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3 + 4+ 5 semester > Educational Psychology 1-6 lecture > Flashcards

Educational Psychology 1-6 lecture Flashcards

1
Q

what do educational psychologists do

A
  1. individual case work
  2. individual assessment
  3. teacher supervision
  4. teach effective study techniques
  5. training other educational psychologists
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1
Q

educational psych approach

A

person-centered

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2
Q

To be educational psychologist you need to

A
  1. undergrad + postgrad qualification of educational psych
  2. knowledge of education system
  3. detailed understanding of child dev + special ed
  4. experience with CYP
  5. experience in research
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3
Q

Special Needs Educational Psychologists deal with

A
  1. learning
  2. languages + communication
  3. sensory + physical
  4. emotional + behavioural
  5. mental health issues
  6. wellbeing
  7. social dev
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4
Q

diff settings educational pschologists work in

A
  1. individual
  2. groups
  3. schools
  4. communities
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5
Q

educational pschs work with

A
  1. parents
  2. carers
  3. families
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6
Q

problem analysis framework psychologists use

A
  1. background info
  2. initial guiding hypotheses
  3. identified problem dimensions
  4. problem analysis
  5. agreed action plan
  6. monitoring + eval of outcomes
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7
Q

what type of monitoring do EPs use

A

target monitoring evaluation =

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8
Q

types of services EPs offer

A
  1. parental support

2 .provide training + professional support (for teachers)

  1. support communities during critical time (school shooting)
  2. carry out research to develop new programmes
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9
Q

Bronfenbrenner’s Ecological Systems Theory

A
  1. child
  2. microsystems - immediate family, school
  3. mesosystem = connection between environment
  4. exosystem = indirect environment
  5. macrosystem = social + culture
  6. chronosystem = changes over time
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10
Q

expert teacher

A
  1. provides challenging curriculum

2 deep ability of representing material
3. skilfulness and in monitoring and providing feedback to students

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11
Q

stats of bullying

A
  • 90% want to have class without bullying
  • 17% students stand up to bullying when they see it happen
  • 75% of bullying stops when a student intervenes
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12
Q

how long bullying lasts

A
  • 65% within a month
  • 13% one semester
  • 9% one year
  • 13% a few years
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13
Q

Participatory Action Research

A

researchers closely work with people affected by issue being studied to solve problems better

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14
Q

action research circle

A
  1. observe
  2. plan
  3. act
  4. reflect
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15
Q

what impacts child’s development

A
  1. genetis
  2. parenting
  3. culture
  4. education
  5. health
  6. friends
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16
Q

development definition

A

how people grow, change, adapt throught a lifetime

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17
Q

cognitive development

A

how people think, explore and figure things out

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18
Q

constructivist approach to learning and somoene who believed it

A
  • active construction of world through exploration
    • subjective

Jean Piaget

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19
Q

schemas
inventor
defintion

A

Jean Piaget
- mental frameworks that help individuals organise and interpret info

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20
Q

assimilation

A

incorporate new info with preexisting schemas

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21
Q

accommodation

A

modifying existing schemas or creating new ones to fit info

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22
Q

equilibration

A

progress of cog dev stages through balancing assimilations and accommodation through solving conflicts

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23
Q

Piaget Stages of Dev

A
  1. sensorimotor
    • age 18-24 months
    • object permanence
  2. pre-operational
    • age 2 to 7 yrs
    • symbolic thought
  3. concrete operational
    • age 7 to 11 yrs
    • logical thought
    • troubles with abstract thinking
  4. formal operational
    • adolescent to adulthood
    • abstract thinking + scientific reasoning
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24
Q

neo-pagietian views of dev

A
  • development seen in terms of specific tasks instead of overall stages
  • impact of culture, social and education context on dev progress
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25
Q

Vygostsky View on Cog Dev

A

cog development influenced by cultural and social factors → emphasis of role of social interaction in dev of mental abilities

  • culture specific tools =
  • private speech = when kids speak to themselves
  • zone of proximal development = tasks kid can’t achieve by themselves yet but can with assistance
    • scaffolding = support structures (more skilled people) to help students master skills
  • reciprocal teaching = teachers and students take turns leading discussions using strategies like summarising and clarifying
  • mediation = learning by having concepts explained by more skilled peers
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26
Q

Vygotsky’s View on Language

A
  • language plays 2 critical roles in cog deb
    1. cultural transmission of knowledge
      • through formal instruction and informal interactions
      • shape understanding of world and own place in it
  1. intellectual adaptation
    - tool for thinking
    - facilitates dev of higher mental functions like abstract thinking, planning + problem solving
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27
Q

Vygotsky’s 3 Languages

A
  • social speech = initial form of lang, primary means for kid to engage with others
    • age: 2
    • function: establish shared meanings + participate in cultural activities
  • private speech = over and audible directed to self
    • age: 3
    • serves: intellectual function
  • inner speech = private speech transforms to silent inner speech
    • age: 7
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28
Q

Vygotsky’s Zone of Proximal Dev

A

we learn best when knowledge is not able to be acquired by us but can be with the guidance of more knowledgeable more

29
Q

scaffolding definiton

A

when we first start on new info we get a lot of support which lessens over time the more competent we become

30
Q

skills used for scaffolding

A
  • prompting
  • recasting
  • eliciting
  • making learners notice a language pattern
  • promoting learning through discovery
  • commenting on learner lang
  • correcting
31
Q

developmentally appropriate practice

A

methods that promote each child’s optimal
development and learning through a strengths-based, play-based approach to joyful,
engaged learning.

