Educ 101

75問 • 2年前

問題一覧

the pattern of movement or change that begins at conception and continues through the life span  includes growth and decline  can be positive or negative

human development

Development proceeds from the center of the body outward.

Proximodistal Pattern

Development proceeds from the head downward.

Cephalocaudal Pattern

Believes that individuals will show extensive change from birth to adolescence, little or no change in adulthood and decline in late old age

traditional perspective

Believes that even in adulthood, developmental change takes place as it does during childhood.

Life span approach

It does not end in adulthood. No developmental stage dominates development

development is life long

Development consists of biological, cognitive and socio-emotional dimensions.

development is multidimensional

Development is possible throughout the lifespan.

development is plastic

Individuals are changing beings in a changing world.

development is contextual

what are the three goal of human development

Growth Maintenance Regulation

All areas of development and learning are not important.

False

Learning and development follow

sequences

Development and learning proceed at

varying rates

Development and learning result from an interaction of

maturation and experience

____________have profound effects on development and learning.

Early experiences

Development proceeds ______,_____,_____

greater complexity, self- regulation, and symbolic or representational capacities.

Children develop best when they have

secure relationship

is an important vehicle for developing self-regulation and promoting language, cognition, and social competence.

play

Children‘s experiences shape their___ and____to learning.

motivation approaches

first 2 weeks, conception, implantation, and formation of placenta

germinal stage

2 weeks-2 months, formation of vital organs and systems

embryonic stage

2 months –birth, bodily growth continues, movement capability begins, brain cells multiply age of viability.

fetal stage

The Father of Psychosocial Development

Erik Homburger Erikson

is developed by human interaction and how an individual becomes more conscious of themselves and their surroundings.

Ego identity

deals with an individual becoming competent in different areas life, by becoming competent in life they feel more important.

Ego strength

is a turning point during which an individual struggles to attain some psychological quality. Sometimes referred to as a psychosocial crisis, this can be a time of both vulnerability and strength, as the individual works toward success or failure.

conflict

Best known theories of personality and development

psychosocial development theory

consists of all the relatively stable and distinctive styles of thought, behavior and emotional responses that characterize a person‘s adaptations to surrounding situation

personality

Refers to the emotional and psychological changes across the life cycle that occurs in the context of the individual‘s social environment.

psychosexual development

During this stage, the infant is uncertain about the world in which they live, and looks towards their primary caregiver for stability and consistency of care.

Trust vs. Mistrust

what will be the basic virtue if the stage 1 of psychological development has been completely give.

hope

children at this stage are focused on developing a sense of personal control over physical skills and a sense of independence.

autonomy vs.shame and doubt

children assert themselves more frequently. These are particularly lively, rapid-developing years in a child‘s life. According to Bee (1992), it is a ―time of vigor of action and of behaviors that the parents may see as aggressive."

initiative vs guilt

in stage 2 of psychosocial development what vital training that the parents is or should do

potty training or toilet training

in stage 4 of psychosocial development what virtue will be gain if this stage will be successfully done

competence

in the stage 2 of psychosocial development what virtue will be gain if the this stage will be completely successful

will

in stage 3 of psychosocial development what virtue will be gain if this stage will completely successful

purpose

Children are at the stage where they will be learning to read and write, to do sums, to do things on their own. Teachers begin to take an important role in the child‘s life as they teach the child specific skills

industry vs. inferiority

During this stage, adolescents search for a sense of self and personal identity, through an intense exploration of personal values, beliefs, and goals

identity vs. role confusion

what will be the virtue if the stage 5 of psychosocial development will be successfully completed

fidelity

During this period, the major conflict centers on forming intimate, loving relationships with other people.

intimacy vs. isolation

what virtue will be gain if the stage 6 in psychosocial development will be successfully completed

love

refers to "making your mark" on the world through creating or nurturing things that will outlast an individual

generativity vs. stagnation

what virtue will be gain if the stage 7 of psychosocial development will successfully completed

care

It is during this time that we contemplate our accomplishments and can develop integrity if we see ourselves as leading a successful life.

integrity vs. despair

in the last stage of psychosocial development what virtue will be gain if this stage will be successfully completed

wisdom

to refer to the cognitive structure by which individuals intellectually adapt too and organize environment. It is an individual‘s way to understand or create meaning about a thing experience.

schema

intellectually adapt too and organize their environment. It is an individual‘s way to understand or create meaning about a thing experience.

