Back to AI Flashcard MakerEducation /GCSE Child Development Chapter 5 Part 1
sensory mouthing
using the mouth to explore (touch, taste, smell, feel)objects
Tap or swipe ↕ to flip
Swipe ←→Navigate
1/35
Key Terms
Term
Definition
sensory mouthing
using the mouth to explore (touch, taste, smell, feel)objects
object permanence
understanding that something exists even when it can no longer be seen
cognitive
to do with knowledge in the widest sense, involving a range of skills and understanding concepts
language
a means of communication
nature
qualities that are inherited
nurture
qualities that come from experience and environment
Related Flashcard Decks
Study Tips
- Press F to enter focus mode for distraction-free studying
- Review cards regularly to improve retention
- Try to recall the answer before flipping the card
- Share this deck with friends to study together
| Term | Definition |
|---|---|
sensory mouthing | using the mouth to explore (touch, taste, smell, feel)objects |
object permanence | understanding that something exists even when it can no longer be seen |
cognitive | to do with knowledge in the widest sense, involving a range of skills and understanding concepts |
language | a means of communication |
nature | qualities that are inherited |
nurture | qualities that come from experience and environment |
concept | a general idea used to sort out and understand the environment |
imagination | the use of thinking to visualise and plan ideas |
creativity | being able to express oneself in different ways |
egocentricity | not taking anyone else’s view or needs into account |
conservation | understanding that things can be the same even if they look different |
concentration | the ability to focus for a period of time |
conceptualization | the organisation of thinking and understanding |
reasoning | understanding the cause and effect of our actions |
memory | the power to store and retrieve information in the mind |
problem solving | the ability to think of ways to sort out a problem, puzzle or difficult situation |
verbal | spoken |
non-verbal | unspoken |
passive vocabulary | words that are understood but not used (in speech) |
active vocabulary | use of speech or signs |
turn-taking | coos and gurgles in response to words and sounds from a carer |
monosyllabic babbling | repetitive sounds for example ‘dadada’ |
polysyllabic sounds | changes in tone and pitch, for example ‘mememomo’ |
jargon | words that are not recognised by others easily |
holophrase | a word that is used to describe more than one object belonging to a group |
echolalia | repeating the last word or sound heard |
telegraphic speech | short sentences that lack ‘joining’ words |
motherese | the tone of voice often used by adults when talking to babies |
emergent writing | a child’s first attempts at forming letters as a means of communication. Patterns of letter-type shapes are often seen first, with children then trying to write their own name or a caption for their drawing |
socialization | learning the behaviour and cultural expectations of family and society |
primary socialization | the influences of family and immediate social circle on social development |
secondary socialization | the influences from the wider community for example teachers, friends, church leaders, etc on social development |
discipline | the setting of boundaries and expectations of behaviour |
bonding | the strong emotional tie between child and main carer, usually starts at birth |
separation anxiety | the concern shown by very young children when left by their main carer |