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113 Cards in this Set

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Piaget's 4 stages of cognitive Development
1. Sensorimotor
2. Preoperational
3. Concrete Operations
4. Formal Operations
Conservation
Conceptual tool that allows a child to recognize that when altering the appearance of an object, basic properties do not change.
"The taller glass has more juice."
Assimilation
Children incorporate new information with existing schemes in order to form a new cognitive structure. Children fit this new knowledge into a template of existing schemes.
A preschool child calls a lion "doggie" because the child only knows one type of four-legged animal.
Accommodation
Occurs when children take existing schemes and adjust them to fit their experience.
Four Assumptions of Piaget's Stages of Cognitive Development
1. Children are organically inspired to think, learn, and comprehend.
2. " see the world differently than adults.
3. " knowledge is ordered into mental structures called schemas.
4. All learning consists of assimilation and accommodation.
Sensorimotor Stage
1. Birth - 2 yrs.
2. Behavior based upon the infant's physical responses to immediate surroundings
3. Perceive world through sensory systems
4. Infants are the center of their universe (egocentrism).
Stage 2: Preoperational Period
1. 2 - 7 yrs.
2. Development of symbolic thought and imagination is boundless.
3. Ask many "why" questions.
4. Children can reason intuitively and representational thought has emerged.
5. Independent and cooperative play become important.
Stage 3: Concrete Operation
1. 7-11 yrs.
2. Child can solve simple problems while thinking about multiple dimensions of information
3. Child begins to think logically but not abstractly
4. Think about thinking. (metacognition).
5. Child can set his own values as he becomes more subjective in moral judgements.
Stage 4: Formal Operations
1. Adolescence 12 - Adult
2. Thinking based on abstract principles.
3. Solve complex problems and expand on possibilities for understanding the world.
4. They have the ability to perform hypothetical deductive reasoning and can integrate what they have learned in the past to consider the many future possibiliiteis
Educational Implications of Piaget's Stages of Cognitive Development
1. Children actively move through operational stages.
2. Suggests that there are predictable and orderly developmental accomplishments-childre can be tested at each stage to verify their level of cognitive understanding.
3. At each stage, children form a new way to operate and adapt to the world.
4. Teachers can avoid presenting material in the classroom that is beyond the child's cognitive ability.
Animism
Belief that non-living objects have life-like qualities.
Casual Reasoning "Causality"
1. Children believe that their thoughts can cause actions, whether or not the experiences have a casual relationship.
Casual Reasoning Changes Over Time
Level 1 (Age) 3: Reality is defined by experience.
When I move along, the clouds move along too.
Level 2: (Age 5) Child appeals to an all-powerful force. God moves the clouds.
Level 3: (Age 7) Child appeals to causes in nature. The sun moves the clouds.
Level 4: (Age 10) Child now approaches an adult explanation.
Clouds move because of wind currents.
Centration
The tendency for a child to focus on only one piece of information at a time while disregarding all others. Wants to swing instead of take a nap and becomes angry.
Egocentrism
Until age 5, young children cannot differentiate between their own perspectives and feelings, and someone else's (preoperational).
Irreversibility
Children can't understand that the original state can be recovered.
If Emma plays with a ball of clay, she believes that the clay must always be in this shape or form to remain the same amount. When a classmate plays with the clay and gives it back as a long, narrow, piece,Emma thinks she's getting back less.
Reversibility
The ability of children to mentally return to a situation or operation just like it was in the beginning.
Metacognition
Awareness of knowing about one's own knowledge-helps children plan their own problem-solving strategies (concrete operations).
Ex. A child who is thinking about thinking.
Object permanence
Recognition that objects and events continue to exist even when they are not visible.
Hypothetical-Deductive Reasoning
Ability to form ideas about what might be.
Mentally forming a logical and systematic plan to work out the right solution after considering all the possible consequences.
Inductive Reasoning
Drawing conclusions from specific examples to make a general conclusion, even when the conclusion is not accurate.
