EDU PSY- Age-Level Characteristics

Question 1

Pre K- Kindergarten - Physical

Answer 1

are extremely active, have bursts of energy and need frequent rest periods, gross muscles are more developed than fine muscles, have difficulty focusing eyes on small objects, flexible but skull is soft, little to no gender differences

Question 2

Pre K- Kindergarten - social

Answer 2

rapidly changing friends wiling to play w/ most children, play activities are important, have definite preferences for gender of playmates, aware of gender roles.

Question 3

Pre K- Kindergarten - Emotional

Answer 3

freely express emotions, have outbursts of anger, jealousy among classmates b/c they all seek attention from the teacher. Need help analyzing behavior to become aware of their own feelings.

Question 4

Pre K- Kindergarten - cognitive

Answer 4

are aware of their own mental processes and that others may think differently, kindergartners are skillful with language and like to talk (especially in groups), believe that they are more competent than they actually are, competence is encouraged by interaction, interest, opportunities, urging, limits, and signs of affection.

Question 5

Theory of the mind

Answer 5

(developed pre k- kindergarten)

the ability to be aware of the differences between thinking about something and experiencing it

Question 6

Pre K - K (Cognition)

Answer 6

Preoperational: representing things with words or images. Object permanence

Question 7

Authoritative Parents

Answer 7

provide models of competence to be imitated based on confidence in own abilities

Question 8

Authoritarian Parents

Answer 8

make demands, wield power without considering the child’s point of view.

Question 9

Permissive Parents

Answer 9

make few demands on their child, and fail to discourage inappropriate behavior. Leads to the child being inconsistent and lacking in confidence.

Question 10

Rejecting- Neglecting Parents

Answer 10

make no demands, provide no structure, do not support goals, activities, and emotional needs.

Question 11

Grades 1-3 - Physical

Answer 11

Children are extremely active and are more prone to accidentally harming themselves Bone & ligament growth not complete. Too much sendentary time leads to nervous habits. Lack in the ability to focus and require mental and physical breaks. Large muscle control superior to fine motor skills, and eyes easily fatigue reading small print.

Question 12

Grades 1-3 - Social

Answer 12

Enjoy playing organized games and the ideas of roles and team spirit. Overly focused on and inflexible about rules. Children are more capable of verbally expressing themselves and less likely to engage in physical aggression. They are more selective with choice of friends and they are aware of boys vs. girls.

Question 13

Grades 1-3 - Emotional

Answer 13

Children are more sensitive to their own and other’s feelings and work hard to please the teacher. Need to experience a sense of industry through successful completion of tasks. Minimizing failures prevents development of feelings of inferiority. Sensitive to criticism

Question 14

Grades 1-3 - Cognitive

Answer 14

Preoperational  concrete operational stage. Gradually acquire ability to solve problems by generalizing from own experiences. Begin to use theoretical and/or evidence based explanations and defends reasoning. They talk to themselves; peaks at age 6-7 and then rapidly declines. Do not learn as efficiently as older children because their brains are still developing and they have a lack of experience.

Question 15

Cognitive Immaturity Hypothesis:

Answer 15

Giving young children unstructured breaks reduces cognitive interference and increases attention to instruction.

Question 16

grades 1-3 morality

Answer 16

Preconventional morality  Rules are absolute & handed down by authority.

Question 17

Grades 1- 3: new mental process

Answer 17

Metacognition (The awareness and monitoring of one’s learning process) begins to emerge.

Question 18

Elementary: Grades 4-5 - Physical

Answer 18

1. Both boys and girls become leaner and stronger
2. Obesity is a problem because of more control over their diet
3. Boys succeed at kicking, throwing, while girls do well with flexibility, balance and rhythmic movements (possibly due to gender stereotyping). Mastery with both large and small muscle groups means that they can sit quietly for extended periods  orderly classrooms.
4. Consistent growth and are healthy

Question 19

Elementary: Grades 4-5 - Social

Answer 19

1. Peer groups become powerful
2. Friendships become selective and gender based
3. Play results in self control and development of cognitive results

Question 20

Elementary: Grades 4-5 - emotional

Answer 20

• Develop a more global, integrated and complex self-image. (Web 2.0: social media, could possibly decline ego-centrism within interpersonal relationships)
1. Dysfunctional relationships with family, peers, and at school result in delinquent behavior

Question 21

Elementary: Grades 4-5 - cognitive

Answer 21

1. Concrete operational stage thinkers: mastery of logical schemes when based in concrete experience.
2. Children do as well as adults with short-term memory but not as complex. Need constant practice on cognitive tasks before they reach proficiency.

