The Child and Adolescent Flashcards
In this stage, the _______ shows limited amounts of motion.
Newborn
The __________ learns to develop responses to any external stimulus. He/she exhibits the grasp reflex, wherein he/she grasps any object that is placed on his/her hand. You may try to put your finger on his/her hand, he/she could reach for it and grasp it. The newborn also shows the startle reflex, where he/she reacts to any loud noise or to sudden movements.
newbom
The term “variation” refers to the variation of movements that _______ produce during motor development. As infants experiment through trial and error with all different movements, this experience provides vital input for the developing nervous system.
Infant
Variation helps develop a repertoire of efficient functional movements and allows for variability, which is knowing what movement to do in a certain situation. Limited variation and variability can be indications of abnormal motor development.
At this stage, the _______ shows many new developmental abilities. At three to six months, he/she starts to move about more. The ________ is able to control his/her head and start playing with his/her hands and legs. After months, he/she respond to his/her name when called, sit up without support, and then start to stand with support. This age is also when he/she starts to babble. The _______ learns to turn to the side and eventually learns to sit. After nine months, he/she may start crawling. He/she also shows more dexterity in his/her fingers and can pick up objects by pinching them with his/her thumbs. He/she would develop control over his/her hands before having control of his/her feet. He/she would later be able to stand and then start to learn how to walk with support.
Infant
By this time, the ______ can walk by himself/herself. His/her language skills develop and is now capable of communicating his/her wishes with words. He also learns how to say “no.” At this stage, he/she continues to go through emotional development and learns to regulate his/her emotions.
Toddler
Learning routines like dinnertime routines and bedtime routines would help prepare ___________ for routine tasks they would be learning when they start school.
Toddler
At this stage, most children enter schools and receive formal learning. The teacher plays a big role in a child’s life starting from this stage. This time, many children transition from home to school, move through different preschool levels, and then transition to elementary level.
Preschooler
The _________ develops both gross motor skills and fine motor skills. Gross motor skills are the movements of large muscles, like walking, running, or jumping. Fine motor skills refer to tiny muscle movements that are precise, like writing, drawing, cutting. or sewing. He/she shows great interest in arts and crafts, drawing, and writing.
preschooler
__________ in the brain is the ability to see, hear, or become aware of something through our senses (sight, hearing, touch, smell, and taste). It is an outcome of complex functions of the nervous system. The capacity for perception is essential for good motor control. It is dependent on normal brain growth and the development of the sensory nervous system. The ability to recognize sensory stimuli is the basis for understanding, learning, and knowing how to react. This plays a major role in cognitive development as well as socioemotional development, which will be discussed in the succeeding units of this module
Perception
The ___________in motor development. Motor development moves in a cephalocaudal pattern (from head to foot). Babies start to be able to control their eyes to track an object, then later, are able to move their head from side to side. Babies learn to control the trunk of their body before they can master their extremities. Motor development also progresses in a proximodistal fashion (from center of the body outward to the extremities).
Patterns
He is responsible for the sociocultural theory. The key contribution of his theory is the emphasis on the role of social interactions in cognitive development. His other contributions are the concept of Zone of Proximal Development (ZPD), and the use of scaffolding, language, and private speech
Lev Vygotsky (1978)
He emphasized the role of social and cultural influences on cognitive development. He believes social interaction with others contributes to constructivism. He says culture determines what students learn, how they learn it, and what materials are available to learn it. Cultural values and customs actually dictate what is important to learn.
Lev Vygotsky
Heproposed that private speech in children correlates with rates of social interaction. He said that when children are raised in mentally stimulating and language stimulating environments, the earlier these children engage in private speech. He observed this in children from higher socioeconomic status (SES) compared to those in low SES.
Vygotsky (1987)
He says that if a child acts on his/her own, he/she f permanent mental models, as opposed to when a child is told the facts, he/she mo Just memorize them in a superficial way.
