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EDU 118 Chapter 1

Terms in this set (27)

child development
study of the persistent, cumulative, and progressive changes in the physical, cognitive, and social-emotional development of children and adolescents
physical development
systematic changes of the body and brain and age-related changes in motor skills and health behaviors
cognitive development
systematic changes in reasoning, concepts, memory, and language
social-emotional development
systematic changes in emotions, self-concept, motivation, social relationships, and moral reasoning and behavior
context
the broad social environments, including family, schools, neighborhoods, community organizations, culture, ethnicity, and society at large, that influence children's development
culture
the values, traditions, and symbol systems of a long-standing social group that give purpose and meaning to children's daily activities and interpersonal relationships
nature
inherited characteristics and tendencies that affect development
nurture
environmental conditions that affect development
temperament
a child's characteristic ways of responding to emotional events, novel stimuli, and personal impulses
maturation
genetically guided changes that occur over the course of development
sensitive period
a period in development when certain environmental experiences have a more pronounced influence than is true at other times
universality
in a particular aspect of human development, the commonalities seen in the way virtually all individuals progress
diversity
in a particular aspect of human development, the varied ways in which individuals progress
qualitative change
relatively dramatic developmental change that reflects considerable reorganization or modification of functioning
quantitative change
developmental change that involves a series of minor, trendlike modifications
stage
a period of development characterized by a qualitatively distinct way of behaving or thinking
stage theory
theory that describes development as involving a series of qualitatively distinct changes
theory
integrated collection of principles and explanations regarding a particular phenomenon
biological theory
theoretical perspective that focuses on inherited physiological structures of the body and brain that support survival, growth, and learning
behaviorism
theoretical perspective in which children's behavioral and emotional responses change as a direct result of particular environmental stimuli
social learning theory
theoretical perspective that focuses on how children's beliefs and goals influence their actions and how they often learn by observing others
psychodynamic theory
theoretical perspective that focuses on how early experiences and internal conflicts affect social and personality development
cognitive-developmental theory
theoretical perspective that focuses on major transformations to the underlying structures of thinking over the course of development
cognitive process theory
theoretical perspective that focuses on the precise nature of human mental operations
sociocultural theory
theoretical perspective that focuses on children's learning of tools, thinking processes, and communication systems through practice in meaningful tasks with other people
developmental systems theory
theoretical perspective that focuses on the multiple factors, including systems inside and outside children, that combine to influence children's development
developmentally appropriate practice
instruction and other services adapted to the age, characteristics, and developmental progress of individual children
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