| A | B |
|---|
| when does language grow the most rapidly | ages 2-3 |
| language | the sentence length and number of words used increases |
| fast mapping | new words are associated with their meaning after only a brief encounter |
| preschooler lang dev | begin using plurals, past tense and articles |
| private speech | spoken directly to themselves and not intended for others |
| social speech | speech directed toward otehrs and meant to be understood by someone other than self |
| more on private speech | helps control their own behavior - forerunner to internal dialogue |
| Vygotski - on private speech | it is used as a guide to behavior and thought |
| pragmatics | skills required to communicate effectively and appropriately with other |
| Piaget on speech | most speech during preopreariton stage was egocentric taking little account of how their speech effects others |
| most speech is what before age 3/ | private speech |
| Erikson on psychosocial dev. | Erickson suggested that preschoolers face a key conflict relating to psychosocial development that involves the dev. of initiative |
| psychosocial development | encompasses changes in an individual's understanding of themselves and in their understanding of other's behaviors |
| what stage are they in from 3-6 | initiative vs. guilt stage |
| self concept | a preschoolers identity and set of beliefs about what htey are like as an individual |
| *preschoolers often over estimate their skills and knowledge | * |
| rose colored glasses | optimism is in part becuase they have not yet begun to compare themselves to others |
| lack of fear of failure---frees them to take chances and try new activities | x |
| Differences betweeen Vygotsky and Piaget | Piaget saw children as junior scientists, working by themselves to develop independent understanding of the world |
| Vygotsky | he saw children as apprentices learning from master teachers |
| Piaget | he saw preschoolers as egocentric - looking at the world from their own limited viewpoint |
| Vygotsky | saw preschoolers using others to gain an understanding of the world |
| zone of proximal development | the level at which a child can almost but not fully perform a task independently, but can do soso with the help of someone more competent |
| in order for cognitive develpment to occur.... | new information must be presented by parent, teacher, and more skilled peer within the ZPD |
| scaffolding | the assistance or structuring provided by others |
| what does scaffolding help children do? | solve specific problems and aids in the dev of overall cognitive abilities |
| what does scaffolding involve? | helping a child think about and frame a task in an appropriate way/provide clues to task completion that are developmentally appropriate |
| when is scaffolding removed? | once children are able to solve the problem on their own |
| collectivistic orientation | promote interdependence and responsiblity toward others |
| individualist orientation | emphasizes personal identity and the uniqueness of individuals |
| self concept | can also be affected by cultural attitudes towards racial and ethnic groups |
| racial and ethnic awareness | preschoolers start to notice differences among people and begin to identify themselves as members of groups |
| when does racial awareness occur? | relatively early |
| infants | they can distinguish between different skin colors |
| fact | 90% of African American children react more negatively toward a drawing of a black child than a white child |
| WHy? | dominant white culture |
| ethnicity | ethnic identity emerges somewhat later than racial identity |
| bilngual preschoolers | most apt to be aware of ethnic identities early on |
| x | x |
| x | x |