(Piaget, 1970)
He is the theorist behind Discovery Learning. This is where a student is given opportunities for problem-solving, and where they are required to draw from past experiences and current knowledge to discover facts, relationships, and new knowledge
Jerome Bruner (1990)
He was said to be influenced by the theory of Lev Vygotsky, acknowledging the role of the teacher, language, and instruction. He agrees that social interaction plays an important role in learning. He believes that the different problem-solving processes, that each student goes through, varies in each person
Jerome Bruner
It is a theory that says knowledge is constructed through interaction with others. They believe that knowledge is constructed, not merely applied, just like cognitive constructivism, but they take into account the influence of the social interactions and cultural context, learning in a collaborative process.
Social constructivism
It is the states that knowledge is actively constructed by leamers based on their cognitive capacities, relative to their stage of cognitive development. Learning is an active process of assimilation and accommodation. Learning is an active, contextual, personal process of constructing knowledge rather than a passive acquisition of knowledge.
Cognitive Constructivism
Constructivism has 5 types what is it?
Individual Cognitive Constructivism (Piaget)
Social Constructivism (Dewey, Vygotsky)
Radical Constructivism (von Glasersfeld)
Cultural Constructivism (Hutchinson)
Critical Constructivism (Fluery)
Constructivism (von Glasersfeld)
He is known as the philosophical founder of cognitive constructivism. He did not believe in repetitive, rote memorization of facts. He thinks learning should be “directed living” where learners engage in real-world, practical experience where they can demonstrate what they know through creativity and collaboration.
John Dewey (1933/1998)
He is known for his Theory of Cognitive Development and Developmentally Appropriate Practice, discussed in the previous lesson. Another implication of his theory of cognitive development is the Constructivist Teaching.
Jean Piaget (1972)
Recall that he proposed that children progress through a sequence of four stages in cognitive abilities as they grow. He also proposed that learners cannot be forced to learn key cognitive tasks if they are not yet ready. or if they have not reached particular stages in cognitive development.
Jean Piaget (1972)
You would believe something new if it is connected or if it fits into your existing concepts. Later on, you might find out that the little “facts,” as you have always believed, were actually not true. It would be easy to believe that all homeless people are “lazy,” all children who do not have good grades in school are “lazy,” or the people who live in third world countries are “lazy.” These are very much connected to your previous beliefs.
Connectedness
it was mentioned that a person learns things by integrating them with interpretive resources that would make him/her understand things in a certain way. However, that same person may have other, and not just one, interpretive resources and may interpret things in another way. The teacher may have started with a different example or a different language, or the person may have had a family problem or a fight at home or along the way to school, or had an encounter with a bully just before class, or sometimes, had seen something on TV that contradicts or complements what the teacher is saying
Multiplicity
This is all about having things that are implied but not necessarily plainly expressed. So much of what we know is implied without being stated, and that is important.
Implicitness
It is the stage of (0 to 2 years) At this stage, the infant learns about the world using its senses (hearing, smell, sight, touch, taste) and through hit her actions, starting with the reflexes, then moving around and exploring his/her environment. This is why children at this age do not just look at things, but they also touch, smell, listen to, and taste them, most of the time putting things into their mouth.
Sensorimotor
The child begins to use imitation, memory, and thought. At this stage, they recognize people, texture, objects, sights, and emotions. By 4 months old, the infant becomes aware of things beyond its own body, then later on learns to do things intentionally. With an increase in mobility, there is a consequent increase in cognitive development
Sensorimotor
During this stage, the infant lives in the present. It seems not to have any mental picture in its memory for objects, so that to him/her, when he cannot see an object, that object ceases to exist. This is why when you hide a toy even in his/her presence, the infant will not look for it. This is also why the game of “peek-a-boo” seems very interesting to children this age. Later on, at about 8 months, the infant will realize that objects still exist even when hidden. This cognitive ability is called __________. The child at this stage will also move from mere reflex actions to goal-oriented activity. Other cognitive abilities that would develop at this stage are self-recognition, deferred imitation, and representational play
object permanence
In this stage of (2 to 7 years). By this stage, the toddler incorporates language in his/her understanding of the world. He/she acquires the ability to internally represent the world through language and mental imagery
Preoperational
At this stage, the child will have difficulty seeing other people’s point of view. The child’s thinking starts out as “egocentric” or centered on the child’s own view of the world. Later on, he/she will develop from egocentric speech (“I,” “me,” “myself,”name of child) to “socialized speech.
