Edu 350 Age And Grade Characteristics

Front 1

Are extremely active. They have good control of their bodies and enjoy activity for its own sake.

Back 1

Preschool and Kindergarten

Front 2

Because of an inclination toward burst of activity, they need frequent rest periods. They themselves often don't recognize the need to slow down.

Back 2

Preschool and Kindergarten

Front 3

Their large muscles are more developed than those that control fingers and hands. Therefore, they may be quite clumsy at, or physically incapable of, such skills as trying shoes and buttoning coats.

Back 3

Preschool and Kindergarten

Front 4

They find it difficult to focus their eyes on small objects. Therefore, their eye-hand coordination may be imperfect.

Back 4

Preschool and Kindergarten

Front 5

Although their bodies are flexible and resilient, the bones that protect the brain are still soft. Be extremely wary of blows to the head in games or fights between children.

Back 5

Preschool and Kindergarten

Front 6

Although boys are bigger, girls are ahead of boys in practically all other areas of development, especially in fine motor skills, so don't be surprised if boys are clumsier at manipulating small objects.

Back 6

Preschool and Kindergarten

Front 7

Most have one or two best friends, but these friendships may change rapidly. They tend to be quite flexible socially; they are usually willing and able to play with most of the other children in the class. Favorite friends tend to be of the same gender, but many friendships between boys and girls develop.

Back 7

Preschool and Kindergarten

Front 8

Play groups tend to be small and not too highly organized; hence, they change rapidly.

Back 8

Preschool and Kindergarten

Front 9

What is unoccupied play behavior?

Back 9

Children do not really play at all. They either stand around and look at others for a time or engage in aimless activities.

Front 10

What is solitary play?

Back 10

Children play alone with toys that are different from those used by other children within speaking distance of them.

Front 11

What is onlooker behavior?

Back 11

Children spend most of their time watching others. They may joke and make comments about the play of others, but they do not attempt to join in.

Front 12

What is parallel play?

Back 12

Children play beside but not really with other children. They use the same toys in close proximity to others but in an independent way.

Front 13

What is associative play?

Back 13

Children engage in rather disorganized play with other children. There is no assignment of activities or roles; individual children play in their own ways.

Front 14

What is cooperative play?

Back 14

Children engage in an organized form of play in which leadership and other roles are assigned. The members of the group may cooperate in creating some project, dramatizing some situation, or engage in some sort of coordinated enterprise.

Front 15

Play patterns may vary as function of social class and gender

Back 15

Preschool and Kindergarten

Front 16

What is functional play?

Back 16

Making simple, repetitive muscle movements with or without objects

Front 17

What is constructive play?

Back 17

Manipulating objects to construct or create something

Front 18

What is dramatic play?

Back 18

Using an imaginative situation

Front 19

What is games with rules?

Back 19

Using prearranged rules to play a game

Front 20

Quarrels are frequent, but they tend to be of short duration and are quickly forgotten.

Back 20

Preschool and Kindergarten

Front 21

Awareness of gender roles and gender typing is evident.

Back 21

Preschool and Kindergarten

Front 22

These children tend to express their emotions freely and openly. Anger outbursts are frequent.

Back 22

Preschool and Kindergarten

Front 23

Jealousy among classmate is likely to be fairly common at this age since the children have much affection for the teacher and actively seek approval.

Back 23

Preschool and Kindergarten

Front 24

By this age, they begin to develop a theory of mind.

Back 24

Preschool and Kindergarten

Front 25

They are quite skillful with language. Most of them like to talk, especially in front of a group.

Back 25

Preschool and Kindergarten

Front 26

They may stick to their own rules in using language.

Back 26

Preschool and Kindergarten

Front 27

Competence is encouraged by interaction, interest, opportunities, urging, limits, admiration, and signs of affection

Back 27

Preschool and Kindergarten

Front 28

Children of this type of parents tend to be self motivated. They stand up for what they believe, yet are able to work productively with others.

