Term
Sensorimotor Stage
(Piaget) |
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Definition
Information is acquired through the use of senses and motors.
Birth - 2 years old. |
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| mental constructs/concepts - categories of information |
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| fitting new information into schema |
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| Schema is modified or made into a new category because it didn't "fit" |
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| Ability to understand that objects or substances retain their properties of numbers or amounts even when their appearance, shape, or configuration changes. |
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Children think about things symbolically.
2-6 years old |
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What Piaget stage is this child in:
A child is able to use an object to represent something else, such as pretending a broom is a horse. |
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| Only focusing on one property at a time. |
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| Child can focus on more than one property and understand conservation |
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| Children demonstraste logical, concrete reasoning. |
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| ability to reverse and action or operation |
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| assigning human qualities, feeling, or actions to inanimate objects |
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Attributing cause and effect relationships between a child's own feelings and thoughts and environmental events where none exists.
Ex. A child says "I hate you" to another child and then something bad happens to the other child. |
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| uncontrolled then controlled scribbles, then naming their scribbles and what they represent. |
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Children begin to develop visual schema. May make people and houses same height.
Use color more emotionally than logically. |
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| Concrete Operational Example |
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| A child can understand reversibility and conservation. |
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| Drawings reflect actual physical proportions and colors. |
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| Drawings become increasingly representational |
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| Reflects adolescent identity crisis |
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| Came up/named the six stages of art development |
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| Age when babies respond to hearing their name, turning their heads and eyes towards source of human voices and respond accordingly to friendly and angry tones. |
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Age when children can understand and follow simple one step directions. (Visual cues may be needed)
Child can use one or more words. |
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| At this age children have learned and use 5-20 words correctly. |
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| At this age children have a vocabulary of 150-300 words and can speak in short sentences. |
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| At this age children know 900-1000 words, major body parts, and can speak in three word sentences. |
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| At this age private speech is used and children can understand concept of bigger and smaller. |
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| At this age children use more descriptive words, speak in sentences about 9 words long, can follow three consecutive commands, and understand time concepts. |
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| A teacher restates what a child said but uses the correct language. |
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| Concept that letters and letter combinations represent speech sounds. |
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Concrete view of self, usually related to observable opposite characteristics.
Ex. Child vs. adult, boy vs. girl, short vs. tall, good vs. bad.
18-36 months |
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| Develops with long term memory, including auto biographical memories and things adults have told children. |
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| Child's private feelings, desires, and thoughts |
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| A method of teaching people to read by correlating sounds with letters or groups of letters in an alphabetic writing system. |
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Timmy is an outgoing, friendly child who gets along well with adults and other children. He loves new experiences, adapts well to classroom routines, and is rarely upset or angry.
What temperament does he have? |
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Kevin is quiet and shy and needs time to feel comfortable when faced with new people, new places and new experiences.
What type of temperament does he represtent? |
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Andrew is highly active, quick reacting, and intense. He has difficulty sitting still and paying attention in school and he often overreacts to this teachers and classmates.
What type of temperament does he represent? |
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| The place where we attribute causes for outcome we experience, either externally or internally. |
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Developed 5 stages of personality development
1. Oral
2. Anal
3. Phallic
4. Latency
5. Genital |
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| Pleasure is strongest in mouth. |
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| Childrens pleasure is found in control of anal simmulation. Toilet training occurs. |
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Children discover their genitals.
Have unconscious sexual impulses toward opposite-sex parent and unconscious aggressive impulses toward same-sex parent. |
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Children begin school, make friends, develop new social skills.
Repress sexual impulses deferring them while developing cognitive and social skills takes priority. |
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| Sexuality reemerges and adolescents are occupied with developing intimate relationships with others. |
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| Pleasure principles represents the source of our powerful, instincual urges, such as sexual and aggressive impulses. |
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| Reality principle represents our sense of self within reality. |
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| Conscience represents our sense of morality. |
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| Children develop a sense of trust when caregivers provide reliability, care, and affection. A lack of this leads to mistrust. |
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| Children need to develop a sense of personal control over physical skills and a sense of independece. |
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| Children need to begin asserting control and power over the environment. Success in this stage leads to a sense of purpose. Children who try to exert too much power experience disapproval. |
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| Children need to cope with new social and academic demands. Success leads to a sense of competence while failure results in feelings that they are less than others. |
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| Young preschoolers use it to get what they want by hitting, kicking, and shouting. |
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| Getting even for wrongs or injuries |
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| Physical harm or physical threats |
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| Emotional/Social harm; rejecting others, spreading rumors |
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| Proposed that people pass through a series of six stages of moral judgement and reasoning. |
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| Physical consequences of action to determine its goodness or badness |
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| What is right is whatever satisfies your own needs |
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| Good behavior is whatever pleases others or helps others |
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| Law and order Orientation |
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| Right is doing one's duty, showing respect for authority, and maintaining the given social order for its own sake. |
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| Social Contract Orientation |
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| What is right is defined in terms of general individual rights and in terms of standards that have been determined by society. |
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| Universal Ethical Principle |
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| What is right is chosen by self ethical principles. |
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| Ordering of objectives from simple learning tasks to more complex ones. |
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| A chart that classifies lesson objectives according to cognitive level. |
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| Objectives that have to do with student attitudes and values. |
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| Felt that much of learning is not shaped by its consequences but is more efficiently learned directly from a model. Observational learning happens. |
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Learning based on observation of the consequences of others' behavior.
