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PRAXIS 5024/PRAXIS 5205 > Teaching Young Children PRAXIS 5024 > Flashcards

Teaching Young Children PRAXIS 5024 Flashcards

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1
Q

Sensorimotor Stage

A

the first stage of Piaget’s Theory of Cognitive Development, occurring from birth to two years, in which the world is experienced through objects

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2
Q

Jean Piaget

A

theorist known for his theory of cognitive development

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3
Q

Conservation

A

understanding that things can stay the same in quantity even if their appearance changes

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4
Q

Emotional Domain

A

area of development related to processing and understanding feelings

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5
Q

Concrete Operational Stage

A

the third stage of Piaget’s Theory of Cognitive Development, occurring from 7 years old to adolescence, in which children begin to think logically and use inductive reasoning

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6
Q

Stages of Development (Erickson)

A

Learning theory developed by Erickson - people must pass through eight life stages to fulfill their potential. Failure to complete any phase will hinder their ability to continue growth with success, Trust vs. Mistrust: 0 - 1 ½ years, Autonomy vs. Shame/Doubt: 1 ½ - 3 years, Initiative vs. Guilt: 3 - 5 years, Industry vs. inferiority: 5-12 years, Identity vs. Role Confusion: 12-18 years, Intimacy Vs. Isolation: 18-40 years, Generativity vs. Stagnation: 40-65 years, Ego Integrity vs. Despair: 65+ years

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7
Q

Negative reinforcement

A

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

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8
Q

Maria Montessori

A

Italian physician and educator who founded the Montessori method, Maria Montessori believed that children construct their own learning through hands-on interaction with the environment

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9
Q

Equilibration

A

the force that drives cognitive development

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10
Q

Vicarious Reinforcement

A

the idea that learning can occur by observing the consequences of a behavior

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11
Q

Aesthetic Domain

A

area of development related to appreciation of nature and beauty

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12
Q

Accommodation

A

When : existing schemas cannot be applied to new objects or situations, and must therefore be adapted and revised

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13
Q

Migrant Students

A

students from families who move often for seasonal fishing or agricultural work

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14
Q

Constructivist approach

A

Based on the belief that humans construct knowledge and meaning from their experiences; Activities are interactive and student-centered.

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15
Q

Non-verbal response

A

a way to communicate without speaking, The teacher taught the students the non-verbal response of setting their pencils down when they were ready for the next question.
Punishment: a penalty given in response to a behavior

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16
Q

Social Domain

A

includes making and maintaining healthy relationships and accepting differences in others.

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17
Q

Disequilibrium

A

occurs when a child cannot use existing schemas to comprehend new information, A child moves to a new country. The new classroom rules are difficult to assimilate on top of the previous classroom rules.

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18
Q

Inductive Reasoning

A

generalizing knowledge from one area to another, If a random sample of a population shows a correlation in improved health with a new drug, it can be induced that the drugs will be helpful for others in the population.

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19
Q

social development

A

Interactions with people or the environment

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20
Q

Transient Students:

A

students who change schools frequently

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21
Q

Assimilation

A

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

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22
Q

Sensory domain

A

area of development related to touch, smell, taste, movement, balance, sight, and hearing, The sensory domain encompasses children’s skills in relation to recognizing and interpreting sensory stimuli.

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23
Q

Spiraling

A

a method of planning lessons that builds upon prior knowledge, based on the constructivist theory

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24
Q

Symbolic Function

A

a sub-stage of the preoperational stage of cognitive development, occurring from age 2-4, in which children can imagine objects in their minds that are not currently in front of them

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25
Q

Theory of Multiple Intelligences

A

eight different and distinct forms of intelligence, which cannot be numerically measured or expressed

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26
Q

Primary Mental Abilities

A

7 factors used to identify intelligence

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27
Q

Behavior Intervention Plan

A

a plan for improving behavior that impedes learning as determined in the Functional Behavior Assessment (FBA) process

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28
Q

Intrinsically Motivated

A

students draw their motivation from the learning process itself

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29
Q

Cooperative play

A

Playing with peers by creating rules or guidelines for the activity together; ages 4 and up

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30
Q

Comprehensible Input

A

Information that can be understood despite language barriers. Legally required to be provided to all ELL students under statute set by Lau vs. Nichols.

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31
Q

Autonomy

A

A student’s ability to self-govern or self-motivate

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32
Q

Multiple-Factor View of Intelligence

A

Considering an individual’s intelligence level by looking at a variety of areas.

