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1. Jean Piaget theorist who said that children must be given tasks appropriate to their learning
development; go through four stages of thinking that help them see and learn
about the world; developed schemas (the things a child already knows, add new
knowledge to this as time goes on) and constructivism (children learn by doing
rather than being told)
2. JP - sensorimotor first stage in Piaget's four stages of thinking; infant explores the world through
stage direct sensory and motor contact, object permanance and separation anxiety are
developed during this stage (0-2 years)
3. JP - preopera- second stage in Piaget's four stages of thinking; child uses symbols (words and
tional stage images) to represent objects but does not reason logically; has ability to pretend;
child is egocentric (child begins to speak-6/7 years)
4. JP - concrete op- third stage in Piaget's four stages of thinking; child can think logically about
erational stage concrete objects and can thus add and subtract; also understands observation;
(first grade-early adolescence)
5. JP - formal opera- fourth stage in Piaget's four stages of thinking; adolescent can reason abstractly
tional stage and think in hypothetical terms (adolescence)
6. Lev Vygotsky theorist who said that children should be given the opportunity to for frequent
social interaction (social contact is essential to intellectual development); devel-
oped the concept of ZPD (zone of proximal development) - area where the most
sensitive instruction or guidance should be given - allowing the child to develop
skills they will then use on their own - developing higher mental functions
also developed scaffolding - changing the level of support to meet the ability of
the child
7. Erik Erikson theorist who said that parents and other caregivers must be aware of and sensitive
to children's needs at each stage of development and support them through
crises; if crisis is met in a positive way, then the individual develops maturity
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8. EE- Trust vs Mis- first stage in Erikson's development; important event: feeding; children develop a
trust sense of trust when caregivers provide a sense of reliability, care, and attention
(birth-18 months)
9. EE - Autonomy second stage in Erikson's development; important event: toilet training; children
vs Shame and need to develop a sense of personal control over physical skills and a sense of
Doubt independence (2-3 years)
10. EE - Initiative vs third stage in Erikson's development; important event: exploration; children need
Guilt to begin asserting control and power over the environment; success in this stage
leads to a sense of purpose; children who exert too much power experience
disapproval (3-5 years)
11. B.F. Skinner theorist who said that parents and caregivers can affect a child's behavior through
the use of positive and negative feedback (rewards and punishments); child's
action repeatedly brings positive effects = repeated and learned; child's action
brings negative results = child will eventually stop action
12. Albert Bandura theorist who said that parents must provide good examples for children to follow;
children learn by modeling; disagreed with Skinner; environment does shape the
behavior but behavior also shapes the environment
13. Jerome Bruner developed the term spiral curriculum in which children can tackle challenges in
age appropriate ways; topics can be revisited year after year
14. Benjamin Bloom created Bloom's taxonomy which are a hierarchy of learning objectives starting
with knowledge and growing in complexity to evaluation
15. Howard Gardner created the Multiple Intelligences theory which means that humans have several
different ways of processing information - musical, visual, verbal, logical, etc
16. Urie Brofenbren- theorist who said that children's primary relationship with caregiver needs to be
ner stable, loving, and lasting; environment affects development
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17. Maria Montes- theorist who stressed that children learn by using their senses and learn best by
sori pursuing their interests; children need to be given objects to manipulate so they
can exercise their sensory learning
18. Unoccupied play early months of infancy; from birth to about three months; children seem to be
making random movements with no clear purpose, but this is the initial form of
playing
19. Solitary play From three to 18 months; children are very busy with play and they may not seem
to notice other children sitting or playing nearby; begins in infancy and is common
in toddlers. This is because of toddlers' limited social, cognitive,
and physical skills
20. Onlooker play happens most often during the toddler years. This is where the child watches
other children play. Children are learning how to relate to others
and learning language. Although children may ask questions of other children,
there is no effort to join the play. This type of play usually starts during toddler
years but can take place at any age.