Concrete Operations.
Transductive Reasoning
Piaget Preoperational Period
Children mentally connect specific experiences, whether or not there is a logical casual relationship.
A child believes his thoughts will cause something to happen.
Preoperational period
Schemes (Schemas)
The way children mentally represent and organize the world. They form mental representations of perceptions, ideas, or actions to help them understand experiences.

Any meaningful grouping of events, feelings, and related images, actions or ideas.
Seriation
This is the child's ability to arrange objects in logical progression.
A child arranges sticks in order from smallest to largest.
Symbolic Function Substage
Piaget
The child uses words and images (symbols) to form mental representations to remember objects without the objects being physically present.
A child's dog is lost, so the child scribbles a picture of a dog.
Transitive Inference
The ability to draw conclusions about a relationship between two objects by knowing the relationship to a third object (concrete operations). If A = B, and B = C then A and C are equal.
Morality
Internalized set of subjective rules influencing the feelings, thoughts, and behavior of an individual in deciding what is right and wrong.
Piaget-Morality of Constraint
1. 4-7 years old.
2. Children see their moral world through the eyes of justice and rules, which are unchangeable.
Piaget-Morality of Cooperation
Children understand there are many variables when deciding what is right and wrong.
@ age 10, children view each dilemma and consider the consequences before making a moral decision.
Lawerence Kohlberg and Moral Development
1. Sequential Stages that individuals pass through while gradually becoming mature in their moral reasoning.
2. Stages progress from concrete to abstract.
3.. Children believe that good actions are rewarded and bad actions are punished; begin to look internally for a mature choice based on moral standards of good and bad.
L. Kohlberg's Moral Judgement
Level 1.
Preconventional
1. 4 - 10 years.
2. Children obey because adults tell them too.
3. Children judge morality strictly on the basis of consequence.
L. Kohlberg's Moral Judgement
Level 2.
Conventional
1. 10- 13 years
2. Children more concerned about opinions of their peers.
3. Children want to please and help others while devopling their own idea about what a good person is.
L. Kohlberg's Moral Judgement
Level 3.
Postconventional
1. 13 - Adult
2. Morality judged in terms of abstract principles and by exisiting rules that govern society.
3. Moral and ethical choices rise above the laws of society.
Implications of Moral Development
1. Children internalize what is right and wrong based on their own values.
2. There is a sequential foundation upon which higher moral principles are based.
3. Children respond differently to various moral dilemmas deponding upon age, education, and socioeconomic influences.
Language
A communication system of words that are symbolic representations of aobjects, actions, feelings, and is a key component of cognitive development.
Vygotsky/Language
1. Thought development is determined by by language.
2. Powerful tool in shaping thought
3. Intellectual expression cannot take place until thought and knowledge exist.
Vygotsky/Private Speeach
1. Self talk; emerges @ 3
2. Helps children self regulate through organizing, guiding, and controlling their behavior
3. Higher levels of mental functioning.
Noam Chomsky/Language Acquistion
1. Language learning is innate.
2. Children are prewired to learn language and that infants have a language acquisition device built in neurologically so that they can intutitvely understand grammar.
Noam Chomsky/Language Acquistion
Infant
1. 0 - 12 months
2. Sounds of cooing, crying.
3. Babbling sounds (phonemes) begin with sounds (dadadada)
Noam Chomsky/Language Acquistion
Toddler 12- 18 months
1. First words spoken-familar objects and people
2. Monosyllabic words.
Noam Chomsky/Language Acquistion
Toddler
18 - 24 months
1. 18 - 24 months
2. First sentences (2 words) are spoken.
3. Can undestand grammatical relationships but cannot express them
4. Uses articles, prepositons, conjuctions, and the verb to be.
Noam Chomsky/Language Acquistion
Early Childhood
3-4 yrs old.
