EARLY CHILDHOOD (INITIATIVE & GUILT) 8.
Centration – focus on one aspect of
a situation and neglect others
Grows rapidly bet 3 and 6
By age 3, brain is approx. 90% of EX: A child might focus only on the height
adult weight of liquid in a glass rather than its width
3 – 6, frontal areas; 6 – 11, thinking, leading them to mistakenly believe that a
language, spatial relations taller glass is more liquid.
Preschool children make great
advances in gross motor skills 9. Irreversibility – fail to understand
that some operations or actions can
Systems of action – merge abilities that be reversed, restoring the original
already have with those they are acquiring to situation
produce complex abilities
EX: A child might not understand that if
PREOPERATIONAL (2-7) you build a tower and then knock it down,
the blocks can be put back together to
Use of symbolic thought form the same tower again.
Not yet fully engaged in logical
mental operations 10. Focus on states rather than
transformation – fail to understand
COGNITIVE ADVANCES: the significance of the transformation
1. Use of symbols – imagine that of states
objects or people have properties EX: Jacob doesn’t understand that
other than they actually have transforming the shape of a liquid
2. Understanding of identities – (pouring it from one container into
aware that superficial alterations another) does not change the amount.
don’t change the nature of things
11. Transductive reasoning – don’t use
EX: Antonio knows that his teacher is deductive or inductive reasoning,
dressed up as a pirate but is still his instead they see cause where none
teacher underneath the costume. exists.
3. Understanding of cause and effect EX: Luis was mean to his sister. Then she
– realize that events has causes. got sick. Luis concludes that he made his
4. Ability to classify – organize sister sick.
objects, people, and events into
meaningful categories. 12. Egocentrism – assume everyone
else thinks, perceives, and feels as
EX: Rosa sorts the pinecones she they do.
collected on a nature walk into two piles:
big and little EX: A child might believe that if they can
see the TV, then everyone else in the room
5. Understanding of number – can can see it too, regardless of obstructions.
count and deal with quantities
6. Empathy – become more able to 13. Animism – attribute life to objects not
imagine how others might feel alive.
7. Theory of mind – become more
aware of mental activity and the EX: Amanda says the car is hungry and
functioning of mind wants some grass to eat.
EX: Children understand that others have 14. Inability to distinguish appearance
their own thoughts, beliefs, and from reality – confuse what is real
intentions that may differ from one's own. outward appearance
INFORMATION PROCESSING: MEMORY Stanford – Binet Intelligent Scales
ENCODING – transforming info into a form 2 ages and up
that can be stored in memory 45 – 50 mins
Measure fluid reasoning, knowledge,
STORING – maintaining the encoded quantitative reasoning, visual-spatial
information in memory processing, and working memory
RETRIEVING – re-accessing info from the Wechsler Preschool and Primary Scale of
past which has been encoded and stored Intelligence, Revised
SENSORY – initial, brief, temporary storage 2 ½ - 4 and 4 – 7
of sensory info 30 – 60 mins
WORKING – short-term storage of info being Measure verbal & nonverbal fluid
actively processed reasoning, receptive & expressive
vocabulary, and processing speed
LONG-TERM – storage of virtually unlimited
capacity that holds info for long periods Age 3 – knows 900 to 1,000 words; knows I,
you, and we
GENERIC MEMORY – produces scripts of
familiar routines to guide behavior Age 6 – has expressive vocab; 2,600 words
and understands more than 20k words
AUTOBIOGRAPHICAL – specific events in
one’s life FAST MAPPING - process by which a child
absorbs the meaning of a new word after
EPISODIC – long-term memory of specific hearing it once or twice in conversation.
experiences or events, linked to time and
place PRAGMATICS - Practical knowledge needed
to use language for communicative purposes
SELF CONCEPT - the mental picture of
one's traits and abilities SOCIAL SPEECH - Speech intended to be
understood by a listener
SELF ESTEEM - judgment about one's
overall worth PRIVATE SPEEH - Talking aloud to oneself
with no intent to communicate with others
GENDER ROLES - behaviors that are
considered appropriate for males or females MONTESSORI METHOD - method of
education that is based on self-directed
GENDER IDENTITY - awareness of one’s activity, hands-on learning and collaborative
femaleness or maleness play
GENDER TYPING - acquisition of a gender REGGIO EMILIA APPROACH - focused on
role, takes place early in childhood early childhood education, emphasizing
child-led learning, collaboration, and the
GENDER STEREOTYPES - preconceived
importance of the environment as a teacher
generalizations about male or female
behavior: “All females are passive and FUNCTIONAL PLAY (Locomotor) - involving
dependent; all males are aggressive and repetitive large muscular movements
independent.”
CONSTRUCTIVE PLAY (Object) - involving
GENDER CONSTANCY - awareness that use of objects or materials to make
one will always be male or female; also something
called sex-category constancy
DRAMATIC PLAY (Pretend, Fantasy,
Imaginative) - involving imaginary people or
situations
ASSOCIATIVE PLAY - Children play in the SPATIAL THINKING - ability to judge
same area and may share toys or talk to one relationships between objects in space.
another, but they do not coordinate their
activities or work toward a common goal. reading maps, packing, or even
visualizing objects moving through
EX: Playing with others. space.
