School Psychology Praxis Ii, Developmental Theories

Front 1

Piagets Cognitive Developmental Stage

Back 1

Sensory Motor
Pre Operational
Concrete
Formal Operational

Front 2

Sensory Motor

Back 2

0-1
children relate to objects and people through their sensors and motor skills
object permanence
child lives in here and now

Front 3

Pre Operational

Back 3

2-7 Kindergarten through first grade
egocentric
problem solve
reason dominated by perception think conservation

Front 4

Concrete

Back 4

7-11 Elementary School
- uses logic to solve problems
- reversibility in thought
- inferential thinking
- quantitative reasoning
understands conversations

Front 5

Formal Operational

Back 5

11+
applied logical principles to solve more hypothetical and abstract problems

Front 6

Assimilation

Back 6

generalizing what has been learned to other situations

Front 7

Accomadations

Back 7

modifying metnal schemes in response to demands to the enviornment

Front 8

Bronfrenbrenner's Ecological Theory

Back 8

Macro- culture media
Exo- neighbors and legal system
Meso- all in between parents work
Micro- parents, teachers, siblings

Front 9

Bandura's Social Learning

Back 9

people not only learn through reinforcers but through observation and modeling as well
4 requirments for people to learn
attention
retention
reproduction
motivation

Front 10

Erikson's Theory of Development

Back 10

Trust vs. Mis trust
Autonomy vs. Shame and Doubt
Initiative vs. Guilt
Industry vs. Inferiority
Inditity vs. Role Confusion

Front 11

Trust Vs. Mistrust

Back 11

0-1
predict and depend on ones own behavior
attachment to the caregiver is important

Front 12

Autonomy vs. Shame and Doubt

Back 12

2-3
realizing that they can control ones behaviors
doing things for ones' self

Front 13

Intitiative vs. Guilt

Back 13

3-6
taking initiative to play
active independance

Front 14

Industry vs. Inferiority****

Back 14

Elementary school years
success in school or failure leads to self efficacy
satisfying activities in one's own life

Front 15

Identity vs. Role Confusion

Back 15

High school
determining ones own identity strong ego peer relationships

Front 16

Freud Stages of Development

Back 16

Oral
Anal
Phallic
Latency
Genital

Front 17

Vygotsky

Back 17

two kinds of categories in which students learn concepts and functions
social and personal

Front 18

Zone of Proximinal Development

Back 18

the independant level that a student can progressively achieve

Front 19

Scaffolding

Back 19

providing just enough support to help the student progress to thier goal

Front 20

Egocentric/communitcative speech

Back 20

exterman speech that we hear children using

Front 21

Reciprocal Teaching

Back 21

teachers fade from teaching as children gain more and master a skill, student try to imitate what the teacher has modeled teacher should give constructive feedback

Front 22

Thorndike

Back 22

associative bonds between situations and responses
Law of Exercise, use and disuse

Front 23

Bloom's Taxonomy

Back 23

Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

Front 24

Maslow's Needs

Back 24

Physiological
Safety
Low and Belonging
Esteem
Sefl Actualization

Front 25

Kohlberg's Moral Development

Back 25

Preconventional- avoid punishment
Conventional- adhere by social norms and expectaions
Post Conventional- high moral ethics personal beliefs

Front 26

Constructivist Theory

Back 26

putting skills together build upon what they know

Front 27

Empiricists

Back 27

peoples minds are blank slates, children's natural biological endowment allows them to form associations between things that they perceieve though thier senses

Front 28

Nativists

Back 28

we are born with concepts of causality, time, space and in order to make sense of stimulation that makes no inherent sense