Domain 1, Comp 1: PPR EC-12 Test and Flashcards

Piaget several assumptions about children:

Children build their own knowledge based on their experiences, learn things on their own without influence from adults or older children, and are motivated to learn by nature. They don’t need rewards as motivation.

Schema/schemata:

an abstract concept proposed by Piaget to refer to abstract concepts. Schemas (or schemata) are units of understanding that can be hierarchically categorized as well as webbed into complex relationships with one another.

Assimilation:

Using an existing schema and applying it to a new situation or object

Accommodation:

Changing approaches when an existing schema doesn’t work in a particular situation.

Level 1 of Kohlberg’s Stages of Moral Reasoning:

Preconventional morality, birth to age 9; children's moral decisions are shaped by the standards of adults and consequences of following or breaking their rules. Stage 1: Obedience and punishment orientation. Stage 2: Individualism and exchange

Level 2 of Kohlberg’s Stages of Moral Reasoning:

Conventional morality, most adolescents and adults; Acceptance to social rules and concerning right and wrong. Authority is internalized but not questioned. Social order is desirable. Stage 3: good interpersonal relationships. Stage 4: maintaining social order.

Level 3 of Kohlberg’s Stages of Moral Reasoning:

Postconventional morality, (10-15% of pop.); preservation of life at all costs, importance of human dignity. Stage 5: social contract and individual rights. Stage 6: Universal principles

Infancy (birth to 18 months)

Conflict: Trust v. mistrust; Important events: feeding; Outcome: Hope

Early childhood (2-3)

Conflict: Autonomy vs. Shame and Doubt; Important events: toilet training; Outcome: will

Preschool (3-5)

Conflict: Initiative vs. Guilt; Important events: exploration; Outcome: purpose

School Age (6-11)

Conflict: Industry vs. Inferiority; Important Events: School; Outcome: Confidence

Adolescence (12-18)

Conflict: Identity vs. Role Confusion; Important Events: Social Relationships; Outcome: Fidelity

Young Adulthood (19-40)

Conflict: Intimacy vs. Isolation; Important Events: Relationships; Outcome: Love

Middle Adulthood (40-65)

Conflict: Generativity vs. Stagnation; Important Events: Work and Parenthood; Outcome: Care

Maturity (65-death)

Conflict: Ego Integrity vs. Despair; Important Events: Reflection on Life; Outcome: Wisdom

Egocentrism

Belief that one is the center of the universe; Inability to take the perspective of another person. Common in preoperational stage of cognitive development

Maslow's Hierarchy of Needs

Charted set of human requirements that are important for an individual to achieve upwards. (physiological, safety, love and belonging needs, esteem, and self-actualization

Self-actualization

Level 5 of Maslow's Hierarchy of Needs. Morality, creativity, spontaneity, problem solving, lack of prejudice, acceptance of facts

Esteem

Level 4 of Maslow's Hierarchy of Needs. Self-esteem, confidence, achievement, respect of others, respect by others

Love/Belonging

Level 3 of Maslow's Hierarchy of Needs. Friendship, family, sexual intimacy

Safety

Level 2 of Maslow's Hierarchy of Needs. Security of body, employment, resources, morality, the family, health and property

Physiological

Level 1 of Maslow's Hierarchy of Needs. Breathing, food, water, sex, sleep, homeostasis, excretion

Cognition:

mental processes involved in gaining knowledge and comprehension. These cognitive processes include thinking, knowing, remembering, judging, and problem-solving

Deductive vs. inductive reasoning:

Inductive reasoning begins with specific observations and comes up with generalizations where deductive reasoning begins with generalizations and moves toward specific predictions.

Concrete vs. abstract thinking:

Concrete thinking refers to the thinking on the surface whereas abstract thinking is related to thinking in depth.

Reflective thinking:

Focuses on the processes of making judgments about what has happened.

Critical thinking:

analysis, interpretation, inference, explanation, self-regulation, open-mindedness, and problem-solving

Hypothetical/scientific thinking:

involves the imagination of possibilities and the exploration of their consequences by a process of mental simulation. Exploration and experimentation is important in fostering this type of thought.

Vygotsky’s Sociocultural Theory:

Believed that children acquire their cultural values, beliefs, and problem-solving strategies through collaborative dialogues with more knowledgeable members of society. Social learning comes before development.

According to Vygotsky

children are born with basic biological constraints on their minds. Each culture, however, provides "tools of intellectual adaptation." These tools allow children to use their abilities in a way that is adaptive to the culture in which they live.

Zone of Proximal Development (ZPD)

refers to the difference between what a learner can do without help and what he or she can achieve with guidance and encouragement from a skilled partner.

Play Development

Games promote development by engaging students in opportunities to reason and become more logical as they develop strategies, understand cause and effect relationships, and anticipate consequences. Solitary (alone) -> Onlooker (just watching) -> Parallel (next to another child, but not playing together) -> Associative (may be together, but not cooperation) -> Rough and tumble (very active)

Developmental delay:

Refers to a child who has not gained the developmental skills expected of him or her, compared to others of the same age. Delays may occur in the areas of motor function, speech and language, cognitive, play, and social skills.

Decision-making skills:

Having children make their own decisions from early on gives them a sense of confidence and empowerment. Students will be able to make choices about what is best for them. Giving students choices can also be a form of motivation and incentive.

Organizational skills:

Help eliminate tardiness, forgetfulness, lack of preparation, and procrastination. Bad habits should be corrected and replaced with the reinforcement of good habits.

Workplace skills/collaborative skills:

Problem solving, working effectively in teams, working with others to generate ideas, etc.

Flashcards: Domain 1, Comp 1: PPR EC-12