Early Childhood

Chapter 3

Preoperational Stage

Jean Piaget's second stage of cognitive development lasting from ages 2 to 7, characterized by symbolic thought and egocentrism.

Symbolic Function

Ability to think about something without sensory cues, includes deferred imitation and pretend play, occurring between ages 2 and 4.

Intuitive Thought

Primitive reasoning and curiosity about answers to questions, typically occurring around 4-7 years of age.

Memory Encoding

The process of putting information into memory for storage and retrieval.

Working Memory

Short-term storage for actively processed information, located partly in the prefrontal cortex.

Long-Term Memory

Storehouse with virtually unlimited capacity for long-term information retention.

Executive Function

Conscious control of thoughts, emotions, and actions to achieve goals or solve problems.

Zone of Proximal Development

The psychological space between what children can do alone and what they can do with help, according to Vygotsky.

Fast Mapping

Ability to pick up the approximate meaning of a new word after hearing it a few times in conversation.

Self-Concept

Total picture of one's abilities and traits, evolving between ages 5 and 7.

Gender Roles

Behaviors, interests, attitudes, skills, and personality traits culturally deemed appropriate for males or females.

Gender-typing

The process of acquiring gender roles.

Gender Stereotypes

Preconceived generalizations about male or female behavior.

Theory of Sexual Selection

The selection of sexual partners in response to differing reproductive pressures faced by early men and women.

Identification

Adoption of characteristics, beliefs, attitudes, values, and behaviors of the same-sex parent.

Gender Constancy

A child's realization that their gender remains the same.

Gender Identity

Awareness of one's own gender and others, typically at ages 2-3.

Gender-Schema Theory

Children actively extract gender knowledge from the environment before engaging in gender-typed behavior.

Play

Vital for development, enabling engagement with the world, problem-solving, and preparation for adult roles.

Cognitive Levels of Play

Functional Play, Constructive Play, Dramatic Play.

Types of Play by Parten

Unoccupied, Onlooker, Solitary Independent, Parallel, Associative, Cooperative.

Discipline

Methods of teaching self-control and acceptable behavior.

Parenting Styles

Authoritarian, Permissive/Indulgent, Authoritative, Neglectful/Uninvolved.

Altruism

Motivation to help without expecting a reward.

Prosocial Behavior

Voluntary positive actions to help others.

Moral Development

Involves thoughts, feelings, and behaviors regarding rules and conventions about interactions with others.

Piaget's Moral Reasoning

Heteronomous Morality, Autonomous Morality.

Conscience

Internal regulation of standards of right and wrong integrating moral development components.