Preoperational
This theory of cognitive development presents how a child creates a mental model of the world. He believes that cognitive intelligence is not a fixed trait, but rather a process which occurs as a child’s biological maturation and his/her interaction with the environment
Jean Piaget’s (1936, 1950) theory of cognitive development
This theory is focused on the development rather than the process of learning specific information or specific behaviors. In his observations of children, Piaget noticed discrete stages of cognitive development, marked by distinct differences and not a gradual increase in complexity of behaviors or ideas.
Jean Piaget’s (1936, 1950) theory of cognitive development
This theory is focused on the development rather than the process of learning specific information or specific behaviors. In his observations of children, Piaget noticed discrete stages of cognitive development, marked by distinct differences and not a gradual increase in complexity of behaviors or ideas.
Jean Piaget’s (1936, 1950) theory of cognitive development
He believes that children organize what they learn from experience, and interaction with the physical environment is critical for cognitive development. Piaget observed that children think in different ways at different age levels, and that cognitive development occurs in stages controlled by maturation. He believes everyone passes through these stages, although there may be individual differences in the rate at which we go through them. He identified four stages of mental growth, which build on each other. The age range specified are more or less the average age each child would reach each stage.
Piaget
What is Cognitive stages of Jean Piaget?,
Sensorimotor Stage (Birth- 2yrs old)
Preoperational Stage (2-7 years old)
Concrete Operational Stage (7 to 11 years)
Formal Operational Stage (11 years and older)
Is is the period of rapid brain change. During this time with the influx of hormones, the brain becomes very sensitive to new experiences, like rewards, novelty, and social experience. In short, they become interested in new things and in new people. Their emotions get very active but the networks involved in emotion regulation and impulse control are not yet well developed until later in their 20s. So we have a situation where there is a lot of impulsivity and emotional arousal at this stage in life, yet the ability to regulate that arousal is not yet developed. The challenge is the fact that at this stage, the adolescents are exposed to many new things that can potentially lead to negative consequences.
Adolescence
What can go wrong in brain development?
We know that brain development is affected by things and events in the environment. Brains are not just formed, they are also built over time based on one’s experiences. Positive interaction between young children and their caregivers builds the foundation of a developing brain. Exposure to a smiling, loving caregiver or parent can affect brain development.
This means that there is iteration or repetition. As we go through life, we constantly build up our interpretive resources so we can make sense of the world. If you are a beginner, you try to use your interpretive resources to make sense of new things based on what you already know. That may mean your trend of thought is only in one direction. If you are an expert in one area, you can learn information very effectively. However, if you have a misconception and this is not corrected from the very start, you may have a difficult time trying to change the direction of your thoughts, because you might push for your misconception again and again.
Learning is iterative.
According to Constructivists, there are four dimensions to changing misconceptions, what are them:
acceptance,
connectedness
multiplicity
implicitness
We may know some things exist without believing in them, like folk tales or superstitions. We know that they are out there but we do not believe them. For instance, the superstition that if you break a mirror, it means seven years bad luck, or if you sit under a certain tree, you will get pregnant. We may know certain things but may not be committed to it. We do not necessarily believe it. However, some people are really committed to these.
Acceptance.
What are the 3 types of Information Processing?
Sensory memory
Working memory
Long-term memory
It assumes that knowledge is stored as cognitive symbols or symbolic mental constructions known as schema. The mental processes therefore try to facilitate symbol connection.
Cognitivism
It consider the mind to be like a computer, analyzing or processing information that gets in, and this causes certain outcomes.
Cognitivists
Is is a theoretical framework for understanding the mind that gained popularity in the 1950s. it was a response to Behaviorism’s sole emphasis on observable outward behavior without emphasizing cognition.
Cognitivism
the acquisition of knowledge and skill by mental or cognitive processes. Cognitivists share with behaviorists the belief that the study of learning should be objective, and learning theories should be developed from empirical research. In contrast to behaviorism, Cognitivism is less concerned with outward behaviors, and more concerned with inner processes or inner mental activities to understand how people learn. The results of watching, touching, or experiencing are major points in cognitive learning.
