Developement

A specific timeframe in which the development of certain skills or abilities is most effective and efficient

Critical period

The process of evolving and maturing over time, encompassing improvements and regressions in abilities and characteristics

Development

Growth of connections between brain cells, supported by the brain's adaptability and experiences

Brain development in infancy

Language acquisition in early childhood, when children can easily learn multiple languages

Critical period

Infant's brain forming new connections while learning to recognize parents' faces and voices

Brain development in infancy

Child learning to walk represents growth, while decreased mobility in old age represents decline

Development

Cognitive development involving distinct stages with qualitatively different thinking patterns

Piaget's stages of cognitive development

Providing support that is gradually removed as a child becomes more competent

Scaffolding

Modifying existing cognitive schemas to include new information

Accommodation

Integrating new information into existing cognitive schemas without changing the schemas

Assimilation

Development starts with social interactions and learning mediated by more knowledgeable others

Vygotsky's theory of cognitive development

Child calling a zebra a horse because it fits their existing concept of a horse

Assimilation

Child learning that a zebra is different from a horse and creating a new category for zebras

Accommodation

Teacher gradually reducing assistance as a student learns to read independently

Scaffolding

Moving from concrete to abstract thinking as children grow older

Piaget's stages of cognitive development

Child learning to solve puzzles with the help of a teacher or peer

Vygotsky's theory of cognitive development

Using mental images and symbols to represent the world, while thinking remains intuitive and egocentric

Preoperational Stage

Gaining the capability to think abstractly, systematically, and hypothetically

Formal Operational Stage

Learning about the environment through sensory experiences and motor actions

Sensorimotor Stage

Developing the ability to think logically about concrete events and perform mental operations

Concrete Operational Stage

Child believing the moon follows them wherever they go

Preoperational Stage

Considering hypothetical scenarios and future possibilities, such as debating moral dilemmas

Formal Operational Stage

Infant exploring objects by touching and mouthing them

Sensorimotor Stage

Solving arithmetic problems using logical steps

Concrete Operational Stage

Using general principles to reason and solve problems and think about potential outcomes

Hypothetical-deductive reasoning

Understanding that mass, volume, and number stay constant despite changes in form or appearance

Conservation

Ability to use words and images to represent objects and experiences

Symbolic thinking

Inability to see a situation from another person's perspective

Egocentrism

Realizing that objects still exist even when they are not visible

Object permanence

Using a broom as a pretend horse during play

Symbolic thinking

Child assuming everyone sees the world exactly as they do

Egocentrism

Baby searching for a toy hidden under a blanket

Object permanence

Realizing that pouring water into a differently shaped glass does not change the amount of water

Conservation

Formulating hypotheses and testing them in science class

Hypothetical-deductive reasoning

Unpredictable relationship where a child remains distressed even after the caregiver returns

Insecure-anxious attachment

Strong emotional bond that develops between a child and their caregiver

Attachment

Healthy, trusting relationship where a child seeks comfort from the caregiver and is upset when separated

Secure attachment

Detached relationship where a child shows little distress upon separation and avoids the caregiver upon return

Insecure-avoidant attachment

Child showing little reaction when their parent leaves or returns

Insecure-avoidant attachment

Baby feeling comforted and secure when held by their mother

Attachment

Child continuing to cry and cling to their parent after they return

Insecure-anxious attachment

Toddler crying when their parent leaves but calming down quickly upon their return

Secure attachment

Combines warmth and responsiveness with clear rules and expectations

Authoritative parenting

Emphasizes strict rules and discipline with little warmth or responsiveness

Authoritarian parenting

Lack of involvement and attention, with minimal demands or responsiveness to the child's needs

Neglectful parenting

Low demands and high responsiveness, with few rules and rare discipline

Permissive parenting

Not being aware of a child's activities or needs and providing little guidance or support

Neglectful parenting

Allowing children to set their own bedtimes and rarely enforcing household rules

Permissive parenting

Setting clear homework expectations while discussing and adjusting rules based on the child's input

Authoritative parenting

Enforcing strict curfews and rules without discussion or flexibility

Authoritarian parenting

Reasoning based on the desire to gain rewards and avoid punishments

Preconventional morality

Reasoning that emphasizes fairness, social order, and conformity to societal norms

Conventional morality

Reasoning based on personal ethical principles that may conflict with societal norms or laws

Postconventional morality

Key challenges or tasks individuals face at different stages of life that must be resolved for healthy development

Developmental crises

Teen protesting an unjust law because it conflicts with personal beliefs about human rights

Postconventional morality

Child following classroom rules to maintain order and be seen as a good student

Conventional morality

Infant learning to trust caregivers for basic needs; adolescent exploring roles to form a sense of self

Developmental crises

Child deciding not to steal a cookie to avoid getting punished

Preconventional morality

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