Fine Arts- Health Flashcards
two principles that describe the trajectory of human growth and development
- Cephalocaudal Principle
2. Proximodistal Principle
physical and cognitive development proceeds from the head downward, or from head to toe. Children gain control of their head first, and this control then moves downward through the body, occurring in the arms and then in the legs.
Cephalocaudal Principle
physical development proceeds from the center of the body outward. In this view, growth and development begin with the spinal cord, so children learn to control parts of their body that are closest to the trunk (arms and legs) before those that are further away (hands and feet; then fingers and toes).
Proximodistal Principle
Stages of Cognitive Development
Jean Piaget
which infants comprehend the world through objects. Understanding object permanence(i.e., an object exists, even if it is not in sight) is the key milestone during this developmental stage.
The Sensorimotor Stage(Birth-Age 2)
in which children are capable of symbolic thought. A child in the preoperational stage will understand the concept of an orange, for instance, even ifan orange is not present. Children in this stage still think in very concrete terms and tend to focus on only one dimension of an object or event to the isolation of others.
The Preoperational Stage (Ages 2-7)
in which children begin to apply logical or operational thought to concrete objects. During this stage, children come to understand the concept of conservation, or understanding that something stays in the same quantity, despite a change in appearance.
The Concrete Operational Stage (Ages 7-11)
n which children are able to think in abstract terms and solve problems. This stage is marked by the ability to perform mathematical calculations, engage increative thought, use abstract reasoning, and hypothesize about the outcomes of specific actions.
Formal Operational Stage (Ages 11+)
or a basic building block of intelligent thought; a schema is a way of organizing knowledge.
Schema
a process in which existing schemas are applied to new objects or situations.
Assimilation
which occurs when existing schemas cannot be applied to new objects or situations, and must therefore be adapted and revised.
Accommodation
force that drives cognitive development. When a child can assimilate most new information through assimilation,
Equilibration
s primarily used to develop measurable learning outcomes, or a list of concepts and skills that students should be able to master as a result of completing the course. Asa result of developing measurable learning outcomes, teachers are able to develop their instruction and assessments effectively.
Bloom’s taxonomy
developed byCharles Spearman, used the term “g factor” to refer to general intelligence. Based on experiments using a wide range of aptitude tests, Spearman argued that intelligence is a general cognitive ability that can be measured and expressed.
The Theory of General Intelligence
Howard Gardner’s posits that there are eight different and distinct forms of intelligence, which cannot be numerically measured or expressed. Gardner’s classification includes verbal(linguistic)intelligence, mathematical intelligence, spatialintelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalistic intelligence
Theory ofMultiple Intelligences