32
Q

Erikson’s stages

A
  1. trust that basic need will be met
  2. independence of doing tasks
  3. take initiative in some activities
  4. self confidence in abilities when competent
  5. experiment + develop identity and roles
  6. establish intimacy
  7. contribute to society
  8. asses and make sense of life and meaning of contribution
33
Q

intentional teacher

A
  • needs to know everything and integrate theory
  • needs to know children’s experience
34
Q

how to encourage learning

A
  1. keep it informal
  2. patience
  3. peer group
35
Q

generalizable vs ideographic

A

generalizable = psych findings aim to generalize population

ideographic = EP’s work on individual basis

36
Q

continuous theories of development

A
  • development as smooth progress
  • focus on environment
37
Q

discontinuous theories of development

A
  • development as predictable stages
38
Q

heteronomous morality

A

morality set by authoritative figure

  • fixed + unchangeable
  • focus on consequences not intentions
39
Q

autonomous morality

A
  • morality changes based on mutual agreement
  • flexible
  • focus on intentions
  • develops at age 12
40
Q

Kohlberg’s Moral Dev

A
  1. pre-conventional
  2. conventional
  3. post-conventional = decision based on universal principles
41
Q

Marcia’s 4 Identity Statuses

A
  1. foreclosure = before identity crisis
  2. identity diffusion = identity not found yet
  3. moratorium = experiment with diff identities bc identity not found yet
  4. identity achievement = freely chosen identity
42
Q

least restrictive placement

A

child must be placed in settinng that is as normal as possible

43
Q

mainstreaming

A

place exceptional students in mainstream classes as soon as they meet same requirements as typical students

44
Q

full inclusion

A

place all students in same classroom (even severely disabled students)

45
Q

IEP

A

individualised educational programme

  • each student has individual programme that has clear objective to improve student’s level of achievement
46
Q

3 ring model of giftedness

A
  1. above average ability
  2. creativity
  3. task commitment
47
Q

programmes for gifted students

A
  1. pull out programme
  2. acceleration
  3. enrichment
48
Q

pull out programme definiton

A

gifted students pulled out of class for gifted education a few hours a week

49
Q

acceleration programme definition

A

go over same material but faster then move on to more difficult material

50
Q

enrichment definiton

A

normal course but added activities to increase understanding

51
Q

type 1 enrichment

A

more advanced levels of involvement in topic to spark interest to pursue topic further

“read more of Dicken’s work”

52
Q

type 2 enrichment

A

develop high thinking skills

“look into historical times of Dickens”

53
Q

type 3 enrichment

A

individ or group investigation of real problems drawing on material learned

“how urban problems today compare to Dicken’s work”

54
Q

practical implications for teaching gifted students

A
  1. encourage them to learn more
  2. help gifted students find problems to solve
  3. work with families so they get environmental reinforcement
  4. reinforce self-esteem not rooted in social comparison
55
Q

2 intellecutal disabilites

A
  1. familial intellectual disabilities
  2. organic intellectual disabilities
56
Q

familial intellectual disabilities

A

runs in families

57
Q

organic intellectual disabilities

A

associated with traumatic events or abnormalities

58
Q

mild intellectual disability

A

IQ: 50-70

  • supported reaching 6th grade level
  • vocation related skills
59
Q

moderate intellectual disability

A

IQ: 35-50

  • supported reaching 4th grade level
  • unskilled activities
60
Q

severe intellectual disability

A

IQ: below 35

  • no benefits from vocational training
  • very simple tasks (eating with spoon) can be done
61
Q

intellectual disability characteristics

A
  1. can’t transfer strategies from one subject to another
  2. deficit in complex mental thinking -> planning
  3. can’t cope with new environments
62
Q

practical implications for teaching intellectual disabled

A
  1. teach learning strats
  2. divide lessons into smaller, clear defined steps
  3. help students learn self-regulation
  4. make lessons applicable to everyday life
  5. help students raise self-esteem
63
Q

learning disability definition

A

performance in one subject substantially worse than expected from child’s intelligence

64
Q

2 ways to deal with learning disabilities

A
  1. compensation = working around area of weakness
  2. remediation = correcting areas of weakness
65
Q

implications for teaching learning disabilities

A
  1. makes strats relevant to specific needs
  2. teach learning strats
  3. foster self-esteem + motivation to learn
  4. explore learning strengths to use for compensation
66
Q

practical implications for teaching ADHD students

A
  1. sit ADHD students away from distractors
  2. structure activities + rules
  3. help students focus with non-verbal signs
  4. give feedback of what behaviour was appropriate
  5. provide opportunities to let loose excess energy
67
Q

2 types of behavioral disorders

A
  1. internalising
  2. externalising
68
Q

internalizing definition + how to combat

A

shy + withdrawn

not noticeable

to combat: normalise group work

69
Q

externalising definition + how to combat

A

disruptive, aggressive, defiant

noticeable

to combat:
- positive reinforcement if good behaviour

  • checklists for kids to monitor own behaviour
70
Q
A

3 + 4+ 5 semester (7 decks)

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