Lesson 7 - Early Childhood

Just-right Phenomenon

Children like consistency and things done their way

What stage are we in for Piaget’s cognitive development?

Preoperational Stage; children use symbols to represent words, images and Ideas

What two substages is preoperational thought broken into?

Symbolic Functional and Intuitive thought stage

Symbolic Functioning Substage

2-4 yrs of age, Characterized by the child being able to mentally represent an object that is not present and dependence on perception in problem solving

Intuitive thought substage

4-7 yrs, marked by greater dependence on intuitive thinking rather than perception. think automatically without using evidence

Pretend Play

A toy has qualities beyond the way it was designed to function and can now be used for something different.

Egocentricism

The tendency of young children not being able to take perspectives of others, and instead think that everyone sees, thinks, and feels just as they do

Conservation

The ability to recognize that moving or rearranging matter does not change the quantity

Classification Error

Preoperational stage children have difficulty understanding that an object can be classified in more than one wayA

Animism

Animism refers to attributing life like qualities to objects

Scaffolding

Temporary support that parents or teachers give a child to do a task. Scaffolding / Support is removed as the child learns

Divided Attention (Multitasking)

The ability to switch our focus between task or external stimuli

Selective attention

Our ability to focus on a single task or stimulus while ignoring distractive information

Sustained Attention

The ability to stay on task for a long period of time

Sensory Memory

First stage of memory system, Stores sensory information in its rawest form for a brief period durationS

Short Term (Working Memory)

Requires conscious effort and adequate use of attention to function effectively, athe mount of information someone can hold in consciousness

What types of long-term memory (Permanent Memory) are there?

Declaritive (Semantic and Episodic) , nondeclarative

Declaritive (Explicit) Memories

Memories or facts we can consciously recollect

Semantic memories

Apart of declarative memories, Facts and Knowledge that are not tied to a timeline

Episodic Memories

Timed to a specific events in a time line

Nondeclaritive Memories (Implicit Memories)

Typically automated skills that don’t require conscious recollection

Constructivism

Actively trying to understand the world around them

What type of constructivism was Piaget focused on?

Cognitive, focuses on independent learning

What type of constructivism was Vygotsky focused on?

Social, Relying on social interaction for learning

Theory-Theory

Tendency of children to generate theories to explain everything they encounter

Theory of Mind

Refers to the ability to think about other people’s thoughts

What are the components of theory of mind?

Diverse-desires, diverse beliefs, knowledge access, false beliefs

DIverse-Desires

Understanding that two people may have different desires regarding the same object

Diverse Beliefs

Understanding that two people may have different beliefs about an object

Knowledge access

Understanding that people may or not have access to knowledge

False beliefs

Understanding that someone might hold a belief based on false information

What stage of Erikson’s Psychosocial development are we in?

Initiative vs Guilt: Desire to take imitative or think of ideas and actions. or develop guilt when they cant do a task

Self Concept

Our self description according to various categories, such as external and internal qualities

Self-esteem

An evaluative judgement about who we areS

Self control

Multi faceted, includes response initiation, the ability to not initiate a behavior before you have evaluated information, etc.

Gender

Cultural, social, and psychological meanings associated with masculinity and femineity

Gender Identity

A person’s sense of self as a member of a particular gender

What are some theories surrounding the development of gender development

Social Learning, cognitive social learning, gender schema, and developmental ingroup theory

Authoritative Parenting

Supportive and shows interest in their kids activates but are not overbearing and allows children to make constructive mistakes

Authoritarian Parent

Trafitional model of parenting in which parents make the rules and children are expected to follow

Permissive Parenting

Involves holding expectation of children that are below what could be reasonably expected from them. Children are allowed to make their own rules and determine their own activites

Uninvovled Parenting

Disengaged from their children. diont make demands on their children and are unresponsive

Unoccupied play

Childrens behavior seems more random and without a specific goal

Solitary play

Children play by themselves, do not interact with others, nor are they engaging in similar activites as the children around them

Onlooker play

Children are observing other children play. may comment on activites and make suggestions but will not be directly involves

Parallel Play

Children play along side eachother using similar toys but do not directly act with each other

Associative Play

Children will interact with each other and share toys but are not working towards a common goal

Copperative play

Children are interacting to achieve a common goal. May take different task to reach that goal