Midterm Essay Questions Flashcards
Some aspects of development seem to follow universal patterns of change, while other aspects show great diversity across individuals. Describe at least one aspect of development that seems to follow a universal pattern, and at least one aspect of development that reflects diversity across individuals.
Diversity is evident in the ages at which children accomplish motor milestones (e.g., becoming able to sit, stand, and walk), as well as in their general state of physical health
The emergence of key physical features (e.g., gender-specific characteristics during puberty) is highly similar.
Differentiate between correlational and experimental research design
Correlational studies- if one increases does the other focus on Documenting associations
ex: What is the correlation between number of hours per week children view aggressive television and number of acts of physical and verbal aggression at school?
Experimental studies- focus on identifying causal effects in interventions
independent- manipulated (studying), dependent (test scores)-independent effects the dependent, controlled remain constant
ex: What are the effects of a counseling treatment on children’s level of aggression?
What needs do gifted/talented children have. Describe specifically how can teacher meet these needs? Discuss at least three different needs and three appropriate strategies for those needs
Foster growth in intellectual abilities
Collaborate with parents and specialists when a child has been classified as needing special services.
Problem-Solving Skills - Present unusual tasks and problems for which children have no ready-made strategies or solutions
Curiosity and Inquisitiveness- Find out what children like to do in their free time and direct them to relevant resources.
Leadership and Social Skills- Observe how children interact with their peers at play, in cooperative group work, and during extracurricular activities.
Encourage creativity, Learn about talents that are cultivated at home and in the community, Promote “intelligent” cognitive strategies
Ch. 3 Activity on Parenting styles & characteristics 3.2 (Canvas- Module-Class 3) Review the four parenting styles as they are relevant to teaching.
authoritative parenting style , are affectionate and responsive, promote age-appropriate behavior, communicate high expectations, assert their authority when children misbehave, give reasons children understand for why they should act in a certain way, and consider children’s perspectives when establishing rules
permissive parenting style-Children in such families are typically immature, impulsive, demanding, dependent on parents, and, not surprisingly, disobedient when parents ask them to do something they do not want to do. These children also tend to have difficulty in school, are aggressive with peers, and engage in delinquent acts as adolescents
uninvolved parenting style ,3 parents make few demands and respond to children in an uncaring and even rejecting manner. Children of uninvolved parents frequently exhibit serious difficulties, including problems with school achievement, emotional control, tolerance for frustration, and delinquency
authoritarian parenting style , parents demand immediate compliance but withhold affection, give very few reasons for requests (“Clean your room because I told you to—and I mean now!”) and allow little chance for negotiation. Like authoritative parenting, authoritarian parenting reflects efforts to direct children’s behavior, but authoritative parents guide children with warmth and flexibility, whereas authoritarian parents are harsh and rigid. Children of consistently authoritarian parents tend to be withdrawn, mistrusting, and unhappy; they are apt to have low self-esteem, little self-reliance, and poor social skills; and they have a greater-than-average tendency of acting aggressively
Vygotsky and his followers have proposed that children’s and adolescents’ cognitive development is promoted when they work within their zone of proximal development and that scaffolding enables them to do this successfully.
a. Explain these two concepts, and give a concrete example of each one. b. Choose a topic or skill that is apt to be in the zone of proximal development for most students at a particular grade level. Then explain how you would (1) scaffold students’ efforts and (2) modify the scaffolding over time.
zone of proximal development- tasks that students can do with help of a teacher
ex:learning how to read starting off with picture books until later on they will understand
formula sheet
scaffolding- guidance provided by more competent individuals to help children perform tasks in their ZPD
Eight-year-old Carlos is a likeable child with good social skills. His teacher, Ms. Fortier, describes him as a “sponge” who absorbs and remembers much of what he studies in school. Yet she worries about his difficulty in learning how to read, and so she refers him to a school psychologist for evaluation. The psychologist administers several tests, including an intelligence test that yields a score of 70.
a. Explain how IQ scores are derived and what a score of 70 definitely indicates.
b. Decide whether Carlos’s IQ score is an accurate reflection of his intelligence. If it is, explain why you think so. If it isn’t, give at least two different explanations as to why Carlos might have gotten the score that he did.
a.the IQ test consists of a number of tasks measuring various measures of intelligence including short-term memory, analytical thinking, mathematical ability and spatial recognition. Like all IQ tests it does not attempt to measure the amount of information you have learned but rather your capacity to learn.
b. carlos iq score is not accurate because he seems to be very intelligent overall, but struggles in reading. because of his reading skills, he may struggle with test taking
carlos is also pretty young, so he may not do well with a lot of testing, especially if the IQ test takes a while for him to complete
(A) How can you as a teacher suspect that the child might have learning disability?
(B) Discuss two teaching strategies that are effective to facilitate the school performance of children with learning disabilities.
Increasing ability to focus on important stimuli and ignore irrelevant information
Increasingly symbolic thought and knowledge
Gradual automatizing of basic skills
Increasing exposure to environments beyond the home and family, leading to an expanding knowledge base
Knowledge of academic subject matter consisting of a range of un-integrated facts, especially in science and social studies
b. Intersperse sedentary assignments with physically active activities.
Ask children to rehearse basic knowledge and skills (e.g., number facts, word recognition), often as part of authentic, motivating, and challenging tasks.
Establish routines to attract children’s attention during transitions, for example, hand signals, music, or a particular phrase.
Recognize and reward concentration.
Ask children to set goals for attention and evaluate their mental focus during lessons.
- When you have a student with physical impairment, what you as the teacher should do to facilitate the child’s academic and social experiences in class? Give four specific examples.
Teach social skills to children who find themselves excluded from friendship groups
Use appropriate precautions when caring for children
Educate children about physical disabilities.
Design environments to minimize injuries
- Explain what psychologists mean by the term distributed intelligence. Describe at least three different teaching and/or assessment strategies you might use that would be consistent with this concept.
This idea that intelligent behavior depends on physical, social, and cultural support mechanisms is referred to as distributed intelligence
Vary demands for specific intellectual abilities.
Watch for children’s personal strengths and weaknesses
Document children’s abilities.
Mr. Davis is assuming his third graders can do at least two things that, from Piaget’s perspective, they probably cannot do. What two crucial abilities necessary for conducting appropriate experiments do his students probably not yet have? Justify your answer in a short paragraph.
Older kids have more abstract ideas
can’t accurately hypothesis
can’t completely understand measurement
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