| A | B |
|---|
| Associative play | children engage in mutual activity, though not working toward a common goal; first stage of play where social interaction is required |
| Bodily-kinesthetic intelligence | the capacity to manipulate objects and use a variety of physical skills; involves a sense of timing and the perfection of skills through mind-body union |
| Cooperative play: | play that focuses on children working together to achieve a common goal; organized group play |
| Egocentric viewpoint | is looking at a situation only in terms of personal needs and wants, and not caring about other people |
| Howard Gardner’s Multiple Intelligence theory: | Gardner claimed that a basic set of eight intelligences compose unique blends in different people and these may be used simultaneously, |
| Intrapersonal intelligence | is the capacity to understand oneself, to have an effective working model of oneself-including one’s own desires, fears, and capacities. |
| Interpersonal intelligence | : is the capacity to understand the intentions, motivations, and desires of other people and consequently to work effectively with others. |
| Limited focus | is making decisions based on own perceptions |
| Linguistic intelligence: | is the ability to think in words and to use language to express and appreciate complex meanings; ability to understand the order and meaning of words and apply to meta-linguistic skills to reflect on our use of language |
| Logical mathematical intelligence: | is the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. |
| Make-believe play: | is imitating something real; pretend |
| Maria Montessori theory | a method of teaching developed by Maria Montessori where the key principles are independence, observation, following the child, correcting the child, prepared environment, and absorbent mind. |
| Memory | is the ability to retain and recall past events or information in a person's mind. |
| Musical intelligence | the capacity to discern pitch, rhythm, timbre, and tone; recognize, create, reproduce, and reflect on music |
| Naturalist intelligence | ability to discriminate among living things as well as sensitivity to other features of the natural world |
| Number sense | refers to a group of key math abilities. It includes the ability to understand quantities and concepts like more and less. |
| Preoperational theory | is when children ages 2-7years old learn from language and mental images. Oriented inward, learn from concrete evidence, egocentrism, view the world from their own perspective, unable to think in abstract terms, children pretend and imitate in order to learn. |
| Reasoning: | is the action of thinking about something in a logical, sensible way. |
| Spatial intelligence | the ability to think in three dimensions including mental imagery, spatial reasoning, image manipulation, graphic and artistic skills, and active imagination |
| Spatial relationships | are children's understanding of how objects and people move in relation to each other |
| Thinking: | is the process of using one's mind to consider or reason about something. |
| Use of symbols | are symbols that take the form of words, sounds, gestures, ideas, or visual images and are used to convey other ideas and beliefs. |
