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PSYC 203 > LESSON 7: Preschool Development > Flashcards

LESSON 7: Preschool Development Flashcards

1
Q

starts after infancy and before the child starts formal schooling

A

preschool

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2
Q

age range of preschooling

A

3-5 years old

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3
Q

children that underwent preschooling are acquiring the fundamental ______, _____, and ____ they will need when they start formal schooling

A
  • information
  • independence
  • life skills
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4
Q

where the child explores the environment and gains control over it

A

age of exploration

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5
Q

period preceding the child’s entry into school

A

preschool age

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6
Q

the time when the child is learning the foundations of social behavior

A

pre-gang age

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7
Q

2 stages of pre-operational period

A
  • symbolic function substage
  • intuitive thought substage
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8
Q

dependence on perception in problem solving

A

symbolic function substage

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9
Q

marked by greater dependence on intuitive thinking rather than just perception

A

intuitive thought substage

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10
Q

form of symbolic play where children use objects, actions or ideas to represent other objects, actions, or ideas using their imaginations to assign roles to inanimate objects or people

A

pretend play

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11
Q

pretend play is also known as

A

make believe

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12
Q

awareness of the child that altering a substance’s appearance does not change its basic properties

A

conservation errors

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13
Q

being able to conserve means knowing that a quantity _____ it it’s been altered

A

doesn’t change

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14
Q

characteristic of preoperative thought

A
  • centration
  • conservation
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15
Q

act of focusing all attention on one characteristic or dimension of a situation while disregarding all others

A

centration

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16
Q

error in which preoperational children find it difficult to understand that an object can be classified in more than one way

A

classification errors

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17
Q

reasoning of preoperational children

A

transductive

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18
Q

making faulty inferences with one another

A

transductive reasoning

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19
Q

view that human development as a socially mediated process in which children acquire cultural values, beliefs, and problem-solving strategies through collaborative dialogues with more knowledgeable members of society

A

vygotsky’s sociocultural theory of cognitive development

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20
Q

difference between what a learner can do without help and what he or she can achieve with guidance and encouragement from a skilled partner

A

zone of proximal development

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21
Q

refers to those skills that a learner is “close” to mastering

A

proximal

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22
Q

tool for growth in which learners complete small, manageable steps in order to reach the goal

A

scaffolding

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23
Q

use of speech aside from communicating socially

A

to solve tasks

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24
Q

indicative of early cognitive processing and allows us to hear how children think about their own behavior and select courses of action

A

private speech

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25
Q

increases in frequency during the preschool period, and becomes less common as it is gradually replaced with more covert forms of self-talk

A

overt private speech

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26
Q

covert forms of self-talk

A
  • whispers
  • inaudible muttering
  • silent inner speech
27
Q

fundamental difference between Piaget and Vygostky’s theories

A

piaget believed in the constructivist approach of children or how the child interacts with the environment

vygotsky stated that learning is taught through socially and culturally

28
Q

more crucial time period in memory development

A

early childhood

29
Q

these memory increases during early childhood

A

short-term memory

30
Q

these memories typically fade after a certain age or stage of brain development

A

long-term memory

31
Q

ability to regulate our responses, particularly in conflict situations

A

executive attention

32
Q

ability to maintain attentional focus on relevant stimuli with repeated presentation over extended periods

A

sustained attention

33
Q

improves the cognitive, physical, social, and emotional well-being of children and young people

A

play

34
Q

through play, children learn about the ______ and _____

A
  • world
  • themselves
35
Q

stages of play was theorized by _____

A

parten

36
Q

6 stages of play

A
  • unoccupied play
  • solitary play
  • onlooker play
  • parallel play
  • associative play
  • cooperative play
37
Q

the child is interested both in the people playing and in the activity

A

cooperative play

38
Q

the child is interested in playing with others and interacts with others during play, but the activity is not organized or coordinated

A

associative play

39
Q

the child plays separately but close to others often mimicking their actions

A

parallel play

40
Q

the child plays alone, focused on their own activity, unaware and uninterested in what others are doing

A

solitary play

41
Q

the child watches others at play but does not engage in it

A

onlooker play

42
Q

the child is not playing, just observing

A

unoccupied play

43
Q

begins to be formed very early, and continues being created day by day

A

child’s self-esteem

44
Q

comes from learning to accept who we are by seeing the insufficiencies and still choosing to like ourselves

A

self-esteem

45
Q

involves learning what feelings and emotions are, understanding how and why they occur, recognizing your own feelings and those of others, and developing effective ways for managing those feelings

A

emotional development

46
Q

children’s ability to label and talk about their own emotions or feelings, as well as the feelings and emotions of others

A

emotional literacy

47
Q

why is emotional literacy an essential component of social-emotional development?

A

because it helps children understand their own emotional experiences, and at the same time, helps them to acknowledge and understand the emotional experiences of others

48
Q

provides the foundation for how we feel about ourselves and how we experience others

A

social-emotional development

49
Q

ability to accurately recognize one’s emotions, thoughts, and their influence on behavior

A

self-awareness

50
Q

ability to regulate one’s emotions, thoughts and behaviors effectively in different situations

A

self-management

51
Q

ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school and community resources and supports

A

social awareness

52
Q

ability to establish and maintain healthy and rewarding relationships with diverse individual and groups

A

relationship skills

53
Q

focuses on the emergence, change, and understanding of morality from infancy through adulthood

A

moral development

54
Q

_____ found that children’s ideas regarding rules, moral judgements and punishment tended to change as they got older

A

piaget

55
Q

2 major stages of moral judgement

A
  • heteronomy morality or moral realism
  • autonomy morality or moral relativism
56
Q

children recognize there is no absolute right or wrong and that morality depends on intentions not consequences

A

autonomy morality or moral relativism

57
Q

children regard morality as obeying other people’s rules and laws, which cannot be changed

A

heteronomy morality or moral realism

58
Q

age range of heteronomy morality or moral realism

A

up to 7 years old

59
Q

age range of autonomy morality or moral relativism

A

9-10 years old

60
Q

children obey parents or adults in authority for the sole reason of avoiding punishment

A

stage 1: obedience and punishment orientation

61
Q

begin to believe that the concept of rightness can be subjective and viewed from an individuals’ viewpoint

A

stage 2: instrumentalism

62
Q

basis of freud’s concept of moral development

A

his theory of id, ego, and superego

63
Q

focus of skinner’s concept of moral development

A

the power of external forces (reinforcement contingencies) to shape an individual’s development

PSYC 203 (11 decks)

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