1. 3- 4 years old
2. Learns about 8-9 words each day.
3. Average vocab consists of 1000 words
4. Can talk about things not present and uses plural and possessive forms of nouns, adds ing
Noam Chomsky/Language Acquistion
Earl Childhood
5-7 Years old
1. 5-7 years old
2. Asks why questions.
3. Understands metaphors
4. Uses 4 -5 word declarative sentences, uses conjuctions, preopostions, and articles regularyly and understand syntax.
Educational Implications of Language Development
Be Aware:
1. Language dev. is multifaceted, including physical sounds, cognitive thought, and social interactions.
2. Begins at home through infant directed speech, recasting, echoing, expanding, and labeling.
3. Children will acquire Eng. even if only native language is spoken at home.
4. Support appropriate private speech in order to help children self-regulate.
Intelligence
A trait that is inferred on the basis of observable behavior.
General mental abilities including reasoning, problem solving, knowledge, memory, and successful adaptation to the enviornment.
IQ
A score on an intelligence test

IQ = mental age/chronological age X 100.
Standford-Binet Intelligence Scales
1. 2 -85
2. Measures patterns and levels of cognitive development, including verbal, non verbal, quantitative and memory.
3. Helps diagnose developmental disabilities and provides info for sped interventions.
WISC - IV
1. 6 - 16
2. Used to measure verbal and performance abilities, including verbal comprehension, perceptual organization, working memory, and processing speed.
Gardner's Multiple Intelligences
1. Linguistic Verbal Ability
2. Logical-Mathematical
3. Spatial
4. Bodily - Kinesthetic
5. Musical
6. Interpersonal
7. Intrapersonal
8. Naturalist
Linguistic Verbal
Think in words and to use language to express meaning-poets, authors, journalists.
Logical- Mathematical
Ability to carry out mathematical operations.
Scientists, engineers.
Spatial Ability
The ability to think 3 dimensionally.
Architects, artists, engineers.
Bodily Kinesthetic
Ability to solve problems using the body and physical skills
suregons, craftspeople, dancers, athletes.
Musical
Having a sensitivity to pitch, melody, rhythm, and tone.
Musicians, sensitive listeners.
Interpersonal
Ability to understand others, people person who has good conversation skills and knows how to interact with others
Teachers, mental health professionals, sales people, politicians.
Intrapersonal
Ability to understand oneself and effectively direct one's life (theologians and psychologists)
Naturalist
Ability to observe patterns in nature and understand natural and human made systems.
Farmers, botanists, ecologists
Sternberg's Triarchic Theory of Intelligence
People who are intelligent possess a high level of common sense and have the ability to succeed according to their personal definition of success, within the limits of their culture and society.
1. Analytical
2. Creative
3. Practical
Analytical (componential)
Sternberg's Triarchic Theory of Intelligence
Measures memory, critical thinking and problem solving.
Creative (Experiential)
Ability To create, design, imagine, or invent-child usually does not relate well to the academic demands of school.
Practical (Contextual)
Sternberg's Triarchic Theory of Intelligence.
Ability to use, apply, implement, and put something into practice-street smart; does not work well with the demands from school.
Educational Implications of Intelligence
Teachers Should:
1. Appeal to a balanced combo of all intelligences.
2. Develop programs to instruct students using multiple domains to help students feel socially valued.
3. Develop student learning portfolio based upon the individual intellectual strengths of each student, including assessments that take into account the diversity of intelligences.
4. Variety of assessment types to allow students to show their strengths and evaluate their weaknesses.
Visual-perceptual Disability
See numbers and letters in different positions; students may confuse right to left when reading or reverse words.
Dyslexia
Auditory Perceptual Disability
Children find it difficult to distinguish between the differences in sounds.
Children often appear to be lost. or confused when called upon; Teachers comment that these children are not paying attention, but in are trying to hear what is being said.
ADHD/ADD
1. Have difficult time paying attention.
2. Distracted easily
3. Show Hyperactivity
4. Become frustrated easily
5. Have difficulty controlling muscle or motor activity
6. Have difficulty staying on task.
7. Show inappropriate over activity.
Perceptual- Motor Disability
Have difficulty with coordination and may often appear clumsy or disoriented; hands can be in constant motion and may get in the way of their activity.