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33
Q

Attention (behavior function)

A

a behavior function (or variables that could affect a child’s behavior)- notice given from an adult or peer

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34
Q

Culturally Responsive Teaching

A

an approach that recognizes the importance of including students’ cultures in all aspects of learning

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35
Q

Escape behavior function

A

a behavior function (or variables that could affect a child’s behavior)- removal of aversives

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36
Q

Scaffolding

A

a method of teaching that involves gradually removing aids when teaching new concepts

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37
Q

Tactile Methods

A

Lessons using materials for students to touch and handle.

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38
Q

Cultural / Individual Stereotypes

A

General assumptions made about individuals or groups, sometimes based on information that is not correct or incomplete.

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39
Q

Associative play:

A

Playing with peers in a loosely-organized manner; ages 3-4 years

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40
Q

Triarchic Theory of Intelligence

A

a multiple-factor view of intelligence in 3 areas: analytics, creativity, and practicality

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41
Q

Student Engagement

A

the level of attention and interest students demonstrate while learning

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42
Q

Theory of General Intelligence

A

intelligence is a general cognitive ability that can be measured and expressed

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43
Q

Tangible (behavior function)

A

a behavior function (or variables that could affect a child’s behavior)- access to items/activities

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44
Q

Automatic (behavior function)

A

a behavior function (or variables that could affect a child’s behavior)- self-stimulating

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45
Q

Montessori method

A

education model developed by Maria Montessori; based on the concept of children constructing their own knowledge through interacting with the environment

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46
Q

Literature Circles

A

A strategy in which a teacher organizes students into small groups to discuss a common text

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47
Q

Conjectures

A

guesses without proof while doing mathematics

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48
Q

Friedrich Froebel

A

German educator credited with the founding of kindergarten

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49
Q

Phonics / Graphophonemic Principle

A

Using the relationship between symbols (letters and words) and sounds of a language to read and write

50
Q

Hundred Languages of Children

A

concept associated with the Reggio Emilia approach that focuses on encouraging children’s natural self-expression

51
Q

Reggio Emilia Approach

A

approach to early childhood education developed by Loris Malaguzzi and named for the area of Italy in which it began

52
Q

Symbolic Stage / Representational Stage

A

Drawing pictures or symbols to represent numbers in an equation

53
Q

Child Find

A

a legal requirement that schools evaluate any child that it suspects may have a disability and who may be entitled to special education services

54
Q

Early Childhood Special Education (ECSE)

A

a service that provides special education support in public schools for students ages 3-5

55
Q

Exceptional Student Education (ESE)

A

The services offered at schools to children with disabilities. Helps each child with a disability progress in school and prepare for life after school. ESE services include specially designed instruction to meet the unique needs of the child.

56
Q

Curriculum Coordinator

A

a district-level staff responsible for helping teachers purchase and/or develop their curriculum to meet specific goals.

57
Q

Horizontal team

A

collaboration of teachers from different content areas at the same grade level

58
Q

Vertical Team

A

collaboration of teachers from different grade levels

59
Q

Project-Based Learning (PBL) Activity

A

Activity in which students create a solution or investigation in response to a problem

60
Q

Local Education Agency (LEA)

A

the education agency responsible for the school

61
Q

Professional Development

A

opportunities for teachers to learn, earn, or maintain professional credentials by attending conferences, taking classes, or participating in workshops

62
Q

Review of Existing Data (REED)

A

a mandated review of all existing evaluation data including the initial evaluation, any re-evaluations, classroom observations, and standardized testing to determine if dismissal of services is necessary

63
Q

504 plan

A

the accommodations provided to a student who has an impairment that significantly impacts their life

64
Q

Individuals with Disabilities Education Act (IDEA)

A

The law mandating that all students with disabilities must receive a free and appropriate education that is tailored to their needs and abilities

65
Q

Response to Intervention (RtI):

A

a process to monitor and measure student progress in the general education curriculum after instructional intervention is provided

66
Q

Free Appropriate Public Education (FAPE)

A

an educational right of all children to receive instruction tailored to their needs at no cost to their family by the local education agency (LEA)

67
Q

Didactic Teaching:

A

teachers provide the information through a lecture or other method of direct teaching, and students practice new skills independently

68
Q

Mnemonics

A

the first letter of objects are used to create a word or sentence that is easier to memorize

68
Q

Long-term memory

A

Remembering events that occurred more than a few minutes ago

69
Q

Cognitive Modeling

A

students who perform well above grade-level expectations in one or multiple areas

70
Q

Semantic Encoding

A

Processing information by associating it with a story or meaning

71
Q

Interdisciplinary Learning:

A

relating to more than one curriculum area

72
Q

Short-term memory

A

Remembering events that occurred within the last few minutes

73
Q

Thematic Unit

A

a unit that has an overarching, uniting idea or topic, and incorporates skills into that theme. It can be within one subject area or support cross-curricular instruction.

