Speech that uses vowels and consonants to create syllables that sound like real speech. Canonical vocalizations most often begin to occur between the ages of six to ten months.

Vygotsky’s theory of disability where compensation stems from cultural enlightenment and socialization. This sociocultural theory believes in two types of defects known as organic impairments (primary defects) and misrepresentations of high psychological functions (secondary defects).

A period of time where thoughts transition from being motoric to being partially internalized.

Times in development when learning particular skills occurs most efficiently. This concept is controversial and many exceptions exist, but many people believe in this sensitive periods or windows of opportunity to teach certain skills.

When one child repeats something they have heard but presents it as a unique contribution to the conversation.

A mechanism that enables change while a child finds balance in interactions with his or her environment. This will require the organization of new experiences, as well as adaption through assimilation and accommodation.

What a child can do with help or guidance until they actually develop those skills through internalization.

A way to commit objects and events to memory. In order to organize information, you must group stimuli into meaningful clusters which aid in the process of recollection. The specific strategies used to organize information will vary at different ages.

The observation of a child in a number of settings that are relatively familiar instead of in an unfamiliar or contrived setting. This might be done to observe how the child learns from experience, solves problems, and the level of activities that the child participates in on a regular basis.

The capability of using significant information to make choices or solve a problem.