Group 1
Piaget's theory of modification of existing cognitive information. Cognitive schemes are changed to accommodate new experiences or information.
Accomodation
The mental process that focuses on how children's intelligence, thinking abilities, and language acquisition emerge through distinct ages. Piaget's study of children's thinking, involving creating their own mental images of the world, based on encounters with the environment.
Cognitive Development
A balance of one's cognitive schemes and information gathered from the environment; assimilation and accommodation.
Equilibrium
Observable play in older toddlers and young 3-year-olds that emphasizes being near another child while playing with an object rather than playing with a child.
Parallel Play
The study of the mind, emotions, and behavioral processes.
Psychosocial
An attitude that actively challenges prejudice, stereotyping, and unfair treatment of an individual or group of individuals
Anti-bias
A type of play organized for some purpose by the 4-year-old and older child. It requires group membership and reflects a child's growing capacity to accept and respond to ideas and actions not originally their own.
Cooperative Play
Relatively permanent change in behavior that occurs as a result of experience.
Learning
A behavior that is self-motivated, freely chosen, process-oriented, and enjoyable.
Play
Refers to children (infants or toddlers) who occupy themselves by watching anything of momentary interest.
Unoccupied Behavior
Piaget's process of cognitive development, which occurs when a child handles, sees, or otherwise experiences something.
Assimilation
Systematic and adaptive changes in the body and mind.
Development
Gardner's theory, which proposes that we may possess several different kinds of intelligence and that one form of intelligence is not better than another; all nine are equally valuable and viable.
Multiple Intelligence
During Piaget's sensorimotor stage (infancy to 2 years), infants explore the sensory qualities of objects and practice motor skills.
Practice Play
A type of play that allows the child to transfer objects into symbols (things that represent something else) and images into people, places, and events within their experiences. Symbolic play occurs during Piaget's preoperational stage (2 to 7 years). Superhero fantasy play is considered a type of symbolic play for a young child.
Symbolic Play
An activity of a 3- or 4-year-old child playing with other children in a group; the child drops in and out of play with minimal organization of activity.
Associative Play
The curriculum planning philosophy expressed by NAEYC that defines and describes what is developmentally appropriate for young children in childhood programs serving children and families, birth through age eight.
Developmentally Appropriate Practice (DAP)
A mature state of perceptual development. According to Piaget's theory, a baby thinks that objects, including people, cease to exist the moment they stop seeing them. An older child starts to search for the missing object or person.
Object Permanence
The level of competence between what a learner can do alone and what they can do with assistance.
Zone of Proximal Development (ZPD)
the support for learning and problem solving that encourages independence and growth
Scaffolding
Any attitude, belief, or feeling that results in unfair treatment of an individual or group of individuals. Also a test, process, procedure, or use of the results that unfairly discriminates against one individual or group in favor of another.
Bias
A stage in which chldren only think about the world in relation to themselves
Egocentric
The play of young children introduced to new situations that focuses on an activity rather than the environment.
Onlooker Play
An attitude, opinion, or feeling that is preconceived or decided, usually unfavorably.
Prejudice
An integrated way of thinking of or forming mental images.
Schema