Mental Retardation (Educationally Delayed)
Subnormal cognitive functioning at functioning at a level IQ of 70 or below.
Can range from mild to severe.
Children show maladaptive behavior in learning, social adjustments, and maturation.
Causes can be organic in nature, environmental factors, mothers abuse of alcohol or drugs
Guidelines to Help Teachers with LD students
1. Be consistent; write down schedules, deadlines, outlines.
2. Model appropriate behavior; positive reinforcement.
3. Talk slowly, make eye contact
4. Keep peripheral distractions in classroom minimal.
5. demonstrate and hands-on instruction.
6. Use technology
7. Allow students to take untimed tests and read aloud tests.
8. Stay with one project at a time
9. Record presentations
10. Allow students to sit behind others if hyperactive
11. Divide classroom assignments into smaller taks.
Conditioning
1. Ivan Pavlov and John Watson
2.Behavior is learned based on repetition, association, and anticipation.
3. dog learned each time the bell rang, he involintary responded by salivating.
Implications of Classical Conditioning
1. Through repetition, learning is predictable.
2. Teachers can help children be successful by making their world orderly and predictable.
3. Recognize that a child's learned experiences can account for later behavior patterns.
Operant Conditioning
1. B.F. Skinner
2. Children learn from operating their environment.
3. Their behavior response produces a consequence of either a reinforced reward or a punishment.
Implications of Operant Conditioning
Teachers Can:
1. Use behavior modification as a learning tool.
2. Reinforce positive behavior to produce desirable behaviors.
Personality
1. Consists of unique characteristic patterns of a persons thoughts, emotions, and behaviors
Erickson's Psychosocial Stages of Development
(Combines both a psychodynamic theoretical approach and the social-learning theoretical approach.)
1. Trust vs. Mistrust.
2. Autonomy vs. Shame/Doubt
3. Initiative vs. Guilt
4. Industry vs. Inferiority
5. Identity vs Role Confusion
Trust vs. Mistrust
1. 1.5 years old
2. Infant can count on others to satisfy his or her needs, while feeling loved and cared for.
3. The absence of trust can result in leaving the infant feeling suspicious, guarded, and withdrawn from relationships.
Autonomy Vs. Doubt
1. 1.5 - 3.5 yrs.
2. Learns how to explore, experiment, make mistakes, and test limits in order to gain a sense of independence and self reliance.
3. If autonomy is inhibited or punishment is harshly inflicted, the toddler may feel a sense of shame and dislike of self.
Initiative vs. Guilt
1. 3.5 - 6 yrs old
2. Children feel free to try out new activities and assume greater responsibility for their bodies and their behavior; confidence, willingness to take risks, positive.
3. The absence of initiative may leave the child feeling a sense of guilt sometimes about almost anything.
Industry vs. Inferiority
1. 6-12 yrs. old.
2. Refers to children learning to work with others while developing skills and feeling a sense of achievement.; greater sense of competence; organize and meet goals.
3. If inferior, there is low self esteem; children may appear to lack goals and motivation or lazy.
Identity vs. Role Confusion
1. 12 - 18 yrs. old
2. Physical changes = search for self identity; push to figure out who they really are; instills an identity that is communicated as an inner confidence and sense of one's place in the world.
3. Failing to make this transition may result in confusion over life goals.
Implications of Psychosocial Stages of Development
Erickson
Teachers Can:
1. Recognize developmental themes as they appear in the classroom.
2. Better develop curriculum related to specific grade levels.
3. Provide instruction that might better fit the child's mental health.
4. Use social/emotional development models to identify age-appropriate behaviors, activities, and materials.
Vygotsky Sociocultural Theory
1. Cognitive development is a shared system fo social, cultural, and historical influences.
2. Every function in the child's cultural development appears twice-first between people and then internally within the child.