PARALLEL PLAY - children play next to each CAUSE & EFFECT
other but don't really interact or influence
each other's activities. Douglas knows which physical
attributes of objects on each side of a
UNOCCUPIED BEHAVIOR – child doesn’t scale will affect the result (i.e.,
seem to be playing but watches anything of number of objects matters but color
momentary interest does not). He does not know which
spatial factors make a difference.
ONLOOKER BEHAVIOR – watch others
play, may talk to them but doesn’t enter into CATEGORIZATION
the play
Elena can sort objects into
SOLITARY INDEPENDENT PLAY – plays categories, such as shape, color, or
alone with toys that are diff from those used both. She knows that a subclass
by nearby children and makes no effort to get (roses) has fewer members than the
close to them class of which it is a part (flowers).
PARENTING STYLES (Baumrind’s Model) SERIATION - ability to arrange objects in an
order according to specific characteristics,
AUTHORITARIAN - emphasizing control and such as size, color, or type.
obedience
Hunter is organizing blocks based on
PERMISSIVE - emphasizing self-expression
the color of the rainbow.
and self-regulation
INDUCTIVE & DEDUCTIVE REASONING
AUTHORITATIVE - blending respect for a
child’s individuality with an effort to instill Dominic can solve both inductive and
social values deductive problems and knows that
inductive conclusions (based on
MIDDLE CHILDHOOD (INDUSTRY &
particular premises) are less certain
INFERIORITY)
than deductive conclusions (based
Children grow about 2 – 3 inch each on general premises).
year bet 6 – 11 and approx. double
CONSERVATION - understanding that
their weight during that period.
certain properties of objects, such as
Rough and tumble play
quantity, volume, mass, or number, remain
CONCERN WITH BODY IMAGE – may the same even when their appearance
develop eating disorders changes.
CONCRETE OPERATION – at 7 EXECUTIVE FUNCTION – develops from
infancy to adolescence; influenced by
Can use mental operations, change in prefrontal cortex
reasoning, solving concrete problems
Can think logically Advances in middle childhood
Thinking is still limited to real
improved planning, judgment,
situations in the here and now
decision-making, and processing
speed
Improvements in processing speed occur
between ages 6 and 10.
OTIS-LENNON SCHOOL ABILITY TEST
GARDNER’S THEORY OF MULTIPLE (OLSAT8)
INTELLIGENCE
Group intelligence test for
Linguistic - use and understand kindergarten through 12th grade
words and nuances of meaning
STERNBERG TRIARCHIC ABILITIES TEST
Logical-mathematical - manipulate
(STAT)
numbers and solve logical problems
Spatial - find one’s way around in an seeks to measure each of the three
environment and judge relationships aspects of intelligence through
between objects in space multiple-choice and essay questions
Musical - perceive and create
patterns of pitch and rhythm KAUFMAN ASSESSMENT BATTERY FOR
Bodily-kinesthetic - move with CHILDREN (K-ABC-II)
precision nontraditional individual intelligence
Interpersonal - understand and test designed to provide fair
communicate with others assessments of minority children and
Intrapersonal - understand the self children with disabilities
Naturalist - distinguish species and
their characteristics Two-way (dual-language) learning - English-
speaking and foreign-speaking children learn
STERNBERG’S TRIARCHIC THEORY OF together in their own and each other’s
INTELLIGENCE languages
COMPONENTIAL (Analytical) – analytic In neo-Piagetian terminology, the third stage
aspect of intelligence in development of self-definition,
characterized by breadth, balance, and the
Determines how efficiently people integration and assessment of various
process information aspects of the self.
EXPERIENTIAL (Creative) – insightful or
SELMAN’S STAGES OF FRIENDSHIP
creative
Stage 0: Momentary Playmate ship (ages 3
Determines how people approach to 7) (UNDIFFERENTIATED)
novel or familiar tasks.
It involves using past experiences to think only about what they want from
solve new problems and being a relationship
innovative in one's approach. value friends for material or physical
attributes
CONTEXTUAL (Practical) - helps people
deal with their environment Stage 1: One-way Assistance (ages 4 to 9)
(UNILATERAL)
ability to size up a situation and
decide what to do. a "good friend" does what the child
wants the friend to do
WECHSLER INTELLIGENCE SCALE FOR "She's not my friend anymore
CHILDREN (WISC-IV) because she wouldn’t go with me
Individual intelligence test for school when I wanted her to."
age children, which yields verbal and
performance scores as well as a
combined score.
Stage 2: Two-way Fair-weather Cooperation
(ages 6 to 12) (RECIPROCAL)
Overlaps with Stage 1
Involves give-and-take but still serves
many separate self-interests, rather
than the common interests of the two
friends.
Stage 3: Intimate, Mutually Shared
Relationships (ages 9 to 15) (MUTUAL)
view a friendship as an ongoing,
systematic, committed relationship
become possessive and demand
exclusivity
Stage 4: Autonomous Interdependence
(beginning at age 12) (INTERDEPENDENT)
children respect friends’ needs for
both dependency and autonomy
"A good friendship is a real
commitment; you have to support and
trust and give, but you have to be
able to let go too."
INSTRUMENTAL AGGRESSION – becomes
much less common
aimed at achieving an objective
hallmark of the preschool period
HOSTILE AGGRESSION - intended to hurt
another person
