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| Term | Definition |
|---|---|
| Babbling | when an infant appears to be experimenting with uttering articulate sounds but does not yet produce any recognizable words |
| Cooing | the act of making a gentle low noise |
| Piaget’s theory of cognitive development | a theory that deals with the nature of knowledge itself and how humans gradually come to acquire, construct, and use it |
| Play | the act of engagement for enjoyment and recreation, especially by children |
| Sensorimotor stage | the first stage of Piaget’s theory of cognitive development; begins at birth and lasts through age 2, when children learn about the world by using their senses to interact with their surroundings |
| Digital tools | software programs, websites, or online resources that can make tasks easier to complete |
| Early representational thought | when children begin to develop symbols to represent events or objects in the world; the final substage within the sensorimotor stage |
| Language development | a part of development that starts with sounds and gestures, then words and sentences |
| Onlooker play | also known as spectator play; one of the earliest stages of play when children watch others play, but do not join in |
| Parallel play | when two or more toddlers play near one another or next to one another, but without interacting directly |
| Physical tools | tools that are operated manually (neither automated, or machine fitted) and require human and physical effort |
| Screen time | sedentary (sitting down, little movement) activity that happens in front of a screen |
| Social interaction | an exchange between two or more individuals, and a building block of society |
| Solitary play | a type of play when children play alone and are uninterested or unaware of other children or adults around them |
| Tertiary circular reactions | when children begin a period of trial-and-error experimentation |
| Toddler | a child, approximately 12 to 36 months old |
| Associative play | the first stage of play where social interaction is required as children engage in a mutual activity, though not working toward a common goal |
| Bodily-kinesthetic intelligence | the potential of using one’s whole body or parts of the body (like the hand or the mouth) to solve problems or to fashion products |
| Cooperative play | the stage of play where children play in a group that is organized for the purpose of making some material product, striving to attain some competitive goal, dramatizing situations of adult and group life, or playing formal games |
| Egocentric viewpoint | looking at a situation only in terms of personal needs and wants, and not caring about other people |
| Howard Gardner’s theory | the theory that a basic set of eight intelligences compose unique blends in different people and may be used simultaneously, complementing each other as people develop skills or solve problems |
| Intrapersonal intelligence | the capacity to understand oneself, to have an effective working model of oneself—including one’s own desires, fears, and capacities |
| Interpersonal intelligence | the capacity to understand the intentions, motivations, and desires of other people and consequently, to work effectively with others |
| Limited focus | making decisions based on one’s own perceptions |
| Linguistic intelligence | the sensitivity to spoken and written language, ability to learn languages, and capacity to use language to accomplish certain goals |
| Logical-mathematical intelligence | the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. |
| Make-believe play | imitating something real; pretend |
| Maria Montessori’s theory | a method of teaching developed by Maria Montessori where the key a method of teaching developed by Maria Montessori where the key |
| Memory | the ability to retain and recall past events or information in one's mind |
| Musical intelligence | skills in the performance, composition, and appreciation of musical patterns |
| Naturalist intelligence | involves expertise in the recognition and classification of numerous species |
| Number sense | refers to a group of key math abilities, including the ability to understand quantities and concepts like more and less |
| Preoperational period | a stage in Piaget’s theory when children ages 2–7 years old learn from language and mental images |
| Reasoning | the action of thinking about something in a logical, sensible way |
| Spatial intelligence | when to recognize and manipulate the patterns of wide space as well as the patterns of more confined areas, such as those of importance to sculptors, surgeons, chess players, graphic artists, or architects |
| Spatial relationships | children's understanding of how objects and people move in relation to each other |
| Thinking | the process of using one's mind to consider or reason about something |
| Use of symbols | symbols that take the form of words, sounds, gestures, ideas, or visual images and are used to convey other ideas and beliefs Submission |
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