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Incoming schemes using information a child is born with.
Changing a scheme to accomodate new information.
Piaget's first stage of development in which infanct use information from their senses to learn about the world.
Piaget's phrase to describe a baby's simple repetitive actions in substage 2 of the sensorimotor stage, organized around the babys body.
Primary Circular Reactions
Repetitive actions in substage 3 of the sensorimotor period, oriented around external objects.
Secondary Circular Reactions
Purposeful behavior carried out in pursuit of a specific goal.
The deliberate experimentation with variations of previous actions that occurs in substage 5 of the sensorimotor period.
Tertiary Circular Reactions
Understanding that objects continue to exist when they cant be seen.
Imitation that occurs in the absence of the model who first demonatrated it. A child's imitation of some action later in time.
a) Deferred Imitation
b) Object Concept
c) Means-end behavior
d) Secondary Circular Reactions
An infants understanding of the nature of objects and how they behave
Substage 4 infants tendency to look for an object in the last place it was placed, instead of the place it was seen placed.
a) Object Concept
b) Deferred Imitation
c) Object Permanance
d) A-not-B error
Organization of experimences into expectancies, called schemas, which enable infants to distiquish between familiar and unfamiliar stimuli.
a) Schematic Learning
b) Language Acquisition Device
c) Deferred Imitation
d) Object Concept
A comprehension of spoken language.
by 9 or 10 months most can understand the meanings of 10-30 words.
The ability to use sounds, signs, or symbols to communicate meaning. (The ability to produce, as well as understand and respond to meaningful words)
Combinations of gestures and single words, that convey more meaning than just the word alone.
The period when toddlers experience rapid vocabulary growth, typically beginning between 16 and 24 months.
Simple two worded sentences that usally include a noun and a verb
additions to words that change their meaning (s, in toy's, the ed in waited)
In early childhood the use of words is not made up of counlike words. (yes, want, please)
A childs vocabulary made up of predominantly of names for things or people. (love you, do it, or go away)
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