Cognitivism
According to the _________, learning happens through a process of taking in information they receive through the senses, organizing and storing the information, and retrieving it to form new meanings when needed
cognitive theory
This is from six to 12 years of age. In schools, the child is in the “primary school,” “elementary” or “grade school,” and “middle school. Physical growth is steady and gradual up until puberty. In puberty, another growth spurt occurs, with developmental maturation. Between the ages of six and 10 years, children grow in height for about 2 inches per year, slightly slower than the previous stage. Then when puberty hits, there is the most growth in height. In weight, there is also a rapid growth spurt; there is also a gain, with an average of 30 pounds for girls and 52 pounds for boys. Bone development continues.
School age
This is from 13 to 18 years. Although some children start puberty before the teen years, we will discuss more on puberty at this stage. Teenagers go through drastic physical, cognitive, and emotional changes during this stage. This is when identity and personality develop.
During teens, girls develop at a younger age than boys. Girls start puberty between ages 9 and 13, while boys start puberty around 11 to 14. Girls who start puberty grow to be much taller than boys who have not started puberty. In other words, their growth spurt happens earlier. The peak increase in height
Adolescent
According to constructivists, there are three key words in the nature of learning what are them :
incremental,
interpretive,
iterative.
Learning is _________ because active and deliberate learning requires focus in our working memories, and this has a very limited capacity. Therefore, w can process only a limited amount of material at a certain time. If someone is talking too fast, we do not get to catch everything he/she is saying. We learn things in chunks of information.
Learning is incremental
learning is ___________. Therefore, meanings are not directly communicated in words, gestures, symbol drawings, or other representations. Most often, language is a very convenient way of communication, especially if someone speaks the same language as we do. We often take it for granted and assume that this works all the time. But sometimes, this is not the case
learning is interpretive
Constructivists have four guiding principles, which are:
(1) Learning is a search for meaning. A learner must start with an issue in which learners are actively trying to construct meaning,
(2) Meaning requires understanding of the wholes and parts, studying both the big picture and analyzing the details, focusing on primary concepts and not isolated facts;
(3) Teachers must understand the mental models learners use to perceive the environment and what assumptions they make to support those mental models;
(4) Learning is when a learner individually constructs his/her own meaning from an experience
What are the 4 types of Constructivism Learning Model?
Concrete Experience
Observation and Reflection
Forming abstract concepts
Testing in new situations
In ________, the learner actively constructs his/her knowledge, making connections between existing schema (or knowledge) and his/her personal experiences. As a person experiencing something new, he/she internalizes it through his/her past experiences and previously established constructs
constructivism
What is Constructivism?
Constructivism is a learning theory that says learners construct knowledge instead of just receiving information passively. This happens when people make meaning or make sense from experience. As people experience the world. they reflect upon these experiences, creating their own representations and incorporating the new information with preexisting schemas or knowledge (or what they already know), as well as preexisting feelings, preferences, prejudices, fears, intuitions, biases, misconceptions, and so on.
There are implications for teaching other than behavior modification and classroom management. Teachers can model correct behaviors and provide extrinsic motivation to increase or maintain classroom engagement or participation of students.
Implications of Behaviorism for Teaching.
He suggested that the effect of reinforcement is not on learning but on the motivation to engage in a certain behavior, which was learned by other means. He was starting to introduce memory and representation, which he called “intervening variables.” These variables cannot be measured directly, but can be measured indirectly by deducing behavior. This is shown in his experiments on “latent learning”, where rats were placed in a maze, in which they seemingly memorized where to go and not to go, in order to get the food at the end of the maze. The rats that were given food each time they go through the maze were moving through the maze faster than those who were not rewarded at all.
Cognitive Behaviorism. Edward C. Tolman (1929, 1930, 1948)
What is Latent Learning?
Latent learning is learning that shows up later. This means you can know things without acting upon them. This also means that learning can happen without reinforcement and learning does not necessarily mean a change of behavior.
He believed that organisms can create “cognitive maps” or “representations” of their world. This theory moved away from pure behavior and allowed the start of our understanding of mental ability and cognition.
Tolman
refers to the process of modification of early cells and structures to achieve a specific structure that has a specific function
Differentiation