(See related pages)
|
|
|
| animism | The belief that inanimate objects have "lifelike" qualities and are capable of action. (See page(s) 185) |
| |
| |
| |
| basal metabolism rate (BMR) | The minimum amount of energy a person uses in a resting state. (See page(s) 182) |
| |
| |
| |
| centration | The focusing of attention on one characteristic to the exclusion of all others. (See page(s) 185) |
| |
| |
| |
| child-centred kindergarten | Education that involves the whole child by considering the child's physical, cognitive, and social development and the child's needs, interests, and learning styles. (See page(s) 194) |
| |
| |
| |
| conservation | In Piaget's theory, awareness that altering an object's or a substance's appearance does not change its basic properties. (See page(s) 185) |
| |
| |
| |
| developmentally appropriate practiceE | education that focuses on the typical developmental patterns of children (age appropriateness) and the uniqueness of each child (individual appropriateness). (See page(s) 195) |
| |
| |
| |
| egocentrism | The inability to distinguish between one's own perspective and someone else's (a salient feature of the first substage of preoperational thought). (See page(s) 185) |
| |
| |
| |
| intuitive thought substage | Piaget's second substage of preoperational thought, in which children begin to use primitive reasoning and want to know the answers to all sorts of questions (between four and seven years of age). (See page(s) 185) |
| |
| |
| |
| Montessori approach | An educational philosophy in which children are given considerable freedom and spontaneity in choosing activities and are allowed to move from one activity to another as they desire. (See page(s) 194) |
| |
| |
| |
| operations | In Piaget's theory, an internalized set of actions that allows a child to do mentally what she/he formerly did physically. (See page(s) 184) |
| |
| |
| |
| scaffolding | In cognitive development, Vygotsky used this term to describe the changing support over the course of a teaching session, with the more-skilled person adjusting guidance to fit the child's current performance level. (See page(s) 187) |
| |
| |
| |
| short-term memory | The memory component in which individuals retain information for 15 to 30 seconds, assuming there is no rehearsal. (See page(s) 189) |
| |
| |
| |
| social constructivist approach | An approach that emphasizes that both learning and the construction of knowledge occur in social contexts. (See page(s) 188) |
| |
| |
| |
| symbolic function substage | Piaget's first substage of preoperational thought, in which the child gains the ability to mentally represent an object that is not present (between two and four years of age). (See page(s) 184) |
| |
| |
| |
| theory of mind | The awareness of one's own mental processes and the mental processes of others. (See page(s) 191) |
| |
| |
| |
| zone of proximal development | Vygotsky's term for the range of tasks too difficult for children to master alone but that can be mastered with assistance. (See page(s) 187) |