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23 Cards in this Set
- Front
- Back
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assimilation
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applying existing mental patterns to new situations
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accomodation
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existing ideas are changed to fit new requirements
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schema
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a group of concepts/ideas used to perceive
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Sensorimotor Stage (Piaget)
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ages 0-2; all sensory input and motor are coordinated, most intellectual development is nonverbal, main task is to learn to coordinate information
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object permanence
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the understanding that the objects still exist when out of sight; over time conceptions become stable
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Preoperational Stage (Piaget)
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children begin to use language and thinking symbolically, yet their thinking is still intuitive and egocentric
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intuitive thinking
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thinking that makes little use of reasoning and logic
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egocentric thinking
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child is unable to take the viewpoint of other people (seems self-centered)
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transformations
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mentally changing the shape or form of a mental image/idea (children younger than 6 or 7 cannot do this)
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Concrete Operational Stage (Piaget)
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age7-11; the hallmark of this stage is the ability to carry out mental operations such as reversing thoughts
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conservation
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mass, weight, and volume, of matter remain unchanged even when the shape or appearance changes
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the water in different containers
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example of conservation
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Vygotsky's Sociocultural Theory
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Many of a child's most important discoveries are guided by skillful tutors
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scaffolding
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framework or temporary support (adults help children learn to think by supporting their attempts to solve problems or discover principles)
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zone of proximal development
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range of tasks a child cannot yet master even though they are close to having the necessary mental skills
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adolescence
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period between childhood and adulthood
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psychosocial dilemmas (Erikson)
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conflicts between personal impulses and the social world
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Trust vs. Mistrust (Erikson)
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first year of life; child is completely dependent on others
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Autonomy vs. Shame/Doubt (Erikson)
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ages 1-3; children try to do things themselves and explore
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Industry vs. Inferiority (Erikson)
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ages 6-12; a child may be praised for productive abilities, or the efforts may be regarded as inadequate or messy
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Identity vs. Role Confusion (Erikson)
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adolescence; discovering who you are
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Generativity vs. Stagnation (Erikson)
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middle adulthood; guiding the next generation or concern with one's own needs/comforts
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Integrity vs. Despair (Erikson)
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old age; people look over their lives with satisfation (lived richly and responsibly, face death and aging with dignity) or heartache and remorse
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