Developmental Psychology - Early Childhood Part 2
This deck covers key concepts in early childhood development, focusing on memory, attention, intelligence testing, language acquisition, and educational methods.
aids in the processing of verbal information
Phonological Loop
Key Terms
aids in the processing of verbal information
Phonological Loop
maintains and manipulates visual information
Visuospatial Sketchpad
the conscious control of thoughts, emotions, and actions to accomplish goals or to solve problems
Executive Function • Enables children to plan and carry out goal-directed mental activity
– ability to identify something encountered before
o Recognition
ability to reproduce knowledge from memory
o Recall
begins at 2 years old, produces a script of a familiar, repeated event
o Generic Memory
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| Term | Definition |
|---|---|
aids in the processing of verbal information | Phonological Loop |
maintains and manipulates visual information | Visuospatial Sketchpad |
the conscious control of thoughts, emotions, and actions to accomplish goals or to solve problems | Executive Function • Enables children to plan and carry out goal-directed mental activity |
– ability to identify something encountered before | o Recognition |
ability to reproduce knowledge from memory | o Recall |
begins at 2 years old, produces a script of a familiar, repeated event | o Generic Memory |
refers to awareness of having experienced a particular event at a specific time and place (if repeated, it becomes generic memory) | o Episodic Memory |
refers to memories of distinctive experiences that form a person’s life history | o Autobiographical memory • Generally emerges between ages 3 to 4 • The more unique an event is, the more children remember it better |
defined as the focusing of mental resources on select information | o Attention |
involves action planning, allocating attention to goals, error detection and compensation, monitoring progress on tasks, etc. | • Executive Attention |
focused and extended engagement with an object, tasks, and dealing with novel or difficult circumstances | • Sustained Attention |
o Two most commonly used individual tests for preschoolers are: | Standford-Binet Intelligence Scales Wechsler Preschool and Primary Scale of Intelligence |
used for ages 2 and up, taking 45 to 60 mins • Child is ask to define words, string beads, build blocks, etc. • Measure fluid reasoning, knowledge, quantitative reasoning, etc. | Stanford-Binet Intelligence Scales |
individual test taking 30 to 60 mins • Yields verbal, performance, and combined scores • Includes subtests designed to measure both verbal and nonverbal fluid reasoning, etc. | Wechsler Preschool and Primary Scale of Intelligence |
the imaginary psychological space between what children can do or know by themselves and what they could do or know with help | o Zone of Proximal Development • Can be assessed by Dynamic Tests |
– supportive assistance that a more sophisticated interaction partner provides, and ideally it should be aimed at ZPD | Scaffolding |
Scaffolding | – supportive assistance that a more sophisticated interaction partner provides, and ideally it should be aimed at ZPD |
– allows a child to pick up approximate meaning of a new word after hearing it only once or twice in conversation | o Fast Mapping • Nouns are easier to fast map than verbs |
a concept and involves the rules for putting together sentences in a particular language | o Syntax |
practical knowledge of how to use language to communicate | o Pragmatics |
speech intended to be understood by a listener | o Social Speech |
– talking aloud to oneself with no intent to communicate with others (Egocentric Speech) | o Private Speech • Immature (Piaget) • Learning Process (Vygotsky) |
development of fundamental skills that eventually lead to being able to read | o Emergent Literacy • Social interaction promotes emergent literacy |
emphasizes the education of the whole child and concern for his or her physical, cognitive, and socioemotional development | o Child-centered Kindergarten |
based on the beliefs that children’s natural intelligence involves rational, spiritual, and empirical aspects | o Montessori Method Children have given considerable freedom and spontaneity in choosing activities |