PIAGET’S STAGES OF COGNITIVE DEVELOPMENT THEORY

1. SENSI-MOTOR STAGE (Birth to infancy): initially reflexive in grasping, sucking and etc. At this stage,
the child is focused on the prominence of the senses and muscular movements.

2. PREOPERATIONAL STAGE (2-7 years old): Preschool years. Intelligence is intuitive in nature. At this
stage, the child can now make mental representations and is able to pretend.

3. CONCRETE OPERATIONAL STAGE (8-11 years old): This stage is characterized by the ability of the child
to think logically but only in terms of concrete objects.

4. FORMAL OPERATIONAL STAGE (12 years old onwards): This stage is characterized by logical and
abstract thinking. The child is expected to solve abstract problems and can hypothesize.

BAUMRIND’S PARENTING STYLES

1. PERMISSIVE – Indulgent without discipline (high responsiveness, low demandingness)

2. AUTHORITATIVE – Respectful of Child’s opinions but maintains clear boundaries (high responsiveness,
high demandingness)

3. AUTHORITARIAN – Strict disciplinarian (low responsiveness, high demandingness)

4. NEGLECTFUL – emotionally uninvolved and does not set rules (low responsiveness, low
demandingness)

VYGOTSKY’S SOCIO-CULTURAL THEORY - views human development as a socially mediated process in

which children acquire their cultural values, beliefs, and problem-solving strategies through
collaborative dialogues with more knowledgeable members of society. Vygotsky's theory is comprised of
concepts such as private speech and the Zone of Proximal Development.

Zone of Proximal Development:

• Actual Level: what the child can do alone

• Potential Level: what the child can do with the help of More Knowledgeable] Others (MKO)

• ZPD: the difference between the actual and potential level.

• Scaffolding: the support or assistance that lets the child accomplish a task he cannot accomplish
independently

PEOPLE FIRST LANGUAGE

The People First Respectful Language Modernization Act of 2006, was enacted by the Council of the
District of Columba on July 11, 2006 to “require the use of respectful language when referring to people
with disabilities in all new and revised District laws, regulations, rules, and publications and all internet
publications.”

“People First Language” (PFL) puts the person before the disability, and describes what a person has, not
who a person is. PFL uses phrases such as “person with a disability,” “individuals with disabilities,” and
“children with disabilities,” as opposed to phrases that identify people based solely on their disability,
such as “the disabled.”

TYPES OF DISABILITY

1. Learning Disabilities

2. ADHD

3. Speech and Communication Disorder

4. Autism

5. Mental retardation

6. Emotional/ Conduct Disorders

7. Physical and health impairments

8. Severe and multiple disabilities

9. Visual Impairment

10. Hearing Impairment

11. Giftedness

12. Aphasia

MAINSTREAMING VS. INCLUSION

1. MAINSTREAMING:

• Attends regular classrooms in ALL academic subjects.

• Not expected to show some improvements

• General Teacher and SPED Teacher

• Individualized Instruction

2. INCLUSION:

• Attends regular classroom in ALL academic subjects.

• Not expected to show some improvements

• General Teacher and SPED Teacher

• Individualized Instruction

PARTEN’S STAGES OF PLAY

1. Unoccupied play: Children are relatively still and their play appears scattered. This type of play builds
the foundation for the other five stages of play.
2. Solitary play: This type of play occurs when children play alone without any other social involvement.

3. Onlooker play: Children who sit back and engagingly watch other children playing, but do not join in

4. Parallel play: This occurs when children play next to each other, but are not really interacting
together.

5. Associative play: This type of play signifies a shift in the child. Instead of being more focused on the
activity or object involved in a play, children begin to be more interested in the other players.

6. Cooperative play: This is play categorized by cooperative efforts between players. Children might
adopt group goals, establish rules for play