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
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
2
Q
schema/scheme
A
representation in mind of set of perceptions, ideas, and/or actions which may go together
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
4
Q
accommodation
A
difference made to one’s mind by process of assimilation
5
Q
adaptation
A
adapting to the world through assimilation and adaptation
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
7
Q
stage
A
period of a child’s development in which he or she is capable of understanding some things
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)
9
Q
piaget’s stages of development 4
A
- sensorimotor 0-2
- preoperational 2-7
- concrete 7-11
- formal 12+
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
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
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
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
14
Q
piaget’s stages critiques 3
A
- puts limits
- can be exceptions, too rigid
- focussed too much on observable operations
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
developments of posture 6
- 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
postural control 4
- 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
hand-eye coordination 5
- 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
how to recognize poor hec'n 4
- avoidance or refusal to participate in sports
- poor writing skills
- drressing/personal hygeine may be avoided
- playing with small objects avoided
26
fine motor skills 5
- 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
brofenbrenner
- ecological models concerned with the processes and conditions of human development in the enviros in which human beings live
28
brofenbrenner's systems 4
- microsystem - immediate relationships and activities
- mesosystem - relationships among microsystems
- exosystem - social settings that affect the child
- macrosystem - larger society and culture
29
more about the systems 2
- work together to influence and be influenced by the indl
- grow along continuum of time (chronosystem)
30
brofenbrenner and families
- child development starts in the womb - mother's stress and health influence
31
parenting styles 4
- 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
First People’s Principals of Learning and Indigenous Ways of Knowing 5
- 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
postural control requires 3
- requires core strength and =brium (propping) rxnns, and righting reflexes to maintain balance
