term for cognitive development
between the ages of about 2 and 6; it
includes language and imagination
(which involve symbolic thought), but
logical, operational thinking is not yet
possible.
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3. preoperational intelligence
Piaget’s term for cognitive development
between the ages of about 2 and 6; it
includes language and imagination (which
involve symbolic thought), but logical,
operational thinking is not yet possible.
Piaget’s term for cognitive development
between the ages of about 2 and 6; it
includes language and imagination (which
involve symbolic thought), but logical,
operational thinking is not yet possible.
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4. A characteristic of preoperational
thought in which a young child focuses
(centers) on one idea, excluding all others.
A characteristic of preoperational
thought in which a young child focuses
(centers) on one idea, excluding all others.
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5. centration
A characteristic of preoperational thought
in which a young child focuses (centers)
on one idea, excluding all others.
A characteristic of preoperational thought
in which a young child focuses (centers)
on one idea, excluding all others.
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6. Piaget’s term for children’s tendency to
think about the world entirely from their
own personal perspective.
Piaget’s term for children’s tendency to
think about the world entirely from their
own personal perspective.
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7. egocentrism
Piaget’s term for children’s tendency to
think about the world entirely from
their own personal perspective.
Piaget’s term for children’s tendency to
think about the world entirely from
their own personal perspective.
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8. A characteristic of preoperational
thought in which a young child ignores all
attributes that are not apparent.
A characteristic of preoperational
thought in which a young child ignores all
attributes that are not apparent.
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9. focus on appearance
A characteristic of preoperational thought
in which a young child ignores all
attributes that are not apparent.
A characteristic of preoperational thought
in which a young child ignores all
attributes that are not apparent.
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10. A characteristic of preoperational
thought in which a young child thinks
that nothing changes. Whatever is now
has always been and always will be.
A characteristic of preoperational
thought in which a young child thinks
that nothing changes. Whatever is now
has always been and always will be.
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11. static reasoning
A characteristic of preoperational thought
in which a young child thinks that
nothing changes. Whatever is now has
always been and always will be.
A characteristic of preoperational thought
in which a young child thinks that
nothing changes. Whatever is now has
always been and always will be.
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12. A characteristic of preoperational
thought in which a young child thinks
that nothing can be undone. A thing
cannot be restored to the way it was
before a change occurred.
A characteristic of preoperational
thought in which a young child thinks
that nothing can be undone. A thing
cannot be restored to the way it was
before a change occurred.
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13. irreversibility
A characteristic of preoperational thought in
which a young child thinks that nothing can be
undone. A thing cannot be restored to the way it
was before a change occurred.
A characteristic of preoperational thought in
which a young child thinks that nothing can be
undone. A thing cannot be restored to the way it
was before a change occurred.
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14. The principle that the amount of a
substance remains the same (i.e., is
conserved) when its appearance changes.
The principle that the amount of a
substance remains the same (i.e., is
conserved) when its appearance changes.
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15. conservation
The principle that the amount of a
substance remains the same (i.e., is
conserved) when its appearance
changes.
The principle that the amount of a
substance remains the same (i.e., is
conserved) when its appearance
changes.
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16. The belief that natural objects and
phenomena are alive.
The belief that natural objects and
phenomena are alive.
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17. animism
The belief that natural objects and
phenomena are alive.
The belief that natural objects and
phenomena are alive.
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18. Vygotsky’s term for a person whose
cognition is stimulated and directed by
older and more skilled members of
society.
Vygotsky’s term for a person whose
cognition is stimulated and directed by
older and more skilled members of
society.
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19. apprentice in thinking
Vygotsky’s term for a person whose
cognition is stimulated and directed by
older and more skilled members of
society.
Vygotsky’s term for a person whose
cognition is stimulated and directed by
older and more skilled members of
society.
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20. The process by which people learn from
others who guide their experiences and
explorations.
The process by which people learn from
others who guide their experiences and
explorations.
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21. guided participation
The process by which people learn from
others who guide their experiences and
explorations.
The process by which people learn from
others who guide their experiences and
explorations.
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22. Vygotsky’s term for the skills—cognitive
as well as physical—that a person can
exercise only with assistance, not yet
independently.
Vygotsky’s term for the skills—cognitive
as well as physical—that a person can
exercise only with assistance, not yet
independently.
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23. zone of proximal
development (ZPD)
Vygotsky’s term for the skills—cognitive
as well as physical—that a person can
exercise only with assistance, not yet
independently.
Vygotsky’s term for the skills—cognitive
as well as physical—that a person can
exercise only with assistance, not yet
independently.
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24. Temporary support that is tailored to a
learner’s needs and abilities and aimed at
helping the learner master the next task
in a given learning process.
