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CPE100 > Child And Adolescent Development > Flashcards

Child And Adolescent Development Flashcards

1
Q

We think of as pre-wiring and is influenced by genetic inheritance and other biological factors

A

Nature

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2
Q

generally taken as the influence of external factors after conception, e.g., the product of exposure, life experiences and learning on an individual

A

Nurture

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3
Q

is a biological and physical changes that a certain individual undergoes in the course of a lifespan.

A

Growth

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4
Q

refers to a process of gradual transformation. It refers to the psychological changes that occurs in an individual during the process of growing.

A

Development

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5
Q

5 Developmental Milestones in Children and Adolescents

A

1.) Cognitive
2.) Social/Emotional
3.) Speech/Language
4.) Fine Motor Skills Physical
5.) Gross Motor Skills

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6
Q

Pre Natal

A

0-9 mos

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7
Q

Infancy

A

Birth to 1

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8
Q

Toddler

A

1-3

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9
Q

Pre-schooler

A

3-6

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10
Q

School Age

A

6-12

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11
Q

Adolescent

A

12-16

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12
Q

continuous process

A

Development is Life Long

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13
Q
  • plasticity refers to the potential for change. No one is too old to change.
A

Development is plastic

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14
Q

– it is a product of biological, cognitive and socio-emotional processes.

A

Development is multidimensional

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15
Q

It follows a pattern.

A

Development is relatively orderly

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16
Q

Muscular control from trunk and the arms to the hands and fingers.

A

Proximodistal

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17
Q

From the head to the bottom (From the head to the neck, shoulders, middle trunk and so on.)

A

Cephalo- caudal

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18
Q

Takes time to develop, no shortcut

A

Development takes place gradually.

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19
Q

– Individuals are changing beings in a changing world. Biological, cognitive and socio-emotional make up vary, therefore individuals develop differently.

A

Development is contextual

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20
Q
  • these are the three goals in development. Growth takes a back seat during middle and late childhood while maintenance and regulation are at work.
A

Development involves growth, maintenance and regulation

21
Q

– Union of egg and sperm to form an organism called Life.

A

Pre-Natal Period (0-9 mos.)

22
Q

the child is totally dependent on the caregiver for the fulfillment of his/her needs. The child experiences rapid growth during this period.

A

Infancy (From Birth to 2 yrs) “newborn, infants”

23
Q

At this time, the child refines his/her skills learned in earlier years. Form basic to more complex, he/she learns new skills. The most rapid period of growth & development is seen in early childhood called ________

A

Childhood (Early Childhood – 2-8 yrs old; Middle-Late Childhood- 9-12 yrs old)

“physical growth spurt”

24
Q

This stage is marked by puberty-11-14 yrs old. When a child undergoes a series of changes in the body. Changes in the “secondary sex characteristics”. “Menarche” for females.
“Who am I”
Aggressive, risk takers, heightened emotionality. Sex and love are powerful passions in our lives.
Peers become more influential at this stage

A

Adolescence (12-18 yrs old)

25
Q
  • A time for work and a time for love
  • Finding our place in an adult society and committing to a more stable life.
A

Early Adulthood (19-29yrs old)

26
Q
  • A time to discover what we are running from and to and why?
A

Middle Adulthood – (30-60 yrs)

27
Q

-Life is lived forward but understood backward.
-We trace the connection between the end and the beginning of life and try to figure out what this whole show is about before it is over.

A

Late Adulthood (61yrs and above)

28
Q

– includes the growth of the body size and proportions, appearance, brain development, sensory capacities (5 senses), motor and physical health. The physical domain is about the measurable, visible changes in the body of a child from birth to old age.

A

Physical Domain

29
Q

– the increasing amount of control that a child has over his/he body. It includes the different levels of skills that an individual can master.

It involves the ________ (major movements of the body involving large muscles) and _______ (movement of fingers and hands).

A

Motor Development

gross motor skills

fine motor skills

30
Q
  • the ability of a child to do age appropriate life skills ; also refers to how a child adapts to the environment and is able to perform things independently like feeding, toileting & etc.
A

Adaptive Development

31
Q
  • Changes and progression in the thought processes – thinking abilities of a person from infancy up to old age. Mental processes include learning, attention, memory, language, thinking, reasoning, problem solving, creativity, imagination, academic knowledge and understanding of what’s happening around.
A

Cognitive Domain

32
Q
  • How a person’s language or communication skills develop from crying to laughing, to babbling then to talking. Also, involves one’s ability to comprehend, use, and manipulate language.
A

Language Development

33
Q

Four aspects of Language:
- forming sounds into words
– order and grammar,
- meaning
- practical and personal use.

