Competency 1 Flashcards
To learn the vocabulary of Domain 1
Jean Piaget
created the theory of cognitive development
what are the four stages of cognitiev development
Sensorimotor 0-2 years
preoperational 2-7 years
Concrete operational 7-11 years
Formal operational adolescence to adulthood
sensorimotor 0-2 years
learns through reflexes, senses and movement actions on the environment. Begins to imitate others and rememvr events; shifts to symbolic thinking. Comes to understand that objects do not cease to exist when they are out of sight - object permanence. Moves from reflexive actions to intentional activity
preoperational 2-7 years
develops language and begins to use symbols to represent objects. Has difficulty with past and future - thinks in the present. can think through operations logically in one direction. has difficulties understanding the point of view of another person.
concrete operational 7-11 years
can think logically about concrete (hands on) problems. understands conservation and organizes things into categories and in series. can reverse thinking to mentally “undo” actions. Understands past, present, and future.
Formal operational 11- adult
can think hypothetically and deductively. Thinking becomes more scientific. solves abstract problems in logical fashion. can consider multiple perspectives and develops concerns about social issues, personal identity, and justice
cognitive development
refers to changes in thinking, reasoning, and decision making
Moral Development
Moral development is the process throught which children develop proper attitudes and behaviors toward other people in society, based on social and cultural norms, rules, and laws.
egocentric
to see the world and the experiences of others form their own viewpoint
object permanence
the understanding that objects exist in the environment whether they perceive them or not
conservation
is the principle that the amount or number of something remains the same even if the arrangement or appearance is changed
reversibility
the ability to reverse a process mentally, allows the concrete operational student to see that there is more than one way to classify a group of objects
classification
depends on a students abilities to focus on a single characteristic of objects in a set, and group the objects according to that characteristic
seriation
the process of making an orderly attangement from large to small or vice versa, understanding sequential relationships
equilibrium
the act of searching for a balance;if we apply a particular scheme to an event or situation and the scheme works, then equilibrium exists
disequilibrium
if the scheme does not work or produce a satisfying result, become uncomfortable
lev vygotsky
human activities take place in cultural settings and that they cannot be understood apart from these settings
sociocultural perspective
zone of proximal development
(ZPD) is the area between the childs current development level as determined by independent problem solving and the level of development that the child could achieve through adult guidance or in colaboration with more capable peers
scaffolding
the idea is that children use th the help for support while they build a firm understanding that will eventually allow them to solve the problems on their own
private speech
mutterings that play an important part in cognitive development because they move children in stages towards self regulation
assisted learning
or guided participation requires first learning from the student what is needed then giving information prompts reminders and encouragement at the right time and in the right amounts and gradually allowing the students to do more and more on their own
Erik H. Erikson
created the 8 stages of psychosocial development
stages of psychosocial development
trust vs mistrust autonomy vs shame an doubt initiative vs guilt industry vs inferiority identity vs role confusion intimacy vs isolation generativity vs stagnation ego integrity vs despair
trust vs. mistrust birth 18 months
feeding; the infant must form a first loving, trusting relationship with the caregiver or develop a sense of mistrust
autonomy vs shame and doubt 18 months to 3 years
toilet training; the childs energies are directed toward the development of physical skills, including walking, graspoing, controlling the sphincter, the child learns control but may develop shame and doubt if not handled well
initiative vs guilt stage 3 - 6 years
independence; the child continues to become more assertive and to take more inititive buy may be to forceful, which can lead to guilt feelings
industry vs inferiority stage 6-12 years
school; the child must deal with demands to learn new skills or risk a sense of inferiority, failure, and incompetence
identity vs role confustion stage adolescence
peer relationships; the teenager must achieve identity in occupation, gender roles, politics, and religion
intimacy vs isolation young adult
love relationships; the young adult must develop intimate relationships or suffer feelings of isolation
ego integrity vs despair stage late adulthood
reflection on and acceptance of ones life; the culmination is a sense of acceptance of oneself and a sense of fulfillment
abraham maslov
created the hierarchy of needs
hierarchy of needs
physiological needs safety needs social needs esteem needs self acctualization
identity achievement
strong sense of commitment to life choices after free consideration of alternatives
self actualization
the achievement of one’s full potential through creativity, independence, spontaneity, and a grasp of the real world.
lawrence kohlberg
theory of moral development is based in part on piagets ideas; evaluated the moral reasoning of both children and adults by presenting them with moral dilemmas, or hypythetical situations
kohlbergs stages of moral development
obedience orientation (obey the rules)
rewards/exchange orientation (right and wrong)
being nice relationships orientation(being good)
law and order orientation (laws)
social contract orientation (moral choice)
universal ethical principles orientation (universal principlesof human dignity)
preconventional morality
where judgement is based solely on a persons own needs and perceptions
conventional morality
where the expectations of society and laws are taken into account
postconventional morality
where judgments are based on abstract, more personal principles of justice that are not necessarily defined by society’s laws.
james marcia
created the identity states
carol gilligan
individuals move from a focus on self-interest to moral reasoning based on commitment to specific individuals and relationships, and then to the highest level of morality based on the principles of responsibility and care for all people
Gilligans’s stages of ethical care
preconventional (individual survival)
transition is from selfishness to responsibility
conventional (self sacrifice)
transition is from goodness to truth
postconventional (principle of nonviolence; do not hurt others or self)
Orientation to individual survival
the self is the sole object of concern.
goodness vs self sacrifice
This level is where a woman adopts societal values and social membership.
The morality of nonviolence
by caring for others you develop relationships and therefore a morality of nonviolence
james marcia’s identity states
foreclosure
identity diffusion
moratorium
identity achievement
diffusion
uncenteredness; confusion about who one is and what one wants
identity foreclosure
acceptance of parental life choices without consideration of options
identity moratorium
identity crisis; suspension of hcoices because of struggle
