Chapter 5 Vocabulary
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| 2086424291 | child study movement | occurred in the early 20th century in the US when many university preschool were established to develop scientific methods for studying children | 0 | |
| 2086424292 | kindergarten | German: literally means "garden for children" coined by Friedrich Froebel for his program for young children | 1 | |
| 2086424293 | absorbent mind | Maria Montessori's term to describe the capacity of young children to learn a great deal during the early years of their lives | 2 | |
| 2086424294 | prepared environment | the careful match between appropriate materials and what the child is most ready to learn at any given time | 3 | |
| 2086424295 | sensitive periods | describing times when children are most receptive to absorbing specific learning | 4 | |
| 2086424296 | sensory discrimination | involvement in an activity when one of the senses is used to distinguish a specific feature or dimension of similar materials (sorting by size, color, sound, smell, etc) | 5 | |
| 2086424297 | human development theory | describes what happens as individuals move from infancy through adulthood, identifying significant events that are commonly experienced by all people and explaining why changes occur as they do | 6 | |
| 2086424298 | psychosocial theory | development is described in terms of eight stages that span childhood and adulthood, each offering opportunities for personality, growth, and development | 7 | |
| 2086424299 | Trust vs. Mistrust | first stage of development; occurs during infancy, the child's needs should be met consistently and predictably | 8 | |
| 2086424300 | Autonomy vs. Shame and Doubt | second stage of development; occurs during the preschool years, child's curiosity and enthusiasm lead to a need to explore and learn about the world, and in which rules and expectations begin to be established | 9 | |
| 2086424301 | Initiative vs. Guilt | third stage of development ; end of preschool years and lasting until puberty, in which the child focuses on the development of competence | 10 | |
| 2086424302 | Industry vs. Inferiority | fourth stage of development; starts at the end of the preschool years and lasting until puberty; child focuses on the development of competence | 11 | |
| 2086424303 | cognitive developmental theory | focuses on how children's intelligence and thinking abilities emerge through distinct stages | 12 | |
| 2086424304 | adaptation | process that occurs anytime new information or a new experience occurs | 13 | |
| 2086424305 | disequilibrium | lack of balance experienced when existing mental structures and a new experience do not fit exactly | 14 | |
| 2086424306 | equilibrium | state of balance each person seeks between existing mental structures and new experiences | 15 | |
| 2086424307 | assumulation | one form of adaptation; a person tries to make new information or a new experience fit into an existing concept | 16 | |
| 2086424308 | accommodation | one form of adaptation; an existing concept is modified or a new concept is formed to incorporate new information or a new experience | 17 | |
| 2086424309 | organization | mental process where a person organizes experiences and information in relation to each other | 18 | |
| 2086424310 | schemata | cognitive structures where cognitive concepts or mental representations are organized | 19 | |
| 2086424311 | stage theorist | any theory that delineates specific stages where development is marked by qualitatively different characteristics and accomplishments and in which each stage builds on the previous one | 20 | |
| 2086424312 | representation | ability to depict an object, person, action, or experience mentally even if it's not present in the immediate environment | 21 | |
| 2086424313 | sensorimotor period | covering infancy | 22 | |
| 2086424314 | preoperational period | covering the preschool years | 23 | |
| 2086424315 | concrete operations period | covering elementary school years | 24 | |
| 2086424316 | formal operations period | covering adolescence | 25 | |
| 2086424317 | logical thinking | ability that begins to emerge around age 7 in which children use mental processes to solve problems rather than solely on perceived information | 26 | |
| 2086424318 | abstract thinking | ability to solve a variety of problems abstractly without a need to manipulate concrete objects | 27 | |
| 2086424319 | object permanence | recognition that objects exist, even when they are out of view; a concept that children begin to develop toward the end of their first year of life | 28 | |
| 2086424320 | behaviorism | behavior is shaped by environmental forces, specifically in response to reward and punishment | 29 | |
| 2086424321 | behavior modification | the systematic application of principles or reinforcement to modify behavior | 30 | |
| 2086424322 | operant conditioning | a person deliberately attempts to increase or decrease behavior by controlling consequences | 31 | |
| 2086424323 | reinforcement | any response that follows a behavior that encourages repetition of that behavior | 32 | |
| 2086424324 | positive reinforcement | application of a behavioral principle, includes any immediate feedback (tangible or intangible) to children that their behavior is valued | 33 | |
| 2086424325 | social reinforcer | a reward that conveys approval through such responses as a smile, hug, or attention | 34 | |
| 2086424326 | shaping | a method used to teach a child a new behavior by breaking it down into small steps and reinforcing the attainment of each step systematically | 35 | |
| 2086424327 | extinction | a method of elimination a previously reinforced behavior by taking away all reinforcement (totally ignoring the behavior) | 36 | |
| 2086424328 | punishment | an aversive consequence that follows a behavior for the purpose of decreasing or eliminating the behavior; not recommended as an effective means of changing behavior | 37 | |
| 2086424329 | observable behavior | actions that can be seen rather than those that are inferred | 38 | |
| 2086424330 | programmed instruction | the teacher determines exactly what the children should learn, devises a sequence of learning activities to the information, and teaches it directly by controlling the information according to children's responses | 39 | |
| 2086424331 | sociocultural theory | gives prominence to the social, cultural, and historic context of child development | 40 | |
| 2086424332 | zone of proximal development (ZPD) | represents tasks children cannot yet do by themselves but which they can accomplish with the support of an older child or adult | 41 | |
| 2086424333 | early childhood education models | approaches to early childhood education based on specific theoretical foundations | 42 | |
| 2086424334 | didactic | often applied to teaching materials, indicating a built-in intent to provide specific instruction | 43 | |
| 2086424335 | self correcting | learning materials such as puzzles that give the child immediate feedback on success when the task is completed | 44 | |
| 2086424336 | daily-living | Montessori classroom area that focuses on practical tasks involved in self care and environment care | 45 | |
| 2086424337 | sensorial | materials help children develop, organize, broaden, and refine sensory perceptions of sight, sound, tough, smell, and taste | 46 | |
| 2086424338 | conceptual | area that focuses on academic materials to math, reading, and writing | 47 | |
| 2086424339 | developmental interactionist model | concerned with the interaction among various aspects of each child's development as well as between child and environment | 48 | |
| 2086424340 | ego strength | ability to deal effectively with the environment | 49 | |
| 2086424341 | open education | operates on the assumption that children, provided with a well-conceived environment, are capable of selecting and learning from appropriate activities | 50 | |
| 2086424342 | planning time | time set aside during which children decide what activities they would like to participate in during the ensuing work time | 51 | |
| 2086424343 | work time | the large block of time during which children engage in self-selected activities | 52 | |
| 2086424344 | recall time | the time when children review work-time activities | 53 | |
| 2086424345 | plan-do-review cycle | children are encouraged to make deliberate systematic choices with the help of teachers by planning ahead of time, carrying out, and then recalling each day's activities | 54 | |
| 2086424346 | classification | ability to sort and group objects by some common attribute or property (color and size) | 55 | |
| 2086424347 | seriation | a relationship among objects in which they are placed in a logical order (longest to shortest) | 56 | |
| 2086424348 | number concepts | understanding of quantity | 57 | |
| 2086424349 | spatial relationship | relative position to each other of objects and people in space | 58 | |
| 2086424350 | PK-3 Movement | a relatively new approach that stresses the importance of continuity and alignment among early childhood and early elementary programs | 59 |
