3.4 & 3.6 Cognitive & Social Emotional Development

Object permanence

• The ability to remember past events.

• The understanding that objects continue to exist even when they cannot be seen, heard, or touched.

• The skill of recognizing faces.

• The concept of time management.

Vygotsky

• A Russian psychologist known for his sociocultural theory of cognitive development.

• A French philosopher who focused on existentialism.

• An American psychologist famous for behaviorism.

• A German psychologist known for his work in psychoanalysis.

Animism

• The belief that inanimate objects have lifelike qualities and are capable of action.

• The belief that all living beings have a soul or spirit.

• The belief that nature is governed by supernatural forces.

• The belief that only humans possess consciousness.

Chronosystem

• The patterning of environmental events and transitions over the life course, as well as sociohistorical circumstances.

• A system that focuses on the biological aspects of development.

• A framework for understanding the immediate environment of an individual.

• A theory that emphasizes the role of genetics in human behavior.

Disorganized (Insecure Attachment)

• A form of secure attachment characterized by consistent caregiving.

• A form of insecure attachment where there is a lack of a coherent style or pattern for coping.

• A type of attachment that promotes healthy emotional development.

• A form of attachment that is solely based on physical proximity.

Moratorium (Identity Process)

• A state of complete identity confusion with no exploration of options.

• The status in which a person is in the midst of an identity crisis, actively exploring various commitments.

• A phase where an individual has made a commitment without prior exploration.

• A period of stable identity with no changes or exploration.

Parallel Play

• A form of play where children play together and share toys.

• A form of play where children play adjacent to each other, but do not try to influence one another's behavior.

• A form of play where children take turns leading the game.

• A form of play where children play in large groups and interact frequently.

Formal Operational stage

• The first stage in Piaget's theory, where individuals learn through sensory experiences.

• The second stage in Piaget's theory, characterized by logical thinking about concrete events.

• The third stage in Piaget's theory, where individuals begin to think logically about abstract concepts.

• The fourth stage in Piaget's theory, where individuals develop the ability to think about abstract concepts.

Preoperational stage

• The first stage in Piaget's theory, characterized by sensory experiences.

• The second stage in Piaget's theory, characterized by symbolic thinking and egocentrism.

• The third stage in Piaget's theory, focused on logical reasoning and problem-solving.

• The final stage in Piaget's theory, where abstract thinking develops.

Adverse Childhood Experiences (ACEs)

• Potentially traumatic events that occur in childhood (0-17 years) such as experiencing violence, abuse, or neglect.

• Positive experiences that promote healthy development in children.

• Events that only occur during adolescence (13-17 years).

• Experiences that are exclusively related to physical health.