PPR

Question 1

Cognitive

Answer 1

The process of thought

Question 2

Social

Answer 2

Interaction with other individuals and society at large

Question 3

Physical

Answer 3

relating to the body

Question 4

Stages of Development

Answer 4

Cognitive, social, physical

Question 5

students in this developmental stage tend to be egocentric, thinking that the world revolves around them; need to see how things work, have a hard time empathizing and slow social learners; need hands on activities

Answer 5

Preoperational (Ages 2-7)

Question 6

Preoperational Pedagogy

Answer 6

need hands on activities (cannot conceptualize processes or events); direct instruction or lecturing should always be paired with experiments and activities to reinforce instruction

Question 7

Students in this developmental stage begin to think abstractly. They can start to picture how things work mentally and do not always need to see or physically manipulate objects to understand them.

Answer 7

Concrete Operations (first grade - adolescence)

Question 8

Concrete Operations Pedagogy

Answer 8

Do not need as many hands on activities and experiments and hands on activities to understand material. Lecturing should be reinforces with experiments and hands on activities but much less that in preoperational students ; cooperative learning is important at this stage

Question 9

Students can use inductive and deductive logic, think abstractly, and empathize with others.

Answer 9

Formal Operations (Ages 12 and Up)

Question 10

Formal Operations Pedagogy

Answer 10

Instruction does not need to be reinforced with hands-on activities; students are able to understand processes through abstract thinking which is the maturation of cognitive development

Question 11

Progression from one stage to the next is not _____ but rather ____

Answer 11

instantaneous ; slow

Question 12

Stages of Play

Answer 12

1. Solitary Play
2. Spectator Play
3. Parallel Play
4. Associate Play
5. Cooperative Play

Question 13

Solitary Play

Answer 13

First Stage of Play: indicative of a child playing alone with limited interaction among other children. Lasts from birth -2 years

Question 14

Spectator Play

Answer 14

2nd Stage of Play: characterized by a child observing other children playing, but not playing with them. usually lasts until child is 2 and a half

Question 15

Parallel Play

Answer 15

3rd stage of play: demonstrated when a child plays alongside other children, but does not play in cooperation with them. Usually occurs around 2-3 years old.

Question 16

Associate Play

Answer 16

4th stage of play: evidenced when a child plays in co-operation with other children in a loosely organized manner; preference for playing with certain children. ages 3-4

Question 17

Cooperative play

Answer 17

Final (5th) stage of play: representative of children co-operating in a play activity where they share ideas about the activity and play becomes more organized. reached by age 4

Question 18

least restrictive environment

Answer 18

students with disabilities should be treated with the fewest accommodations needed to ensure success and be included in classroom activities as much as possible

Question 19

3 key ways that students learn:

Answer 19

auditory, visual, kinesthetic (tactile)

Question 20

discourse style used in US to develop ideas tends to be

Answer 20

direct and linear

Question 21

Learning Theory

Answer 21

explains how people learn and how they incorporate experiences into expanding their own knowledge

Question 22

B.F. SKinner’s - behaviorism (learning theory)

Answer 22

1. Learning is made by a change in behavior
2. Environment shapes behavior
3. The time between the events and the likelihood of these events happening again are central to the learning process

Question 23

Behaviorists believe that people learn through …

Answer 23

Conditioning: either reinforcing behavior with a reward or a punishment or association with two stimuli

Question 24

Cognitivism

Answer 24

promotes looking into patterns to explain learning; how past experiences shape learning

Question 25

Cognitive constructivists

Answer 25

heavily supports interdisciplinary study as the best means to promote academic learning; students receive

Question 26

social constructivist

Answer 26

view learning as a process where the student builds upon the prior information learned

Question 27

Three theories of child management behavior

Answer 27

non-interventionist, interventionist and interactionalist

Question 28

non-interventionist (theory of child management behavior)

Answer 28

thinks that people are naturally striving to be good and want to improve, thus the teacher does not need to intervene regarding behavior issues because the child is trying to improve ; believe adults need to allow children as much room as needed so they can grow and improve naturally on their own

Question 29

interventionist (theory of child management behavior)

Answer 29

opposite of noninterventionists, they think by providing external stimulation, they can alter behavior and therefore control the individual’s actions

Question 30

Instructionalists (theory of child management behavior)

Answer 30

believe that action can be explained by analyzing the factors around the child ; growth occurs during the interaction between the child and society and by studying all the factors it is possible to understand and conceivably alter behaviors by altering factors

Question 31

Two types of assessments

Answer 31

Quantitative and Qualitative

Question 32

Quantitative

Answer 32

assessments that objectively measure a specific performance; good for objective measures of capabilities or knowledge of certain material ; most common assessments
ex: teacher created tests, standardized tests, rubrics

Question 33

Qualitative

Answer 33

assessments that describe a person, object, or activity; good for obtaining student feedback and assessing student's attitudes in the class 
ex: interviews, self-reflective surveys, and observational response questions

Question 34

positive reinforcement

Answer 34

presenting a stimulus in reaction to a behavior to increase the likelihood of that behavior

Question 35

Negative reinforcement

Answer 35

removing a stimulus in reaction to a behavior to increase the likelihood of a behavior

Question 36

positive punishment

Answer 36

presenting a stimulus in reaction to a behavior to decrease the likelihood of a behavior

Question 37

negative punishment

Answer 37

removing a stimulus in reaction to a behavior to decrease likelihood of the behavior

Question 38

Hardware

Answer 38

a computer and the associated physical equipment directly involved in the performance of data processing or communication functions

Question 39

Software

Answer 39

the programs, routines, and symbolic languages that control the functioning of the hardware and direct it operation

Question 40

Input/Output devices

Answer 40

devices that send information to and receive information from computers

Question 41

Networks

Answer 41

a system of computers that share information

Question 42

File

Answer 42

a collection of data

Question 43

Memory

Answer 43

the storage of information in the computer

Question 44

Virus

Answer 44

foreign computer program that runs against the owner’s desire and typically runs one or multiple programs

Question 45

Elkind’s Theory of Adolescent Egocentrism

Answer 45

adolescence go through a period of self absorption that leads to only being able to see the world through one’s own perspective; tendency to argue with parents

Question 46

Seriation

Answer 46

places objects in chronological order or series

Question 47

Global developmental delay

Answer 47

several developmental disabilities