21. Parallel play From the age of 18 months to two years,
children begin to play alongside other children without any interaction; provides
toddler with opportunities for role-playing such as
dressing up and pretending. It also helps children gain the understanding of the
idea of property right such as "mine." They begin to show their need of being with
other children their own age; usually found with toddlers, although it happens in
any age group.
22. Associative play three - four years of age; they become more interested in other children than the
toys' started to socialize with other children. This play is sometimes referred to as
"loosely organized play."; helps preschooler learn the do's and don'ts of getting
along with others; teaches the art of sharing, encourages language development,
problem-solving skills and cooperation; groups of children have similar goals.
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They do not set rules, although they all want to be playing with the same types of
toys and may even trade toys. There is no formal organization.
23. Social play Children around the age of three are
beginning to socialize with other children. By interacting with other children in
play settings, your child learns social rules such as give and take and cooperation.
Children are able to share toys and ideas. They are beginning to learn to use moral
reasoning to develop a sense of values. To be
prepared to function in the adult world, children need to experience a variety of
social situations.
24. Motor - physical When children run, jump, and
play play games such as hide and seek and tag they engage in physical play. Physical
play offers a chance for children to exercise and develop muscle strength. Physi-
cally playing with
your child teaches social skills while enjoying good exercise. Your child will learn
to take turns and accept winning or losing
25. Constructive play children create things in this type of play; starts in infancy and becomes more
complex as your child grows. This type of play starts with your baby putting things
in his/her mouth to see how
they feel and taste. As a toddler, children begin building with blocks, playing in
sand, and drawing; allows children to explore objects and discover patterns to find
what works and what does not work. Children gain pride when accomplishing
a task; Children who gain confidence manipulating objects become good at
creating ideas and working with numbers and concepts.
26. Expressive play material based play for children; Materials may include paints, crayons, colored
pencils and markers for drawing pictures or writing. It
can also include such items as clay, water, and sponges to experience different tex-
tures. Beanbags, pounding benches, and rhythm instruments are other sources
of toys
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1. Jean Piaget theorist who said that children must be given tasks appropriate to their learning
development; go through four stages of thinking that help them see and learn
about the world; developed schemas (the things a child already knows, add new
knowledge to this as time goes on) and constructivism (children learn by doing
rather than being told)
2. JP - sensorimotor first stage in Piaget's four stages of thinking; infant explores the world through
stage direct sensory and motor contact, object permanance and separation anxiety are
developed during this stage (0-2 years)
3. JP - preopera- second stage in Piaget's four stages of thinking; child uses symbols (words and
tional stage images) to represent objects but does not reason logically; has ability to pretend;
child is egocentric (child begins to speak-6/7 years)
4. JP - concrete op- third stage in Piaget's four stages of thinking; child can think logically about
erational stage concrete objects and can thus add and subtract; also understands observation;
(first grade-early adolescence)
5. JP - formal opera- fourth stage in Piaget's four stages of thinking; adolescent can reason abstractly
tional stage and think in hypothetical terms (adolescence)
6. Lev Vygotsky theorist who said that children should be given the opportunity to for frequent
social interaction (social contact is essential to intellectual development); devel-
oped the concept of ZPD (zone of proximal development) - area where the most
sensitive instruction or guidance should be given - allowing the child to develop
skills they will then use on their own - developing higher mental functions
also developed scaffolding - changing the level of support to meet the ability of
the child
7. Erik Erikson theorist who said that parents and other caregivers must be aware of and sensitive
to children's needs at each stage of development and support them through
crises; if crisis is met in a positive way, then the individual develops maturity
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8. EE- Trust vs Mis- first stage in Erikson's development; important event: feeding; children develop a
trust sense of trust when caregivers provide a sense of reliability, care, and attention
(birth-18 months)
9. EE - Autonomy second stage in Erikson's development; important event: toilet training; children
vs Shame and need to develop a sense of personal control over physical skills and a sense of
Doubt independence (2-3 years)
10. EE - Initiative vs third stage in Erikson's development; important event: exploration; children need