assimilation

achieving proper balance between assimilation and accommodation.

equilibration

When our experiences do not match our schemata (plural of schema) cognitive structures, we experience

cognitive disequilibrium

This is the stage when a child who is initially reflexive in grasping, sucking and reaching becomes more organized in his movement and activity. focuses on the prominence of the senses and muscle movement through which the infant comes to learn, about him and the world

sensori motor stage

This is the ability of the child to know that and object still exists even when out of sight. This ability is attained in the sensory motor stage.

object permanence

At this stage, the child can now make mental representations and is able to pretend the child is now ever closer to the use of symbols. This stage is highlighted by the following:

Pre operational stage

This is the ability to represent object and events.

symbolic function

This is the tendency of the child to only see his point of view and to assume that everyone also has his same point of view.

egocentrism

This refers to the Tendency of the child only focus on one aspect of a thing or event and include other aspects. For example, when a child is presented with two identical glasses with the same amount of water, the child will say they have the same amount of water. However, once water from one of the glasses s transferred to an obviously taller buy narrow glass, the child might say that there is more water in the taller glass. The child only focused or ―centered‖ only one aspect for the new glass, that it is a taller glass

centration

Pre-operational children still have the inability to reverse their thinking. They can understand that 2 + 3 is 5, but cannot understand 5-3 is 2.

irreversibility

This is the tendency of children to attribute human lie traits or characteristics to inanimate object. When at night, the child is asked, where the sun is, show will reply, ―Mr. Sun is asleep.‖

Animism

This stage is characterized by the ability of the child to think logically but only in term of concrete objects.

concrete operational stage

This refers to the ability of the child to perceive the different features of objects and situations. No longer is the child focused or limited to one aspect or dimension. This allows the child to e more logical when dealing with concrete objects and situations

decentering

During the stage of concrete operations, the child can now follow that certain operation cannot be reversed

Reversibility

This is the ability to know that certain properties of object like number, mas, volume, or area do not change even if there is a change in appearance. The concrete operational child can now judge rightly that the amount of water in a taller but narrower container is still the same as when the water was in the shorter but wider glass.

Conservation

This refer to the ability to order or arrange thins in a series based on one , dimension such as weigh, volume or size.

seriation

thinking becomes more logical. They can now solve in general ideas or specific problems and can educated guess. This stage is characterized by the following

Formal operational stage

This is the ability to come up with different hypothesis about a problem and to gather and weigh data in order to make a final devision or judgment. This can be done in the absence of concrete objects, The individuals can now deal with ―What if‖ questions.

hypothetical reasoning

Ability to perceive the relationship one instance and then use that relationship to narrow down possible answer in another similar situation or problem. The individual in the formal operation stage can make an analogy

Analogical reasoning

This is the ability to think logically by applying general rule to a particular instance or situation. For example, all countries near the north pole have cold temperatures Greenland is near he north pole. Therefore, Greenland has cold temperature

deductive reasoning

The child/individual is good in order to avoid being punished. If a person is punished, they must have done wrong.

Obedience and Punishment Orientation

. At this stage, children recognize that there is not just one right view that is handed down by the authorities. Different individuals have different viewpoints.

Individualism and Exchange

we begin to internalize the moral standards of valued adult role models. Authority is internalized but not questioned, and reasoning is based on the norms of the group to which the person belongs

Conventional morality

The child/individual is good in order to be seen as being a good person by others. Therefore, answers relate to the approval of others.

Good interpersonal relationship

The child/individual becomes aware of the wider rules of society, so judgments concern obeying the rules in order to uphold the law and to avoid guilt.

maintaining the social order

Individual judgment is based on self-chosen principles, and moral reasoning is based on individual rights and justice. According to Kohlberg this level of moral reasoning is as far as most people get.

post conventional morality

. The child/individual becomes aware that while rules/laws might exist for the good of the greatest number, there are times when they will work against the interest of particular individuals. The issues are not always clear-cut. For example, in Heinz‘s dilemma, the protection of life is more important than breaking the law against stealing.

Social contract and individual rights

People at this stage have developed their own set of moral guidelines which may or may not fit the law. The principles apply to everyone. E.g., human rights, justice, and equality. The person will be prepared to act to defend these principles even if it means going against the rest of society in the process and having to pay the consequences of disapproval and or imprisonment. Kohlberg doubted few people reached this stage.

Universal principles

Humm 1

Rod Laurence Sombilon · 94問 · 2年前

Humm 1