EDU PSY- Age-Level Characteristics Flashcards
Pre K- Kindergarten - Physical
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
Pre K- Kindergarten - social
rapidly changing friends wiling to play w/ most children, play activities are important, have definite preferences for gender of playmates, aware of gender roles.
Pre K- Kindergarten - Emotional
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.
Pre K- Kindergarten - cognitive
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.
Theory of the mind
(developed pre k- kindergarten)
the ability to be aware of the differences between thinking about something and experiencing it
Pre K - K (Cognition)
Preoperational: representing things with words or images. Object permanence
Authoritative Parents
provide models of competence to be imitated based on confidence in own abilities
Authoritarian Parents
make demands, wield power without considering the child’s point of view.
Permissive Parents
make few demands on their child, and fail to discourage inappropriate behavior. Leads to the child being inconsistent and lacking in confidence.
Rejecting- Neglecting Parents
make no demands, provide no structure, do not support goals, activities, and emotional needs.
Grades 1-3 - Physical
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.
Grades 1-3 - Social
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.
Grades 1-3 - Emotional
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
Grades 1-3 - Cognitive
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.
Cognitive Immaturity Hypothesis:
Giving young children unstructured breaks reduces cognitive interference and increases attention to instruction.
grades 1-3 morality
Preconventional morality Rules are absolute & handed down by authority.
Grades 1- 3: new mental process
Metacognition (The awareness and monitoring of one’s learning process) begins to emerge.
Elementary: Grades 4-5 - Physical
- Both boys and girls become leaner and stronger
- Obesity is a problem because of more control over their diet
- 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.
- Consistent growth and are healthy
Elementary: Grades 4-5 - Social
- Peer groups become powerful
- Friendships become selective and gender based
- Play results in self control and development of cognitive results
Elementary: Grades 4-5 - emotional
• 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
Elementary: Grades 4-5 - cognitive
- Concrete operational stage thinkers: mastery of logical schemes when based in concrete experience.
- Children do as well as adults with short-term memory but not as complex. Need constant practice on cognitive tasks before they reach proficiency.
Self-Description
- the way in which people describe themselves to others
Self-Esteem
confidence in one’s own abilities/worth
Self-Concept
judgments people make of themselves from one’s beliefs and other’s responses
