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22 Cards in this Set
- Front
- Back
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Principles of development |
1) physical: changes in body size, shape, appearance 2) Social/emotional: changes in ways children deal with the world 3) Cognitive: changes in prob. solving, thinking, reasoning |
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Ecological system theory (4) |
1) Microsystem: family, peers, school, church 2) Mesosystem: relationships between childs peers and family 3) Exosystem: industry, mass media, neighbors 4) Macrosystem: culture |
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Physical development in early infancy and early childhood |
0-24 (infancy): height is greater then 50% from birth. Develop fine and gross motor skills. Brain is close to adult size.
end of infancy-6: grow on average 2-3 inches. develop of small and large muscle. Active
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physical development (1) middle childhood, (2) adolescence |
1) (6-->11) gross motor skills improve: flexibility, balance. Fine motor skills improve: writing, drawing. Common health problems: vision (myopia), hearing (otitis), malnutrition.
2) (11-->22): puberty. girls hit puberty 2 yrs before boys. Birth-3: crawls (GM), picks up (FM). 3-4.5: walks up and down (GM), holds crayon (FM). 4.5-6: rides 2 wheel bike (GM), cuts (FM) |
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Piagets theory of cognitive development |
a. children are active and motivated learners b. assimilation and accommidation (learn about world)
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Piagets Theories: (4) |
1. Sensorimotor (birth-2): begins imitation, memory 2. Preoperational (2-7): egocentric. ability to use symbols. 3. Concrete operational (7-11): logical thought. reversibility. classification 4. Formal (11-15): idealism. hypothetical deductive reasoning. |
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vygotsky theory of cognitive development |
a. assumptions: (1) development depends on people in the world (2) scaffolding: support for learning and problem solving (3) zone of proximal development: child can master task with appropriate health |
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information processing |
1) early childhood: early distracted. difficulty on focusing. 2) adolescence: attention is better
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Eriksons theory is for? And definition |
1) initiative vs. guilt 2) industry vs. inferiority 3) identity vs. role control
def: an identity will occur in adolescence with the outcome a defined identity or the result will be role confusion which can result in negative identity |
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(a) self concept and (b)self esteem |
a) beliefs about ones own characteristics; influences by other people, ones culture (family, teachers, peers) i. parenting styles: 1) Authoritative: high warmth, high control 2) authoritarian: low warmth, high control 3) permissive: high warmth, low control 3) rejecting: low warmth, low control
b. the judgement we make about our own self-worth. high self-esteem: a realistic evaluation of who I am, self-respect. |
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Marcias Identity statuses (4) |
1) identity diffusion: no crisis, no commitment. low self esteem, dependent, withdrawn from parents 2) moratorium crisis: high self respect, self directed, loving with parents 3) foreclosure: no crisis and commitment. low self esteem, very dependent, loving with parents. 4) identity achievement: crisis and commitment. high self esteem, self-directed
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3 ways of development: (1) biological, (2) cognitive, (3) social-emotional
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(1) physical: non-accidental beatings, bruises, welts... (2) emotional neglect: failure of parent/caregiver to provide appropriate support, attention and affection (3) sexual abuse: the use of a child for the sexual gratification of another person. (4) neglect: failure of a parent/caregiver to meet basic needs (shelter, protection) |
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(2) conditioning. (4) learning theories |
1) classical conditioning: associates of automatic responses with new stimuli. Muscle, salvation 2) operant conditioning: learning which voluntary behavior is strengthened or weakened
1) social cognitive: learning occurs through modeling. learning through vicarious experience (success/failures) 2) cognitive learning theory: focusing on changing the learner 3) information processing: (encoding) process of gathering and representing information. (storage) process of putting new material into memory. (retrieval) remembering previously stored information 4) brain based learning: principles, brain/mind changes in response to engagement with others
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motivation (3 perspectives) |
1) behavioral perspective: external rewards and punishments as keys in determining student motivation: a. extrinsically motivated: social rewards, gold stars. b. intrinsic: motivated by factors within themselves. gives people pleasure 2) humanistic perspective: emphasizes personal freedom, self-determination, for personal growth. 3) cognitive perspective: focuses on student motivation, internal motivations to achieve. (attribution theory) |
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maslows theory |
1. self actualization (realizing your full potential) 2. esteem 3. love and belongingness 4. safety 5. physiology (hunger, thirst)
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attribution theory: |
strong needs to understand why something happens |
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Blooms taxonomy (assessment)(6) |
1. knowledge: list, read, identify 2. comprehension: translate, summarize 3. application: apply, assess, construct 4. analysis: analyze, contrast, compare 5. synthesis: propose, plan, design 6. evaluation: judge, argue, conclude |
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(a) formative/ (b) summative assessment |
(a) how are you doing? helps students understand areas they need work
(b) how did you do? final exam or final project. End of chapter test. |
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(a) norm vs. (b) criterion referenced |
(a) comparing a students scores with those of other students. adjusting the curve
(b) assessing students mastery to a prescribed set of criteria. all students could receive an "a" |
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(a) traditional, (b) alternative assessment |
(a) assesses basic knowledge (short answer T/F)
(b) assesses the ability to use knowledge similar to the outside world |
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(a) objective vs. (b) subjective items |
(a) recall and recognition
(b) supply
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1) holistic and 2) analytic grading |
1) rate as a whole. 2) obtain a total score |
