Fine Arts- Health

Question 1

two principles that describe the trajectory of human growth and development

Answer 1

1. Cephalocaudal Principle

2. Proximodistal Principle

Question 2

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.

Answer 2

Cephalocaudal Principle

Question 3

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).

Answer 3

Proximodistal Principle

Question 4

Stages of Cognitive Development

Answer 4

Jean Piaget

Question 5

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.

Answer 5

The Sensorimotor Stage(Birth-Age 2)

Question 6

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.

Answer 6

The Preoperational Stage (Ages 2-7)

Question 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.

Answer 7

The Concrete Operational Stage (Ages 7-11)

Question 8

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.

Answer 8

Formal Operational Stage (Ages 11+)

Question 9

or a basic building block of intelligent thought; a schema is a way of organizing knowledge.

Answer 9

Schema

Question 10

a process in which existing schemas are applied to new objects or situations.

Answer 10

Assimilation

Question 11

which occurs when existing schemas cannot be applied to new objects or situations, and must therefore be adapted and revised.

Answer 11

Accommodation

Question 12

force that drives cognitive development. When a child can assimilate most new information through assimilation,

Answer 12

Equilibration

Question 13

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.

Answer 13

Bloom’s taxonomy

Question 14

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.

Answer 14

The Theory of General Intelligence

Question 15

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

Answer 15

Theory ofMultiple Intelligences

Question 16

Robert Sternberg’s also offers a multiple-factor view of intelligence, but he limits intelligence to three categories: analytical intelligence, which refers to problem-solving abilities; creative intelligence, which involves applying prior knowledge and experiences to new situations; and practical intelligence, or the ability to adapt to new environments.

Answer 16

Triarchic Theory of Intelligence

Question 17

genetic factors that determine how individuals appraoch and learn about the world

Answer 17

Temperament

Question 18

physical surroundings and emotional climate in which a child develops

Answer 18

Environment

Question 19

learned emotional, cognitive, and behavior patterns that influence thoughts, emotions, and behaviors

Answer 19

Character

Question 20

• Infancy(Birth-Age 2): Learning Basic Trust or Mistrust (Hope).
• Toddlerhood (18 months-Age 4): Learning Autonomy or Shame (Will)
• Preschool (Ages 4-5): Learning Initiative or Guilt (Purpose)
• School Age (Ages 5-12): Learning Industry or Inferiority (Competence)
• Adolescence (Ages 13-18): Learning Identity or Identity Diffusion (Fidelity)

Answer 20

Erik Erikson personality and identity development Stages

Question 21

• ability to respect individuals who are different than oneself
• crucial to developing mutual respect and respect for others

Answer 21

Tolerance

Question 22

• letting others know when something is wrong

Answer 22

Communicating Problems

Question 23

• ability to put oneself in someone else’s shoes

Answer 23

empathy