A

Phonology
Syntax
Semantax
Pragmatica

34
Q
  • Includes emotions, personality and social relationships
  • Child’s relationships with different kinds of people and his/her unique way of interacting with them.
    – refers to how a child’s emotions develop, how he/she understands and expresses his/her emotions (fear, anxiety, sorrow) in socially acceptable ways or regulating one’s emotions and having confrontations without violence.
A

Psychosocial Domain

Social

Emotional

35
Q
  • The learning of complex subject matter is most effective when it is an intentional process of constructing meaning from information and experiences. (Successful learners are active, goal directed, self-regulating and assume personal responsibility for contributing to their own learning.)
A

Nature of the Learning Process

36
Q

Fourteen Learner-Centered Psychological Principles (American Psychological Association-APA)

A

• Cognitive & Metacognitive Factors (6)
• Motivational and Affective Factors (3)
• Individual Differences Factors
• Developmental and Social Factors (2)

37
Q

The successful Learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge.

A

Goals of the Learning Process

38
Q
  • The successful learner, can link new information with existing know Knowledge in meaningful ways. Knowledge widens and deepens as students continue to build links between new information and experiences and their existing knowledgebase.
A

Construction of Knowledge

39
Q
  • The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve learning complex learning goals.
    Understand and can use a variety of strategies to help them reach learning and performance goals and to apply their knowledge in novel situations.
A

Strategic Thinking

40
Q

Higher Order strategies for selecting and monitoring mental operations facilitate creative and critical thinking. Successful Learners can reflect on how they think and learn, set reasonable learning select and performance goals, select potentially appropriate learning strategies or methods and monitor their progress toward the goals.

A

Thinking about Thinking

41
Q

Learning is influenced by environmental factors, including culture, technology and instructional practices. Teachers play a major interactive role with both the learner and the learning environment. The classroom environment, particularly the degree to which it is nurturing or not, can have significant impacts on student learning.

A

Context of Learning

42
Q

What and how much is learned is influenced by the learner’s motivation. Motivation to learn, in turn, is influenced by the individual’s emotional states, beliefs, interests and goals and habits of thinking.

A

Motivational and Emotional Influences on learning

43
Q

-The learner’s creativity, higher order thinking and natural curiosity all contribute to motivation to learn. Intrinsic motivation is stimulated is stimulated by tasks of optimal novelty and difficulty, relevant to p- personal interests, and providing for personal choice and control.
-is facilitated on tasks that learners perceive as interesting and personally relevant and meaningful, appropriate in complexity and difficulty to the learners’ abilities, and on which they believe they can succeed.

A

Intrinsic motivation to learn

44
Q
  • Acquisition of complex knowledge and skills requires extended learner effort and guided practice. Without learners’ motivation to learn, the willingness to exert this effort is unlikely without coercion.
  • Effective strategies include purposeful learning activities, guided by practices that enhance positive emotions and intrinsic motivation to learn, and methods that increase learners’ perceptions that a task is interesting and personally relevant.
A

Effects of Motivation on Effort

45
Q

-As individuals develop, there are different opportunities and constraints for learning. Learning is most effective when differential development within and across physical, intellectual, emotional, and social domains is taken into account.
- Individuals learn best when material is appropriate to their developmental level and is presented in an enjoyable and interesting way.

A

Developmental Influences on Learning

46
Q
  • Learning is influenced by social instructions, interpersonal relations, and communication with others.
  • Positive learning climate can help to establish the context for healthier levels of thinking, feeling and behaving. Such contexts help learners feel safe to share ideas, actively participate in the learning process and create a learning community.
A

Social Influences on learning

47
Q
  • Learners have different strategies, approaches and capabilities for learning that are a function of prior experience and heredity.
  • The interaction between learner differences and curricular and environmental conditions is another key factor affecting learning outcomes.
A

Individual differences in Learning

48
Q
  • Learning is most effective when differences in learners’ linguistic, cultural and social backgrounds are taken into account.
  • When learners perceive that their individual differences in abilities, back grounds, cultures and experiences are valued, respected and accommodated in learning tasks and contexts, levels of motivation and achievement are enhanced.
A

Learning and diversity

49
Q
  • Setting appropriately high and challenging standards and assessing the learner as well as learning progress – including diagnostic, process and outcome assessment – are integral parts of the learning process.
  • Ongoing assessment of the learning’s understanding of the curricular material can provide can provide valuable feedback to both learners and teachers about progress toward the learning goals.
A

Standard and Assessment

CPE100 (1 decks)

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