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Educ 211 > Know It! (Midterm 1) > Flashcards

Know It! (Midterm 1) Flashcards

1
Q

cognitive theories 2

A
  • focuses on structure and development of an ind’ls thought processes and the way these processes affect the person’s understanding of the world
  • cog theorists try to determine how understanding and the expectations created affects the ind’l’s attitudes, beliefs, and behaviours
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1
Q

jean piaget 3

A
  • his approach of cognitive constructivism is central to the school of cognitive theory
  • he look ed at the role of maturation - children can’t undertake certain tasks until they are mature enough to do so
  • proposed that children’s thinking does not entirely develop smoothly and instead there are certain points in which it takes off and moves into new areas and capabilities
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2
Q

schema/scheme

A

representation in mind of set of perceptions, ideas, and/or actions which may go together

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3
Q

assimilation

A

process how a person takes material into their mind from the environment, which may mean changing the evidence of their sense to make fit

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4
Q

accommodation

A

difference made to one’s mind by process of assimilation

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5
Q

adaptation

A

adapting to the world through assimilation and adaptation

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6
Q

egocentrism 3

A
  • belief you’re centre of the universe
  • can’t see world as someone else does
  • not selfishness, just early stage of development
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7
Q

stage

A

period of a child’s development in which he or she is capable of understanding some things

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8
Q

conservation

A

realization that objects or sets of objects stay the same even when they are changed about or made to look different (up to 6-7 years)

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9
Q

piaget’s stages of development 4

A
  • sensorimotor 0-2
  • preoperational 2-7
  • concrete 7-11
  • formal 12+
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10
Q

sensori-motor stage 3

A
  • differentiates self from objects
  • recognizes self as agent of action and begins to act intentionally
  • achieves object permanence
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11
Q

pre-operational stage 4

A
  • learns to use language and to represent objects by images and words
  • thinking still egocentric, difficulty thinking ab how others feel
  • classifies objects by a single feature (ex by shape, regardless of colour)
  • unable to realize that a transformation in appearance does not imply a transformation in quantity
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12
Q

concrete-operational stage 3

A
  • can think logically about objects and events
  • achieves conservation of number, masses, and weight
  • classifies by more than one feature
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13
Q

formal-operational stage 2

A
  • can think logically ab abstract propositions and test hypotheses systematically
  • becomes concerned with hypothetical, the future, ideological problems
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14
Q

piaget’s stages critiques 3

A
  • puts limits
  • can be exceptions, too rigid
  • focussed too much on observable operations
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15
Q

lev vygotsky 6

A
  • social cultural theory through learning
  • proposed that social interaction influences cognitive development
  • development starts at birth and is continuous until death
  • co-construction of problem solving
  • humans use tools that develop from culture, such as speech and writing, to mediate their social environments
  • internalization of those tools led to higher thinking skills
16
Q

piaget speech 2

A
  • observed young children participating in egocentric speech in their preoperation stage
  • believed it was a phase that disappeared once the child reached the stage of concrete operations
17
Q

vygotsky language

A

believed that thought and languages could not exist w/o each other

18
Q

private speech 4

A
  • not stable until ab age 12
  • even after, helps students regulate thinking
  • need to discern how to allow it in a classroom, total silence not helpful
  • when muttering increases, could be a sign that students need help
19
Q

scaffolding 3

A
  • building off of already known knowledge
  • supports students if they need help
  • keeps learning challenging but reasonable learning gap
20
Q

zone of proximal development (zpd) 3

A
  • a student can perform a task under adult guidance or with peer collaboration that could not be done alone
  • bridges gap between what is known and what can be known
  • ex guiding the child who knows how to float to swimming using the help of a swimming instructor
21
Q

gross motor development 2

A
  • involves large muscles of the body that enable such functions as walking, kicking, sitting upright, lifting, etc
  • depend on muscle tone and strength
22
Q

hypotonia 2

A
  • low muscle tone
  • characteristic of several disabling conditions such as downs, genetic muscle disorders, or cns disorders
23
Q

gross motor movements importance 2

A
  • important for major body movement such as walking
  • shares connections with other physical functions, such as upper body support
24
Q

developments of posture 6

A
  • required for gross motor skills and other activities
  • infants need to control their heads to stabilize their gaze and track moving objects
  • newborns can’t voluntarily control their posture, but can lift and hold up heads after a few weeks
  • by 2 months, babies can sit while supported, sitting independently not until 6 or 7 months
  • by about 8 months, learn to pull selves up
  • stand alone by 10-12 months
24
Q

postural control 4

A
  • automatic mvmnts in space
  • signifies maturity in the cns
  • lack signals retained primitive reflexes from babyhood
  • severity of postural control issues will determine a child’s success in school
24
Q

hand-eye coordination 5

A
  • the ability of the vision system to coordinate the info revieced through the eyes to control, guide, and direct the hands to complete a task
  • eyes direct attention, hands execute task
  • physiological, usually since birth
  • do not spontaneously slow w/o reason
  • eye coordination difficulty alone can often be aquired over time through enviro effects
25
Q

how to recognize poor hec’n 4

A
  • avoidance or refusal to participate in sports
  • poor writing skills
  • drressing/personal hygeine may be avoided
  • playing with small objects avoided
26
Q

fine motor skills 5

A
  • coordination of small muscle mvmnts which occur for ex in the fingers, usually in coordination with the eyes
  • dexterity commonly used in application to motor skills of hands and fingers
  • develop over time, starting with primitive gestures such as grabbing
  • involve refined use of small muscles controlling hand
  • video games not helpful bc hecn need is limited and unnatural
27
Q

brofenbrenner

A
  • ecological models concerned with the processes and conditions of human development in the enviros in which human beings live
28
Q

brofenbrenner’s systems 4

A
  • microsystem - immediate relationships and activities
  • mesosystem - relationships among microsystems
  • exosystem - social settings that affect the child
  • macrosystem - larger society and culture
29
Q

more about the systems 2

A
  • work together to influence and be influenced by the indl
  • grow along continuum of time (chronosystem)
30
Q

brofenbrenner and families

A
  • child development starts in the womb - mother’s stress and health influence
31
Q

parenting styles 4

A
  • authoritative - clear limitations/expectations, clearly enforced rules, also affectionate
  • authoritarian - controlling, little child agency, not abusive but not opening affectionate
  • permissive - no clear limitations/expectations, no clearly enforced rules, but highly affectionate
  • rejecting/neglecting - no clear limitations/expectations, no affection, little attention
32
Q

First People’s Principals of Learning and Indigenous Ways of Knowing 5

A
  • Learning recognizes the role of indigenous knowledge
    ● Learning requires exploration of one’s identity
    ● Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on
    reciprocal relationship, and a sense of place)
    ● Learning involves patience and time
    ● Learning involves recognizing the consequences of one’s actions
33
Q

postural control requires 3

A
  • requires core strength and =brium (propping) rxnns, and righting reflexes to maintain balance

Educ 211 (2 decks)

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