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• Stanford-Binet Intelligence Scales


  Individual intelligence tests for ages 2 and up used to measure fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, and working memory
• Wechsler Preschool and Primary Scale of Intelligence, Revised (WPPSI-III)


  Includes subtests designed to measure both verbal and nonverbal fluid reasoning, receptive vs expressive vocabulary, and processing speed
• Vygotsky


  Children learn through interactions with others
• Zone of Proximal Development (ZPD)


  The imaginary psychological space between what children can do or know with help
• ZPD


  Provides a better measure of children's intellectual potential than psychometric tests do traditional
• Scaffolding


  Temporary support to help a child master a task
• Fast Mapping


  Process by which a child absorbs the meaning of a new word after hearing it once or twice in conversation
• Pragmatics


  The practical knowledge needed to use language for communicative purposes. The social context of language
• Private Speech


  Talking aloud to oneself with no intent to communicate with others
• Self-Concept


  Sense of self; descriptive and evaluative mental picture of one's abilities and traits
• Self-Definition


  Cluster of characteristics used to describe oneself
• Self-Esteem


  The judgement a person makes about their self-worth
• High self-esteem


  Child is motivated to achieve
• Contingent self-esteem


  Child may view failure or criticism as an indictment of their worth and may feel helpless to do better
• Noncontingent self-esteem


  Child tends to attribute failure or disappointment to factors outside themselves or to the need to try harder
• Emotional regulation


  Helps children guide their behavior and contributes to their ability to get along with others
• Initiative versus guilt with the virtue of purpose


  The third stage of personality development identified by Erik Erikson
• Preschool children can do-and want to do-more and more, at the same time, they are learning that some of the things they want to do meet social approval whereas others do not
• Gender Identity


  Awareness, developed in early child-hood, of one's gender
• Gender differences are psychological or behavioral differences between males and females though there are a few measurable differences between baby boys and girls
• Gender Roles


  The behaviors, interests, attitudes, skills, and personality traits that a culture considers appropriate for males or females
• Historically, in most cultures, women have been expected to devote most of their time to caring for the household and children, whereas men were providers and protectors. Women were expected to be compliant and nurturing; men to be active, aggressive, and competitive. Today, gender roles have become more diverse and more flexible
• Gender Typing


  The acquisition of a gender role, takes place early in childhood, but children vary greatly in the degree to which they become gender-typed. Socialization process by which children, at an early age, learn appropriate gender roles
• Gender Stereotypes


  Preconceived generalizations about male or female role behavior
• Categories of Play


  • Functional Play
  • Constructive Play
  • Dramatic Play
  • Formal Games with Rules
• Functional Play


  Play involving repetitive large muscular movements
• Constructive Play


  Play involving use of objects or materials to make something
• Dramatic Play


  Play involving imaginary people or situations; also called pretend play, fantasy play, or imaginative play
• Formal Games With Rules


  Organized games with known procedures and penalties