(Bandura) |
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| Modes of representation are the way in which information or knowledge are stored and encoded in memory. |
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Curriculum should be based on students' interests and should involve them in active experiences.
Real life tasks
Teachers inspire a desire for knowledge and facilitate learning. |
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| Cognitive develpment involves gradual, orderly changes by which mental processes become more complex and sophisticated. |
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Proposed that cognitive development is strongly linked to input from others.
Intellectual development can be understood only in terms of the historical and cultural contexts children experience.
Development depends on the sign systems that individuals grew up with. |
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| Symbols that cultures create to help people think, communicate, and solve problems - a culture's language, writing or coutning system. |
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| A method of instruction that has students working together in groups, usually with the goal of completing a specific task. |
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| The connection and production of other words in response to a given word |
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| Children are encouraged to assert themselves and make their own choices to realize their highest potentials, with the ultimate goal of self fulfillment. |
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| Collectivistic/Socicentric Culture |
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| High importance on group well being. |
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| Emphasizes children's engagement in self-directed activities, with teachers using clinical observations to act as children's guides. |
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Definition
1. Practical Life
2. Sensorial
3. Language Arts
4. Math
5. Cultural Subjects |
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| Information Processing Theory |
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Definition
| Humans process the information they receive, rather than merely responding to stimuli. |
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| Stores sensory information long enough for unconsious processes to analyze it to determine whether the input should be brought into working memory, or discarded. |
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| Short Term/Working Memory |
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Center of conscious thought.
Fairly limited capacity, it can hold about seven items for no more than 20-30 seconds at a time. |
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Stored representation of all that a person knows.
Episodic (memory of specific events)
Semantic (knowledge about the world) |
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| Introducing reinforcement after a set number of instances of the target behavior |
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| Reinforcement after set time periods |
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Invented concept of Kindergarten
Emphasized unity of humanity, nature, and God. |
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Actualization Theory
(Rogers) |
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Definition
| All organisms naturally pursue a tendency to actualize or make the best of life. |
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Law of Effect
(Thorndike) |
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| We are more likely to repeat behaviors receiving desirable consequences. |
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Rewarding by removing something unwanted.
Ex. Jonny dislikes noisy crowds. One day he wakes up earlier, is taken to preschool earlier, finds it quieter and less crowded; he will want to get up and arrive earlier again. |
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Introducing an aversive consequence for a behavior
Ex. Johnny refuses to put toys away so he has to clean the entire room. |
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Removing a desirable stimulus
Ex. Johnny refuses to put toys away so his tv privelages are revoked. |
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| Used to identify those children showing signs of possible problems who need assessments, not to diagnose problems. |
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| Used to develop and/or confirm diagnosis of developmental disorders or delays. |
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| How consistent/stable the results are. A test can be administered more than once to the same child and the results will be similiar. |
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| How consistent/stable the results are across different individual administrators/raters. Good reliability means it can be administered at the same place/time with different administrator and have similiar results. |
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| When a tests individual items correlate strongly with each other and with the total test score. (questions,stimuli, tasks, etc. relate) |
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| When a screening or assessment instrument yields results compare to those of another instrument who validity has been previously established. |
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| Whether a test measures the entire content area it purports to measure. |
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| A screening/assessment instrument's prediction of a child's behavior in real life. |
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| compare a child's test results to those of a comparison group of other children in the same age group, grade, or developmental level. (Standardized) |
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| Criterion-Referenced Test |
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Compare a child's test results to a predetermined standard of performance for the child's age group/grade/level.
(Teacher made) |
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| Teachers who teach the same grade/content and meet regularly with the purpose of improving student learning outcomes. |
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| Group of educators from different grade levels in a given discipline who work cooperatively to develop and implement a vertically aligned program aimed at helping students acquire the academic skills necessary for success. |
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| Judging another culture solely by the values and standards of one's own culture |
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