74
Q

Differentiated instruction

A

teaching that offers multiple options for learning the material based on different student needs and learning styles

75
Q

Zone of proximal development

A

A chart that shows what tasks a learner can do independently, can do with assistance, and cannot do

76
Q

Absence of bias

A

Material based on common situations that all students will have encountered and that will not trigger an emotional response.

77
Q

Miscue - Pause

A

when the reader stops briefly either before or in the middle of a word

78
Q

Congruent Assessment

A

an assessment that tests the learning outcomes described in the learning objectives

79
Q

Progress Monitoring

A

periodic assessments to monitor student growth and evaluate the effectiveness of instruction

80
Q

Authentic Assessment

A

assessments that measure a student’s intellectual accomplishments through a significant and meaningful task

81
Q

Curriculum-Based Assessments

A

testing the curriculum being taught

82
Q

Norm-Referenced Tests

A

Tests that compare an individual’s performance/achievement to a group called the “norm group.

83
Q

Summative Assessments:

A

Given at specific points in time in order to determine what students know and don’t know. Summative assessments are generally formal.

84
Q

Appropriate Level

A

leveled to where the content was taught when considering depth and difficulty

85
Q

Diagnostic Assessment / Pre-Assessment

A

Assessment administered before instruction to determine students’ strengths and weaknesses

86
Q

Universal Screener

A

An assessment administered to all students to gather data and form groups, such as intervention groups

87
Q

Informal assessments

A

More flexible than formal assessments and can be adjusted to fit the situation and particular needs of the student being tested

88
Q

Summative Assessments

A

Assessment of learning. Given at specific points in time in order to determine what students know and don’t know. Summative assessments are generally formal.

89
Q

Miscue

A

an incorrect guess of a word when reading

90
Q

Curriculum-Based Assessments

A

testing the curriculum being taught

91
Q

Quantitative Assessments

A

assessments that objectively measure a specific performance

92
Q

Miscue - Repetition

A

when the reader repeats a word or group of words in the text

93
Q

Clarity of language

A

does not contain ambiguous pronouns, words at too high a vocabulary level, or slang terms

94
Q

Miscue - Self-Correction

A

when the reader recognizes and corrects an error

95
Q

Miscue - Substitution

A

when the reader replaces the word in the text with a different word

96
Q

Formative assessments

A

Assessment for learning. Usually mid-instruction assessment with the purpose of assessing student progress and informing the teacher so instruction can be altered as needed.

97
Q

Miscue - Omission

A

when the reader skips over a word or group of words in the text

98
Q

Loris Malaguzzi

A

psychologist who founded the Reggio Emilia Approach

99
Q

Piaget’s Theory of Cognitive Development

A

theory that attempts to explain the sequence of children’s intellectual development by separating childhood into four stages: sensorimotor, preoperational, concrete operations, and formal operations

100
Q

Formal Operational Stage

A

the final stage of Piaget’s Theory of Cognitive Development, occurring from 12 years old and beyond, in which people can use deductive reasoning to think abstractly and solve complex problems

101
Q

Intuitive Thought

A

a sub-stage of the preoperational stage of cognitive development, occurring from age 4-7, in which children begin to reason and ask questions to learn more

102
Q

Schema

A

an organized way of viewing the world and using this organization to incorporate new knowledge

103
Q

Preoperational Stage

A

the second stage of Piaget’s Theory of Cognitive Development, occurring from 2-7 years old, in which children think egocentrically and symbolically
Physical Domain: focuses on physical changes and growth in size and strength and includes both fine and gross motor skills

104
Q

Jerome Bruner

A

psychologist credited with developing the constructivist approach to human development

105
Q

Language and Literacy Domain

A

area of development related to expressing ourselves to communicate with others, The language and literacy domain encompasses children’s skills in reading, writing, speaking, interpreting sounds, and communicating thoughts.

106
Q

Object permanence

A

the idea that an object exists, even if it is not in sight

107
Q

Equilibrium

A

occurs when a child can assimilate most new information by adapting their previous understanding

108
Q

LRE, least restrictive environment

A

kids who get special education should be in the same classrooms as other kids as much as possible. LRE isn’t a place — it’s a principle that guides a child’s education program. The LRE for each child may look different because kids are unique.

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PRAXIS 5024/PRAXIS 5205 (5 decks)

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