| A | B |
|---|
| bilingual | speaking two languages |
| multilingual | speaking many languages |
| British Sign Language | |British visual, gestural language |
| Makaton | A system of simple signs |
| LAD | Language Aquasition Divice (Chomsky) |
| Imagination | Ability to form mental images, or concepts not present or that do not exist |
| Problem solving | Ability to draw together and assiss informationabout a situation in order to find a solution |
| Role play | Acting out being somebody, or something, else |
| Creativity | Expression of ideas in a personal and unique way |
| Concentration | Skill of focusing all your attention on oine task |
| Memory | Part of the brain where information is stored and retrieved from |
| Trial and error | Random trying out solutions to a problem |
| Hypothesis | Provisional explanation or solution to a problem reached by assessmont of the observed facts |
| egocentric | Seeing everything only from your own viewpoint |
| Object permanence | Understanding that objects continue to exist when not in view |
| Animist | Belief that everything that exists has a consciousness |
| Decentre | Being able to see things form another's point of vies |
| Conservation | Understanding that the quantity of a substance remains the same if nothing is added or taken away, even if it appears different |
| Schema | Piaget's term for all the ideas, memories and information that a child might have about a concept or experience |
| ZPD | Zone of proximal development (Vygotsky) |
| Social Development | Growth of the abiliey to relate to others appropeiately and become independent, within a social framework |
| Socialisation | Process by which children learn the culture of the society into whcih they are born |
| Emotional development | Growth of the ability to feel and express an increasing range of emotions approriately, including those about oneself |
| Maturity | Being fully developed and capable of self control |
| Independence | Development of skills that lead to less reliance on other people for helf or support |
| Chronological age | Age of a child in years and months |
| Average | Medium, a standard or a 'norm' |
| Theories of development | Ideas about how and why development occurs |
| Biological theories | Temperament, sociability, emotional responses and intelligence are determined by what we inherit genetically from our biological parents |
| Learning theories | Children develop as they do because they have contact with oither people and learn from them |
| Peer group | Child's equal (other children) |
| Psychoanalytic theory | Child's development can be badly affected if at any stage their needs are not met appropriately |
| Bond of attachment | ASffectionate two way relationship that developes between an infant and an adult |
| Self-image and self-concept | Picture we have of ourselves and the way we think other people see us |
| Moral conscience | Understanding of right and wrong |
| Personal continuity | Sense of having a past, present and a future |
| Coherent self-image and self-concept | View of oneself that fits together and makes a somplete whole |
| Gender | Being either male or female |
| Internalise | Understand the things adults think are important and begin to believe and behave similarly |
| Reinforcement | Respond to an action or behaviour so that a particular consequence - a reward or punishment - is associated with the action and it is repeated (positive reinforcement) or not (negative reinforcement) |
| Culture | Way of life, language and behaviour that is acceptable and appropriate to the society in which a person lives |
| Social role | Position in society that is associated with particular group of expected bahaviours |
| Role model | Person whose behaviour is used as an example by someone else as the right way to behave |
| Custom | Special guidelines for behaviour which are followed by particular groups of people |
| Values | Beliefs that certain things are important and to be valued |
| Norms | Rules and guidelines that turn values into action |
| Multicultural society | Society whose members have a variety of cultural backgrounds |
| Stereotyping | When people think that all the members of a group have the same characteristics as each other |
| Social status | Value that a society puts on people in particular roles in society |
| Skill | An ability that has been practiced |
