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28 Cards in this Set

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Piagets Cognitive Developmental Stage
Sensory Motor
Pre Operational
Concrete
Formal Operational
Sensory Motor
0-1
children relate to objects and people through their sensors and motor skills
object permanence
child lives in here and now
Pre Operational
2-7 Kindergarten through first grade
egocentric
problem solve
reason dominated by perception think conservation
Concrete
7-11 Elementary School
- uses logic to solve problems
- reversibility in thought
- inferential thinking
- quantitative reasoning
understands conversations
Formal Operational
11+
applied logical principles to solve more hypothetical and abstract problems
Assimilation
generalizing what has been learned to other situations
Accomadations
modifying metnal schemes in response to demands to the enviornment
Bronfrenbrenner's Ecological Theory
Macro- culture media
Exo- neighbors and legal system
Meso- all in between parents work
Micro- parents, teachers, siblings
Bandura's Social Learning
people not only learn through reinforcers but through observation and modeling as well
4 requirments for people to learn
attention
retention
reproduction
motivation
Erikson's Theory of Development
Trust vs. Mis trust
Autonomy vs. Shame and Doubt
Initiative vs. Guilt
Industry vs. Inferiority
Inditity vs. Role Confusion
Trust Vs. Mistrust
0-1
predict and depend on ones own behavior
attachment to the caregiver is important
Autonomy vs. Shame and Doubt
2-3
realizing that they can control ones behaviors
doing things for ones' self
Intitiative vs. Guilt
3-6
taking initiative to play
active independance
Industry vs. Inferiority****
Elementary school years
success in school or failure leads to self efficacy
satisfying activities in one's own life
Identity vs. Role Confusion
High school
determining ones own identity strong ego peer relationships
Freud Stages of Development
Oral
Anal
Phallic
Latency
Genital
Vygotsky
two kinds of categories in which students learn concepts and functions
social and personal
Zone of Proximinal Development
the independant level that a student can progressively achieve
Scaffolding
providing just enough support to help the student progress to thier goal
Egocentric/communitcative speech
exterman speech that we hear children using
Reciprocal Teaching
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
Thorndike
associative bonds between situations and responses
Law of Exercise, use and disuse
Bloom's Taxonomy
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Maslow's Needs
Physiological
Safety
Low and Belonging
Esteem
Sefl Actualization
Kohlberg's Moral Development
Preconventional- avoid punishment
Conventional- adhere by social norms and expectaions
Post Conventional- high moral ethics personal beliefs
Constructivist Theory
putting skills together build upon what they know
Empiricists
peoples minds are blank slates, children's natural biological endowment allows them to form associations between things that they perceieve though thier senses
Nativists
we are born with concepts of causality, time, space and in order to make sense of stimulation that makes no inherent sense