Guilt to begin asserting control and power over the environment; success in this stage
leads to a sense of purpose; children who exert too much power experience
disapproval (3-5 years)
11. B.F. Skinner theorist who said that parents and caregivers can affect a child's behavior through
the use of positive and negative feedback (rewards and punishments); child's
action repeatedly brings positive effects = repeated and learned; child's action
brings negative results = child will eventually stop action
12. Albert Bandura theorist who said that parents must provide good examples for children to follow;
children learn by modeling; disagreed with Skinner; environment does shape the
behavior but behavior also shapes the environment
13. Jerome Bruner developed the term spiral curriculum in which children can tackle challenges in
age appropriate ways; topics can be revisited year after year
14. Benjamin Bloom created Bloom's taxonomy which are a hierarchy of learning objectives starting
with knowledge and growing in complexity to evaluation
15. Howard Gardner created the Multiple Intelligences theory which means that humans have several
different ways of processing information - musical, visual, verbal, logical, etc
16. Urie Brofenbren- theorist who said that children's primary relationship with caregiver needs to be
ner stable, loving, and lasting; environment affects development
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17. Maria Montes- theorist who stressed that children learn by using their senses and learn best by
sori pursuing their interests; children need to be given objects to manipulate so they
can exercise their sensory learning
18. Unoccupied play early months of infancy; from birth to about three months; children seem to be
making random movements with no clear purpose, but this is the initial form of
playing
19. Solitary play From three to 18 months; children are very busy with play and they may not seem
to notice other children sitting or playing nearby; begins in infancy and is common
in toddlers. This is because of toddlers' limited social, cognitive,
and physical skills
20. Onlooker play happens most often during the toddler years. This is where the child watches
other children play. Children are learning how to relate to others
and learning language. Although children may ask questions of other children,
there is no effort to join the play. This type of play usually starts during toddler
years but can take place at any age.
21. Parallel play From the age of 18 months to two years,
children begin to play alongside other children without any interaction; provides
toddler with opportunities for role-playing such as
dressing up and pretending. It also helps children gain the understanding of the
idea of property right such as "mine." They begin to show their need of being with
other children their own age; usually found with toddlers, although it happens in
any age group.
22. Associative play three - four years of age; they become more interested in other children than the
toys' started to socialize with other children. This play is sometimes referred to as
"loosely organized play."; helps preschooler learn the do's and don'ts of getting
along with others; teaches the art of sharing, encourages language development,
problem-solving skills and cooperation; groups of children have similar goals.
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They do not set rules, although they all want to be playing with the same types of
toys and may even trade toys. There is no formal organization.
23. Social play Children around the age of three are
beginning to socialize with other children. By interacting with other children in
play settings, your child learns social rules such as give and take and cooperation.
Children are able to share toys and ideas. They are beginning to learn to use moral
reasoning to develop a sense of values. To be
prepared to function in the adult world, children need to experience a variety of
social situations.
24. Motor - physical When children run, jump, and
play play games such as hide and seek and tag they engage in physical play. Physical
play offers a chance for children to exercise and develop muscle strength. Physi-
cally playing with
your child teaches social skills while enjoying good exercise. Your child will learn
to take turns and accept winning or losing
25. Constructive play children create things in this type of play; starts in infancy and becomes more
complex as your child grows. This type of play starts with your baby putting things
in his/her mouth to see how
they feel and taste. As a toddler, children begin building with blocks, playing in
sand, and drawing; allows children to explore objects and discover patterns to find
what works and what does not work. Children gain pride when accomplishing
a task; Children who gain confidence manipulating objects become good at
creating ideas and working with numbers and concepts.
26. Expressive play material based play for children; Materials may include paints, crayons, colored
pencils and markers for drawing pictures or writing. It
can also include such items as clay, water, and sponges to experience different tex-
tures. Beanbags, pounding benches, and rhythm instruments are other sources
of toys
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