A type of learning that has been shown to occur during the sensori-motor period, which links to the development of internal representation.
The term that is repeated in the stages of the sensori-motor stage that refers to the child’s repetition of behaviour and interaction with their environment.
During the early sensori motor stage the child is interacting with his/her environmental through their natural ….
Piaget’s theory of language acquisition forms the cognitive/social interactionist perspective, yet it is also termed a …… theory.
Three….. task. A task that aims to test a childs ability to consider alternative perspectives of the same thing.
The element of the question that in tasks measuring conservation that has shown to influence task performance.
At this stage according to Piaget, children find abstract problems difficult to solve yet are able to account for different perspectives and can achieve other cognitive skills (see no 2 and 10).
Down
The term used to describe the type of thought and language achieved by children during the end point of the sensori-motor stage.
At this stage of Piaget’s theory, children should be able to solve and process complex abstract problems.
Language becomes this once the child reaches the developmental stage that forms the answer to no19.
The research method that Piaget used to form most of his theory.
A process adopted when a child is confronted with the below and they have to change current schema.
A mental cognitive process that children use to help acquire the answer to No2 .
The ability to understand that volume or mass of an object remains the same despite changes in object form.
To describe the process whereby children store information in an already formed schema.
This is what all children aim to maintain as anything else results in the acquisition of new knowledge.
Associated with the early part of the pre-operational stage of development, in which children are concerned only with themselves and fail to acknowledge the needs, emotions or wants of others.
The term used to describe the ability to understand that even if an object is out of sight (i.e. covered up), it still exists in the world.
At this stage, a child begins to order and quantify finds but may find the mathematical process of inclusion quite difficult.
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