Temporary support that is tailored to a
learner’s needs and abilities and aimed at
helping the learner master the next task
in a given learning process.
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25. scaffolding
Temporary support that is tailored to a
learner’s needs and abilities and aimed
at helping the learner master the next
task in a given learning process.
Temporary support that is tailored to a
learner’s needs and abilities and aimed
at helping the learner master the next
task in a given learning process.
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26. The internal dialogue that occurs when
people talk to themselves (either silently
or out loud).
The internal dialogue that occurs when
people talk to themselves (either silently
or out loud).
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27. private speech
The internal dialogue that occurs when
people talk to themselves (either silently
or out loud).
The internal dialogue that occurs when
people talk to themselves (either silently
or out loud).
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28. Human interaction that expands and
advances understanding, often through
words that one person uses to explain
something to another.
Human interaction that expands and
advances understanding, often through
words that one person uses to explain
something to another.
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29. social mediation
Human interaction that expands and
advances understanding, often through
words that one person uses to explain
something to another.
Human interaction that expands and
advances understanding, often through
words that one person uses to explain
something to another.
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30. The idea that children attempt to explain
everything they see and hear by
constructing theories.
The idea that children attempt to explain
everything they see and hear by
constructing theories.
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31. theory-theory
The idea that children attempt to explain
everything they see and hear by
constructing theories.
The idea that children attempt to explain
everything they see and hear by
constructing theories.
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32. A person’s theory of what other people
might be thinking. In order to have a
_______________, children must realize
that other people are NOT necessarily
thinking the same thoughts that they
themselves are. That realization is seldom
possible before age 4.
A person’s theory of what other people
might be thinking. In order to have a
_______________, children must realize
that other people are NOT necessarily
thinking the same thoughts that they
themselves are. That realization is seldom
possible before age 4.
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33. theory of mind
A person’s theory of what other people might be
thinking. In order to have a
_______________, children must realize that
other people are NOT necessarily thinking the
same thoughts that they themselves are. That
realization is seldom possible before age 4.
A person’s theory of what other people might be
thinking. In order to have a
_______________, children must realize that
other people are NOT necessarily thinking the
same thoughts that they themselves are. That
realization is seldom possible before age 4.
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34. The speedy and sometimes imprecise way
in which children learn new words by
tentatively placing them in mental
categories according to their perceived
meaning.
The speedy and sometimes imprecise way
in which children learn new words by
tentatively placing them in mental
categories according to their perceived
meaning.
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35. fast-mapping
The speedy and sometimes imprecise way
in which children learn new words by
tentatively placing them in mental
categories according to their perceived
meaning.
The speedy and sometimes imprecise way
in which children learn new words by
tentatively placing them in mental
categories according to their perceived
meaning.
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36. The application of rules of grammar even
when exceptions occur, making the
language seem more “regular” than it
actually is.
The application of rules of grammar even
when exceptions occur, making the
language seem more “regular” than it
actually is.
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37. overregularization
The application of rules of grammar even
when exceptions occur, making the
language seem more “regular” than it
actually is.
The application of rules of grammar even
when exceptions occur, making the
language seem more “regular” than it
actually is.
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38. A person who is fluent in two languages,
not favoring one over the other.
A person who is fluent in two languages,
not favoring one over the other.
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39. balanced bilingual
A person who is fluent in two languages,
not favoring one over the other.
A person who is fluent in two languages,
not favoring one over the other.
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40. Schools that offer early childhood
education based on the philosophy of
Maria Montessori, which emphasizes
careful work and tasks that each young
child can do.
Schools that offer early childhood
education based on the philosophy of
Maria Montessori, which emphasizes
careful work and tasks that each young
child can do.
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41. Montessori schools
Schools that offer early childhood
education based on the philosophy of
Maria Montessori, which emphasizes
careful work and tasks that each young
child can do.
Schools that offer early childhood
education based on the philosophy of
Maria Montessori, which emphasizes
careful work and tasks that each young
child can do.
Click for Term
42. A famous program of early childhood
education that originated in the town of
Reggio Emilia, Italy, and that encourages
each child’s creativity in a carefully
designed setting.
A famous program of early childhood
education that originated in the town of
Reggio Emilia, Italy, and that encourages
each child’s creativity in a carefully
designed setting.
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43. Reggio Emilia approach
A famous program of early childhood
education that originated in the town of
Reggio Emilia, Italy, and that
encourages each child’s creativity in a
carefully designed setting.
A famous program of early childhood
education that originated in the town of
Reggio Emilia, Italy, and that
encourages each child’s creativity in a
carefully designed setting.
Click for Term