3. Language is essential aspect of this development and that cognitive growth and language are socially based
4. Cognitive growth is a shared process
5. Zone of proximal Development (ZPD)
6. Scaffollding
Zone of Proximal Development
The distance between a child's actual performance and a child's potential performance
Scaffolding
!. Temp. support system from a teacher (or older peer) To support the child until the task can be mastered alone.
2. THe use of mediators for learning.
3. Emphasis of language and shared activity for learning.
4. Shared activity which strongly improves the child's problem solving abilities.
Implications of Vygotsky's Sociocultural Theory
1. Social and multicultural ed. should be emphasized in the classroom.
2. Inclusion; provide an environment where students can think and learn.
3. Recognize what a child can do on his own and what the child can do with help.
4. Children can perform with the help of an adult, a task that they may have otherwise been incapable of completing on their own.
5. Organizing a child's development using guided practice.
6. Parents play a key role as contributors in the child's intellectual development.
Bandura's Social Learning Theory
1. The value of learning is through observation.
2. To advance in learning observing and modeling the behaviors, attitudes, and emotional reactions of others.
3. Children imitate behavior through socialization by learning gender roles, self-reinforcement, self efficacy, and other aspects of personality.
4. Agressive models encourage aggressiveness in children.
Implications of Bandura's Social Learning Theory
1. Children will imitate teachers they have formed an emotional bond with or teachers they idealize.
2. Be aware of inappropriate media influences.
3. Childhood learning is acquired through direct experience and by observing the behavior of teachers, peers, and others in the school environment.
Mary Ainsworth
1. Theory of attachment
2. Wrote Strange Situation
3. Patterns of attachment stress the importance of early infant-parent bonding in the development of personality.
Secure Attachment
The infant uses the caregiver as the secure base to explore the environment; child freely separates from parent to play; children believe that most others are trustworthy, and don't worry about abandonment.
Anxious-Resistant Attachment
Infant becomes anxious before the caregiver leaves and is upset during the caregiver's absence; Might feel skeptical about trying new things, feel that others can't be trusted, fell angry much of the time, and push away those who try to get close.
Anxious-Avodiant Attachment
the infant readily separates from the parent and actively avoids the parent upon reunion; Tend to have difficulty trysting, avoid playing with other children, and become anxious if someone tries to get too close.
Disorganized-Disoriented Attachment
Infant shows insecurity and shows signs of being disoriented; often feel confused or misunderstood, feel that others are unreliable and are often fearful about new situations.
Implications of Attachment
Recognize
1. Secure attachment is a key role in observable secure relationships.
2. Cultural diversity is an important variable in the effect of social competency among children
3. The emotional bond between the child's caregiver and his parent may be unconsciously transferred to the relationship between the teacher and the child.
4. Children who can self regulate have greater ability to face difficulties and master academic learning material.
Temperament
1. Collective set of inborn traits that help construct a child's approach to the world.
2. Based upon the child's mood, environment, activity, and threshold for reacting to stimuli.
Three basic Groups of Temperament
1. Easy child-positive mood and adapts easily to new situations.
2. Difficult Child-Cries frequently and is slow to accept change to new situations (has irregular daily routines)
3. Slow to warm up child-slow adaptation to new situations but slowly accepts new situations when repeatedly exposed
Slow to warm up Child
Slow adaptations to new situations, but slowly accepts new situations when repeatedly exposed
Goodness of Fit
THe match between a child's temperament and environmental demands the child must deal with.
Implications of Temperament
1. Manage classroom better by knowing different temperaments
2. Plan individual teaching approaches specific to each child.
3. Can help children feel validated by affirming their temperament attribute-helps children look at themselves positively.
4. Environmental manipulations, such as culture influence temperament.
Play
1. Social Activity and is critical to cognitive advancement in children
2. Release energy, gain mastery over their bodies, acquire new motor skills, form relationships, try out social rules, practice and explore new competencies.
