2024-10-28T16:54:40+03:00[Europe/Moscow] en true Piaget several assumptions about children:, Schema/schemata:, Assimilation:, Accommodation:, Level 1 of Kohlberg’s Stages of Moral Reasoning:, Level 2 of Kohlberg’s Stages of Moral Reasoning:, Level 3 of Kohlberg’s Stages of Moral Reasoning:, Infancy (birth to 18 months), Early childhood (2-3), Preschool (3-5), School Age (6-11), Adolescence (12-18), Young Adulthood (19-40), Middle Adulthood (40-65), Maturity (65-death), <p>Egocentrism</p>, <p>Maslow's Hierarchy of Needs</p>, <p>Self-actualization</p>, <p>Esteem</p>, <p>Love/Belonging</p>, <p>Safety</p>, <p>Physiological</p>, Cognition:, Deductive vs. inductive reasoning:, Concrete vs. abstract thinking:, Reflective thinking:, Critical thinking:, Hypothetical/scientific thinking:, Vygotsky’s Sociocultural Theory:, According to Vygotsky, Zone of Proximal Development (ZPD), Play Development, Developmental delay:, Decision-making skills:, Organizational skills:, Workplace skills/collaborative skills: flashcards

Domain 1, Comp 1: PPR EC-12

The teacher understands human developmental processes and applies this knowledge to plan instruction and ongoing assessment that motivate students and are responsive to their developmental characteristics and needs.

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  • 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.