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Praxis (PLT) Study Guide > The Psychosocial Development of Students > Flashcards

The Psychosocial Development of Students Flashcards

1
Q

Who proposed the staged of psychosocial development?

A

Erik Erikson

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2
Q

How many stages of psychosocial development are their?

A

8

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3
Q

Psycho social development theory

A

Crisis happens in each stage

the crisis either has the potential for a positive or negative impact.

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4
Q

The first stage is

A

Trust v. Mistrust and occurs from ages 0-18 months.

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5
Q

Trust: If nurtured and basic needs are met, children learn that others are dependable and reliable.
Mistrust: If there is lack of nurturing, children learn the world is unpredictable, undependable, and dangeroud

A

Stage 1: Trust v. Mistrust

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6
Q

What does stage one look like in the classroom?

A

Meet the students physical needs and provide physical affection at regular intervals.

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7
Q

Erikson’s second stage

A

Autonomy v. Shame and occurs from 18 months to 3 years

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8
Q

Autonomy: If encouraged to be self-sufficient, the child develops as an individual.
Shame: If there is too much demanded of the child and autonomy is not encouraged, shame and doubt is developed concerning their ability to handle their own problems.

A

Stage 2: Autonomy v. Shame

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9
Q

What does stage two look like in the classroom?

A

Provide consistent but reasonable discipline. Be a positive role model and encourage and allow students to do for themselves.

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10
Q

Erikson’s third stage

A

Initiative v. Guilt and occurs from age 3 to 6

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11
Q

Initiative: Giving them the independence to plan and complete activities, they learn to plan and take responsibility for their needs and activities.
Guilt: If their plans are discouraged, children develop guilt about what they needs and desires.

A

Stage 3: Initiative v. Guilt

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12
Q

What does stage three look like in the classroom?

A

Support their effort to plan and see activities through

helm them make realistic choices that consider others needs as well.

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13
Q

Erikson’s fourth stage

A

Industry v inferiority ages 6-16

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14
Q

Critical for building self esteem

industry: patterns of working hard persistence, and putting work before pleasure are rewarded, they take pride in accomplishments
inferiority: if punished or can’t meet expectations, begin to feel inferior, question abilities

A

Industry v. Inferiority

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15
Q

Erikson’s fifth stage

A

Identity v. Role Confusion ages 12-18

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16
Q

Forth stage in the classroom:

A

Provide opportunities to achieve recognition and praise as they produce things.

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17
Q

Fourth stage in the classroom:

A

Provide opportunities to achieve recognition and praise as they produce things.

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18
Q

Fifth Stage int the classroom

A

Treat the students as adults, challenge them with realistic goals, address and assist with identity issues.

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19
Q

When students believe they are the center of everyone’s attention.

A

Imaginary Audience.

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20
Q

The belief of teenagers that they are unlike anyone else

A

Personal Fable

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21
Q

Inability to commit to choices

A

Identity Diffusion

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22
Q

Making a commitment based on someone else’s choices.

A

Identity Foreclosure

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23
Q

Desire to make a choice but not now

A

Identity Moratorium

24
Q

committing to choices and consistently maintaining them.

A

Identity Achievement

25
Q

provide opportunities to explore belief systems and career options within a social context

A

students will begin to develop a sense of self.

26
Q

Developed the three levels of moral reasoning

A

Lawrence Kohlberg

27
Q

punishment avoidance: obedience is based on the individual, will disobey if they can avoid being caught.
exchange of favors: right and wrong defined by consequences for that individual. children recognize others have needs too.

A

Preconventional morality (level 1) ages 4-10

28
Q

good boy/ good girl: moral decisions based on what will please others. intentions are important
law and order: perceive rules to be inflexible and they have to obey them.

A

Conventional morality (level 2) ages 10-13

29
Q

social contract: rules represent agreement among many people. rules are considered to be flexible and inadequate
universal ethical principle: individual’s universal principles transcend rules. People follow their inner conscious.

A

Postconventional Morality (level 3)

30
Q

Establish firm, yet supportive, authoritative environment

A

Educational implications for moral development

31
Q

Help students recognize how their actions affect others

A

Educational implications for moral development

32
Q

Have students practice recognizing other’s emotions.

A

Educational implications for moral development

33
Q

Display and reward models of moral and pro-social behavior

A

Educational implications for moral development

34
Q

Discuss moral issues and dilemmas as they arise, daily, and in the curriculum

A

Educational implications for moral development

35
Q

provides: love, support, and consistency, with rules
creates: self confident, independent, and respectful child
teacher response: adopt authoritative style

A

Authoritative Parent

36
Q

Provides: little warmth, high expectation, and little regard for child’s opinion or needs
Creates: anxious, low self- confidence, and coercive
Teacher response: adopt authoritative style, provide warmth, and solicit, prospective.

A

Authoritarian Parent

37
Q

Provides: love, few expectations, no consequence
creates: anxious, low self-confidence, and coercive child
Teacher response: adopt authoritative style, high expectations, and consequences

A

Permissive Parent

38
Q

Provides: no emotional support, few expectations, little interest in child.
Creates: Low self control, absence of long- term goals, and disobedient child.
teacher response: adopt authoritative styles, emotional warmth, high expectations, and consequences.

A

Uninvolved Parent

39
Q 
Day Care
Divorce
Homelessness
Poverty
Abuse
A

Issues affecting social development

40
Q

Best staffed by teachers who have experience day care services
good day care advances cognitive and language development
children are more assertive, independent, and self-confident
children are less pleasant, polite and compliant

A

Day Care

41
Q

More absences and disruption

Deterioration in peer relationships, social behavior, academic competence

A

Divorce

42
Q

Higher rate of health problems
Developmental Delays, hunger, and poor nutrition
Depression, anxiety, and behavioral problems
Parent stress= poor parenting and possibility of violence
Educational underachievement
Teachers should assist in finding some type of stability

A

Homelessness

43
Q

More apt to drop out
Increased occurrence of pregnancy out of wedlock
Greater exposure to health risk

A

Poverty

44
Q 
underdeveloped physically
Poor hygiene
Developmental lags
injuries or improper care when injured
inappropriate attire
fear of adults
Desire to remain at school
poor school attendance
inappropriate sexual behavior for age
running away from home
A

Abuse

45
Q

Have high expectations, complete with support and encouragement

A

Academic Tools for Enhancing for Self Esteem

46
Q

Access student’s prior knowledge to ensure they have an adequate

A

Academic Tools for Enhancing for Self Esteem

47
Q

Design assignments with a step by step process so errors can be identified

A

Academic Tools for Enhancing for Self Esteem

48
Q

Encourage that errors assist with understanding

A

Academic Tools for Enhancing for Self Esteem

49
Q

Give students opportunities to revise and improve their work

A

Academic Tools for Enhancing for Self Esteem

50
Q

Establish rules for behavior at the beginning of the year

A

Social Tools for enhancing self-esteem

51
Q

Be consistent and fair with all students

A

Social Tools for enhancing self-esteem

52
Q

Seek opportunities to praise students

A

Social Tools for enhancing self-esteem

53
Q

Admonish students privately

A

Social Tools for enhancing self-esteem

54
Q

provide students with alternatives to undesirable behavior

A

Social Tools for enhancing self-esteem

55
Q

Design opportunities for positive student interaction

A

Social Tools for enhancing self-esteem

56
Q

Highlight talents or individual students to establish their value in the classroom.

A

Social Tools for enhancing self-esteem

Praxis (PLT) Study Guide (10 decks)

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