Functional Play
Begins during infancy with sensorimotor movements manipulating objects in order to receive pleasure; repetition of objects and repeat muscular movements.
Constructive Play
1. Toddlers and preschoolers
2. Use objects to make something, combining sensorimotor movements and the creation of something.
Pretend or Imaginative Play
1. @ 18 months
2. transform symbols to make-believe play; pretending helps to build a child's imagination.
Rough and tumble Play
1. Begins about the end of early childhood, but is popular during middle childhood
2. Tag, chasing, wrestling.
Games with Rules
Children often play games during elementary school. These games include rules and are competitive and pleasurable.
Preschool children play games, but their games are more in terms of taking turns.
Taking turns; given set of rules but declines @ age 12, but can be engaged throughout life.
It is usually replaced y practice play and organized sports as children approach adolescence.
Implications of Play
1. Encourage play since much of the child's cognitive advances in learning take place during play.
2. Be aware of age appropriate forms of play and encourage imaginative play whenever appropriate.
3. help children release physical Energy
4. Play helps children to build social interactions among peers.
Physical Development
Early Childhood
1. 2-6 years old
2.. Baby fat disappears on arms and legs grow longer.
3. Decrease in weight during early childhood is attributed to the child's ability to walk with the fact that fatty tissues start growing as a slower rate.
4. Girls have more fatty tissue; boys hove more muscle tissue but both weigh about the same.
5. Boys tend to be slightly taller and heavier.
Physical Development
Infants
1. Birth - 2 years old
2. Infants grow faster during this period than at any other time; girls grow only slightly slower than boys.
Physical Development
Middle Childhood
1. 7 - 11 yrs. old
2. Grow about 2 inches per year.
3. @ 6 yrs . old girls are typically shorter and wigh less than boys, but from ages 10 - 12, both girls and boys are about the same size.
4. Boys' leg and arm muscle coordination is stronger, helping them to jump farther, run faster, catch, throw, and kick balls farther.
5. Children begin handwriting instead of printing
6. Girls have more coordinated hand-manipulated skills.
Physical Development
Adolescence
1. 12 - 18 yrs old
2. 12 yrs old-girls tend to be taller and weigh almost three pounds more
3. 13 - 14 yrs oldBoys exceed girls in height and weight; by 18 yrs old boys are about 4 inches taller and 20 lbs. heavier.
4. Large motor physical strength in boys.
5. Teens show considerable interest in body image
Implications of Physical Development
Teachers can:
1. PRepare daily age appropriate opprotunities for children to freely express themselves through gross and fine motor skills.
2. Understand individual physical differences
3. Identify physical differences in gender development.
Maslow's Triangle of Hierarchical Needs
1. Physiological
2. Safety
3. Affiliation
4. Esteem
5. Self Actualization
Kurt Lewin
1. Cognitive Field Theory
2. Transferred the Gestalt model to every day situations.
3. Human behavior is a function of both the person and the environment in which the behavior takes place, including the social parameters.
Carl Rogers
1. Humanistic; believed what Maslow believed but added that for a person to grow, they need an environment that provides them with the openness and self disclosure, acceptance, and empathy.
2. basic drive of human nature is to fulfill one's potential./ Aggressive, anxious, or selfish behavior occurs because one's acctualizstion tendencies have been distorted or blocked.
3. Reinforcement and satisfaction from from continuous grwoth experiences, eventually one develops a need for positive self regard; one will behave only in ways consistent with one's self concepts. Parent child interaction is basis for a developed self concept. Individuals accept personal short comings and to avoid simplicity in explaining human behavior.
J.L. Bruner
1. Learning based on structure has meaning and leads to real understanding.
2. Individual processes information and builds increasingly complex models of the world. Motivation based on intrinsic value, curiosity and cooperation.
3. TThings are represented in 3 ways: inactive (motor responses, touch feel).
Iconic: Images
Symbolic Representation: language
Children who discover solutions will learn better