Question 22

Self-Description

Answer 22

• the way in which people describe themselves to others

Question 23

Self-Esteem

Answer 23

confidence in one’s own abilities/worth

Question 24

Self-Concept

Answer 24

judgments people make of themselves from one’s beliefs and other’s responses

Question 25

Self-Image

Answer 25

Self-portrait of themselves made up of self-description, self-esteem, and self-concept. Becomes more generalized and stable, is based on comparison with peers, emotional responses, and perceived success in valued areas.

Question 26

Grades 4-5 - Psychosocial

Answer 26

industry vs. inferiority, (competence) keeps students constructively busy; tried to play down comparisons between best and worst learners.

Question 27

Grades 4-5 - Moral

Answer 27

morality of constraint; transition from pre-conventional to conventional. A shift to viewing roles as mutual agreements is occurring, but official rules are obeyed out of respect for authority or a desire to impress others.

Question 28

Middle School: 6th-8th; Physical

Answer 28

•	rapid/uneven growth
o	growth spurts
•	puberty for girls: 11-15
•	puberty for boys: 13-18
- Curiosity about sex

Question 29

Middle School: 6th-8th; Social

Answer 29

• development of interpersonal reasoning leads to higher understanding of other people’s feelings
• desire to conform peaks
• discussion of controversial topics may be difficult for them b/c of concern for the opinions of peers.
• From Industry vs. Inferiority to Identity vs. role confusion. (fidelity) Growing independence & concern for appearance, gender roles, etc.

Question 30

Middle School: 6th-8th; Emotional

Answer 30

• “storm and stress” = exaggeration

* Egocentric; overly aware of what others think of them

Question 31

Middle School: 6th-8th; Cognitive

Answer 31

• Beginning of formal operational thought. Increasing ability to engage w/ mental manipulations & testing hypotheses.
• Need open, supportive, and intellectually stimulating classroom environment
• Environment of middle school (seatwork, low-level thinking, individual tasks) doesn’t meet needs of adolescence, leading to lower levels of learning
• Self-efficacy is an important influence on intellectual and social behavior

Question 32

Middle School: 6th-8th; Mastery Goals

Answer 32

(interest in understanding new ideas, new skills, improving & refining over time)  positive feelings & self-efficacy

Question 33

Middle School: 6th-8th: performance goals

Answer 33

Interest in finishing first, demonstrating capability, avoiding showing lack of ability)  focus on scores rather than learning. In middle school, many students move from mastery goals to performance goals.

Question 34

high school: physical

Answer 34

• late puberty stages & maturing of the body
• Slow growing boys experience difficulty
• becoming sexually active (long term trend is down). Low goals and performance correlates with high sexual activity.
• Need for sex ed to promote healthy practices

Question 35

high school: social

Answer 35

• Identity vs. Role Confusion
• developing an independent status
• finding who you are(friends impact immediate decisions)/where you want to go(parents impact long-range plans)
• developing role models
• girls often experience more anxiety with friendships. Girls stressintimacy in friendships, boys stress skills & interests.
• Many students have jobs, with mixed outcomes.
• Moral: morality of cooperation on a conventional level. Think of rules as mutual agreements, allowance for extenuating circumstances.

Question 36

high school: emotional

Answer 36

• psychiatric disorders present themselves (*depressions, eating disorders, drug/substance use, suicide risks)
• Substance abuse has physical, emotional, and academic consequences

Question 37

high school: cognitive

Answer 37

• formal thought capability (guidance is sometimes necessary)
• Cognitive: formal operational: increased capacity for mental manipulations, abstractions, and testing hypotheses.