unit 3: developmental part 2

Piaget’s theory

A theory that children move through four stages of cognitive development, each marked by different ways of thinking and understanding the world.

Schema

Mental frameworks for organizing information.

Assimilation

Fitting new information into existing schemas.

Accommodation

Adjusting schemas when new information doesn’t fit.

Sensorimotor stage (0–2 years)

Understanding the world through senses and actions.

Object permanence

Realization that objects continue to exist even when not seen.

Preoperational stage (2–7 years)

Use of language and mental imagery; lacks logical reasoning.

Mental symbols

Internal images or words representing objects or ideas.

Pretend play

Using imagination to act out roles and scenarios.

Conservation

Understanding that properties (like volume or mass) remain the same despite changes in form.

Reversibility

Understanding that actions can be reversed.

Egocentrism

Difficulty in seeing things from another's perspective.

Animism

Belief that inanimate objects have feelings and intentions.

Concrete operational stage (7–11 years)

Logical thinking about concrete events; understands conservation.

Logical thinking

Reasoning based on rules and facts in the real world.

Formal operational stage (12+ years)

Development of abstract and hypothetical thinking.

Abstract and hypothetical thinking

Ability to reason about concepts not directly experienced.

Scaffolding

Temporary support to help a child learn a task.

Sociocultural context of learning

Emphasizes how culture and social interaction shape development.

Zone of proximal development (ZPD)

The difference between what a child can do alone vs. with help.

Dementia

A group of symptoms affecting memory, thinking, and social abilities severely enough to interfere with daily life.

Phonemes

The smallest units of sound in a language.

Morphemes

The smallest units of meaning (e.g., “un-” or “dog”).

Semantics

The meaning of words and sentences.

Grammar

Rules for structuring language.

Syntax

Rules for combining words into grammatically correct sentences.

Cooing

Early vowel-like sounds made by infants (around 6–8 weeks).

Babbling

Repeated consonant-vowel sounds (e.g., “ba-ba”) by 4–6 months.

One-word speech (holophrase)

Single word used to express a complete thought (e.g., “juice”).

Telegraphic speech

Short phrases using mostly nouns and verbs, like a telegram (e.g., “want toy”).

Ecological systems theory

Human development is influenced by different environmental systems.

Microsystem

Immediate environment (family, school, peers).

Mesosystem

Interactions between elements of the microsystem.

Exosystem

Indirect environments that still affect the child (e.g., parent’s workplace).

Macrosystem

Cultural values, laws, and customs.

Chronosystem

Time-based dimension (life transitions, historical events).

Parenting styles

Authoritarian

Strict, high expectations, low warmth.

Authoritative

High expectations and warmth; best outcomes.

Permissive

High warmth, low discipline or control.

Secure

Distressed when caregiver leaves; comforted upon return.

Avoidant

Avoids or ignores caregiver; little emotional response.

Anxious (ambivalent)

Clingy, very distressed when caregiver leaves.

Disorganized

Confused behavior, often linked to trauma or neglect.

Temperament

A child’s natural mood, activity level, and emotional reactivity.

Separation anxiety

Distress when a child is separated from their caregiver.

Harlow’s study of attachment

Showed that comfort (contact) is more important than food in forming attachment (monkey experiment).

Parallel play

Playing next to peers without direct interaction.

Pretend play with peers

Collaborative imaginative play that supports social and cognitive skills.

Adolescent thinking

More abstract, reflective, and self-focused.

Adolescent egocentrism

Belief that one’s thoughts and experiences are unique.

Imaginary audience

Belief that others are constantly watching/judging you.

Personal fable

Belief that one's own experiences are unique and not understood by others.

Social clock

Cultural timeline of when life events (marriage, career, etc.) should happen.

Emerging adulthood (18–25)

A transitional phase between adolescence and full adulthood.

Trust vs. Mistrust (0–1 yr)

Learning to trust caregivers and the world.

Autonomy vs. Shame and Doubt (1–3 yrs)

Developing independence and self-control.

Initiative vs. Guilt (3–6 yrs)

Learning to initiate tasks and carry out plans.

Industry vs. Inferiority (6–12 yrs)

Mastering academic and social skills.

Identity vs. Role Confusion (12–18 yrs)

Exploring personal identity.

Intimacy vs. Isolation (young adulthood)

Forming close relationships.

Generativity vs. Stagnation (middle adulthood)

Contributing to society and family.

Integrity vs. Despair (late adulthood)

Reflecting on life with satisfaction or regret.

Adverse Childhood Experiences (ACEs)

Traumatic events in childhood linked to negative health and psychological outcomes later.

Identity

A person’s sense of self, shaped by experiences and values.

Achievement

Commitment after exploration.

Diffusion

No clear sense of identity and no effort to find one.

Foreclosure

Identity chosen without exploration (often by parents).

Moratorium

Actively exploring, but not yet committed.

Possible selves

Visions of what one might become, both positive and negative.