Back 28

Authoritative parents

Front 29

Children of this type of parents may do as they are told, but they are likely to do so out of compliance or fear. They also appear to be other directed rather than inner-directed.

Back 29

Authoritarian parents

Front 30

Children of this type of parents are markedly less assertive and intellectually skilled.

Back 30

Permissive parents

Front 31

Children of this type of parents are the least socially and intellectually competent of the 4 types.

Back 31

Rejecting-neglecting parents

Front 32

What stage of psychosocial development are preschoolers and kindergartners in?

Back 32

Initiative v. guilt

Front 33

What stage of cognitive development are preschoolers and kindergartners in?

Back 33

Preoperational thought

Front 34

What stage of moral development are preschoolers and kindergartners in?

Back 34

Preconventional

Front 35

These children are still extremely active. Because they are frequently required to participate in a variety of sit-down activities, energy is often released in the form of nervous habits.

Back 35

Grades 1, 2, 3

Front 36

Children at these grade levels still need rest periods; they become fatigued easily as a result of physical and mental exertion

Back 36

Grades 1, 2, 3

Front 37

Large-muscle control is superior to fine motor control

Back 37

Grades 1, 2, 3

Front 38

Many students may have difficulty focusing on small print or objects. Quite a few children may be farsighted because of the shallow shape of the eye

Back 38

Grades 1, 2, 3

Front 39

At this age, children tend to be extreme in their physical activities. They have excellent control of their bodies and develop considerable confidence in their skills. As a result, they often underestimate the danger involved in their more daring exploits

Back 39

Grades 1, 2, 3

Front 40

Bone growth is not yet complete

Back 40

Grades 1, 2, 3

Front 41

Children become somewhat more selective of friends and are likely to have a more or less permanent friend

Back 41

Grades 1, 2, 3

Front 42

Children during this age span often like organized games in small groups, but they may be overly concerned with rules or get carried away by team spirit

Back 42

Grades 1, 2, 3

Front 43

Quarrels are still frequent. Words are used more often than physical aggression, but many boys may indulge in punching, wrestling, and shoving

Back 43

Grades 1, 2, 3

Front 44

They are sensitive to criticism and ridicule and may have difficulty adjusting to failure

Back 44

Grades 1, 2, 3

Front 45

They are eager to please the teacher

Back 45

Grades 1, 2, 3

Front 46

They are becoming sensitive to the feelings of others

Back 46

Grades 1, 2, 3

Front 47

They understand that there are different ways to know things and that some ways are better than others

Back 47

Grades 1, 2, 3

Front 48

They begin to understand that learning and recall are caused by particular cognitive processes that they can control

Back 48

Grades 1, 2, 3

Front 49

What stage of psychosocial development are grades 1, 2, and 3 in?

Back 49

Industry v. inferiority

Front 50

What stage of cognitivedevelopment are grades 1, 2, and 3 in?

Back 50

Transition from preoperational to concrete operational thought

Front 51

What stage of moral development are grades 1, 2, and 3 in?

Back 51

Preconventional

Front 52

Both boys and girls become leaner and stronger

Back 52

Grades 4 and 5

Front 53

Obesity can become a problem for some children of this age group

Back 53

Grades 4 and 5

Front 54

Although small in magnitude, gender differences in motor skill performance are apparent

Back 54

Grades 4 and 5

Front 55

This is a period of relative calm and predictability in physical development

Back 55

Grades 4 and 5

Front 56

The peer group becomes powerful and begins to replace adults as the major source of behavior standards and recognition of achievement

Back 56

Grades 4 and 5

Front 57

Friendships become more selective and gender based

Back 57

Grades 4 and 5

Front 58

During this period, children develop a global and moderately stable self-image

Back 58

Grades 4 and 5

Front 59

Disruptive family relationships, social rejections, and school failure may lead to delinquent behavior

Back 59

Grades 4 and 5

Front 60

Delinquents have few friends, are easily distracted, are not interested in schoolwork and lack basic skills

Back 60

Grades 4 and 5

Front 61

This child can think logically, although such thinking is constrained and inconsistent

Back 61

Grades 4 and 5

Front 62

On tasks that call for simple memory skills, they often perform about as well as adolescents or adults

Back 62

Grades 4 and 5

Front 63

What stage of psychosocial development are grades 4 and 5 in?

