Development

• Cognitive


  Thinking, including problem-solving, perceiving, remembering, using language, and reasoning
• Operations


  How we reason and think about things
• Object permanence


  Knowing something exists even if it is out of sight
• Symbolic play


  Children play using objects and ideas to represent other objects and ideas
• Egocentrism


  The inability to see the world from any other viewpoint but one's own
• Animism


  Believing that non-living objects can behave as if they are alive
• Centration


  Focusing on one feature of a situation and ignoring other relevant features
• Irreversibility 


  Not understanding that an action can be reversed to return to the original state
• Morality 


  General principles about what is right and wrong, including good and bad behaviour
• Schema


  Mental representations of the world based on one's own experiences
• Adaptation


  Using assimilation and accommodation to make sense of the world
• Assimilation


  Incorporating new experiences into existing schemas
• Accommodation


  When a schema has to be changed to deal with a new experience
• Equilibrium


  When a child's schemas can explain all that they experience; a state of mental balance
• Subjective


  Based on personal opinion or feelings
• Mindset 


  A set of beliefs someone has that guides how they respond or interpret a situation
• Fixed mindset


  Believing your abilities are fixed and unchangeable
• Growth mindset


  Believing practice and effort can improve your abilities
• Motor skills


  Actions that involve muscles and brain processes, resulting in movement
• Decentration


  Being able to separate yourself from the world and take different views of a situation, not being egocentric
• Social learning


  Learning by observing and copying others
• Self-regulation

  Limiting and controlling yourself without influence from others
• Framework


  A basic understanding of ideas and facts that is used when making decisions
• Person praise 


  Praising the individual rather than what they are doing
• Process praise


  Praising what is being done, not the individual
• Morals


  Standards of right and wrong behaviour that can differ between cultures and can depend on the situation
• Moral development


  Children's growing understanding about right and wrong
• Heteronomous


  Rules put into place by others
• Autonomous


  Rules can be decided by the individual person
• Sensorimotor stage (0-2)

  • Use their senses and movements to get information about their world
  • Live in the present at first.
  • Learn by linking what they see, hear, touch, taste, or smell
• Pre-conventional morality (Kolhberg)

  • Child believes rules cannot be changed.
  • The consequence of an action determines whether it is a good or bad action.
  • Stage 1 focuses on the child obeying in order to avoid punishment.
  • Stage 2 focuses on self-interest.
• Conventional morality (Kohlberg)

  • Young person/adult sees themselves as a good member of society.
  • Reasoning comes from group norms.
  • Stage 3 -being seen as good & conforming to social rules
  • Stage 4 - maintaining social order by obeying authority.
• Post-conventional morality (Kohlberg)

  • Only 10% of people reach this stage.
  • They have their own ideas about what is good & bad.
  • Understand that there are moral principles that are universal.
  • Stage 5 - laws being social contracts which individuals enter into, e.g democracy.
  • Stage 6 - understanding that moral reasoning is abstract and there are universal ethical principles that 'must' be followed.