Back 63

Industry v. inferiority

Front 64

What stage of cognitive development are grades 4 and 5 in?

Back 64

Concrete operational

Front 65

What stage of moral development are grades 4 and 5 in?

Back 65

Transition from preconventional to conventional

Front 66

Physical growth tends to be both rapid and uneven

Back 66

Grades 6, 7, and 8

Front 67

The __________ is likely to draw favorable responses from adults which promotes confidence and poise

Back 67

early-maturing boy

Front 68

The __________ may feel inferior and attempt to compensate for physical and social frustration by engaging in bossy and attention-getting behavior

Back 68

late-maturing boy

Front 69

The __________ is socially out of step with peers, but will become more self-possessed and self-directed in adulthood

Back 69

early-maturing girl

Front 70

The __________ will demonstrate poise, popularity, and leadership tendencies

Back 70

late-maturing girl

Front 71

Pubertal development is evident in practically all girls and in many boys

Back 71

Grades 6, 7, and 8

Front 72

Concern and curiosity about sex are almost universal, especially among girls

Back 72

Grades 6, 7, and 8

Front 73

The development of interpersonal reasoning leads to greater understanding of the feelings of others

Back 73

Grades 6, 7, and 8

Front 74

Some go through a period of "storm and stress"

Back 74

Grades 6, 7, and 8

Front 75

As a result of the continued influence of egocentric thought, they are typically self-conscious and self-centered

Back 75

Grades 6, 7, and 8

Front 76

Because of the psychological demands, they need a classroom that is open, supportive, and intellectually stimulating

Back 76

Grades 6, 7, and 8

Front 77

Self-efficacy becomes an important influence on intellectual and social behavior

Back 77

Grades 6, 7, and 8

Front 78

What is self-efficacy?

Back 78

How capable people believe they are at dealing with one type of task or another

Front 79

What stage of psychosocial development are grades 6, 7, and 8 in?

Back 79

Transition from industry v. inferiority to identity v. role confusion

Front 80

What stage of cognitive development are grades 6, 7, and 8 in?

Back 80

Beginning of formal operational thought for some

Front 81

What stage of moral development are grades 6, 7, and 8 in?

Back 81

Conventional level

Front 82

Most students reach physical maturity, and virtually all attain puberty.

Back 82

Grades 9, 10, 11, and 12

Front 83

Many become sexually active, although the long-term trend is down.

Back 83

Grades 9, 10, 11, and 12

Front 84

Although the birthrate for unmarried ones has fallen in recent years, it remains unacceptably high, as is the rate of STDs

Back 84

Grades 9, 10, 11, and 12

Front 85

Parents and other adults are likely to influence long-range plans; peers are likely to influence immediate status

Back 85

Grades 9, 10, 11, and 12

Front 86

Females seem to experience greater anxiety about friendships than males

Back 86

Grades 9, 10, 11, and 12

Front 87

Many are employed after school

Back 87

Grades 9, 10, 11, and 12

Front 88

Many psychiatric disorders either appear or become prominent during this time. Included among these are eating disorders, substance abuse, schizophrenia, depression, and suicide

Back 88

Grades 9, 10, 11, and 12

Front 89

The most common type of emotional disorder during this time is depression. The most common form of depression, from least to most serious, are depressed mood, depressive syndrome, and clinical depression.

Back 89

Grades 9, 10, 11, and 12

Front 90

If depression becomes severe, suicide may be contemplated.

Back 90

Grades 9, 10, 11, and 12

Front 91

They become increasingly capable of engaging in formal thought, but they may not use this capability.

Back 91

Grades 9, 10, 11, and 12

Front 92

Political thinking becomes more abstract, liberal, and knowledgeable.

Back 92

Grades 9, 10, 11, and 12