Theories of Growth and Development

Question 1

How do contemporary developmental psychologists view human development?

Answer 1

As a dynamic interplay of genetic, biological, environmental, and cultural factors

Question 2

Erik Erikson’s Psychological Development Theory (Each stage is a need/CRISES that needs met in order to grow cognitively)

Answer 2

1. Trust/Mistrust (love, care, comfort, safety) - Birth - 12 Mos
2. Autonomy/Shame & Doubt (“Me Do” stage, need for - independence, insist on doing things on their own) 1-3 Years
3. Initiative/Guilt (exploration, trying new things on their own, asking questions) 3-6 Years
4. Industry/Inferiority (intellectual curiosity, school performance, needs positive reinforcement/praise) 6-12 Years
5. Identity/Role Confusion (Develop sense of self, influenced by other’s reactions, peers most important) 12-19 Years

Question 3

Piaget’s Cognitive Development Theory (Interaction With Environment)

Answer 3

1. Sensorimotor - sucking, grabbing, listening, crawling, learning through movement and senses (Birth-2 Years)
2. Pre-operational - play and pretend, symbolic thinking, focus on one aspect at a time, prelogical thought (2-7 Years)
3. Concrete Operational - Need concrete, hands-on experiences, mental reversal - balloons inflate and deflate, they’re the same - sorting, conservation, factual and logical thought (7-11 Years)
4. Formal Operational - abstract, critical thinking, predict, metaphors, higher order thinking and reasoning (12+ Years)

Question 4

Sensory Exploration

Answer 4

involves activities that engage the senses - touch, sight, hearing, smell, and taste - helping children explore and understand the world around them

Question 5

Cognitive Transition

Answer 5

Transition from the sensorimotor stage to the pre-operational stage marked by a mastery of object permanenceo

Question 6

Social Transition

Answer 6

18 Months old - transition from crisis of trust v. mistrust to the crisis of autonomy v. shame/doubt - marked by desire to accomplish daily tasks by themselves

Question 7

Sensorimotor Stage

Answer 7

Infants 0-2 years old explore through senses and actions, laying cognitive functions and understanding object permanence

Question 8

Preoperational Stage

Answer 8

Between ages 2 and 7 years old think symbolically, using symbols to represent words, objects, images, individuals

Question 9

Initiative V. Guilt Stage

Answer 9

between ages 3 and 6 years old display increased assertiveness by taking lead in play and engaging in social interactions more actively

Question 10

Fine Motor Skills

Answer 10

involve tiny muscles working with the brain and nervous system to control movements in areas like the hands, fingers, lips, tongue, and eyes

Question 11

Egocentric

Answer 11

Demonstrating a cognitve inclination where individuals find it challenging to acknowledge perspectives beyond their own

Question 12

Piaget’s Conservation

Answer 12

understanding that certain properties of objects remain the same despite the changes in their appearance (Ages 5-6 Kindergarten)

Question 13

Industry v. Inferiority

Answer 13

Erikson’s - feedback, positive reinforcement (Ages 5-12), starting to understand themselves better and taking on new tasks, growing sense of competence

Question 14

Concrete operational stage (Piaget)

Answer 14

Ages 7-11, thinking becomes more logical, organized and systematic; understanding of reversibility, classification, and conservation

Question 15

Reversibility

Answer 15

capacity to mentally reverse actions or procedures (blowing up a balloon, deflating it)

Question 16

Classification

Answer 16

ability to group objects or ideas into categories based on common traits (Comprehension and organization of their surroundings)

Question 17

Erikson’s Identity v. Role Confusion

Answer 17

12-17 Years - exploring and shaping personal identity (personal beliefs, values, goals, etc.) - aims to understand themselves better and where they fit into the world

Question 18

Formal Operational Stage (Piaget)

Answer 18

12-17 years - thinking becomes more abstract, complex, and organized, imagine hypothetical situations, use deductive reasoning

Question 19

Learning Theories

Answer 19

1. Behaviorism - teacher-directed / basic skills and mastery
2. Cognitivism - memory, comprehension, thinking processes
3. Constructivism - student-centered, interactive learning, building from personal experience

Question 20

Constructivism

Answer 20

States that children learn through doing hands-on experiences

Question 21

Social Constructivism

Answer 21

Adds that children learn from social interaction and observation during the learning process

Question 22

Behaviorism

Answer 22

Focuses on observable actions and responses

Question 23

Cognitivism

Answer 23

Emphasizes thinking and problem-solving

Question 24

Classical Conditioning (Behaviorism)

Answer 24

(Pavlov, dogs, bell) children learn by making connections

Question 25

Operant Conditioning (Behaviorism)

Answer 25

(Skinner) behaviors are strengthened or weakened through reinforcement (positive or punishment)

Question 26

Behaviorism Learning Theory

Answer 26

- Memory hard-wired by repeated experiences - Create measurable learning outcomes - Studies measurable observable behaviors repeated until automatic - guide students in mastering set of predictable skills/behaviors

Question 27

Mental Schemas (Cognitivism)

Answer 27

frameworks that help organize and interpret information

Question 28

Cognitivism Learning Theory

Answer 28

- Memory is about encoding, storage, and retrieval - Learning and structural and computational - existing schema, previous experiences and influencers of learning - best with problem-solving, reasoning, and clear objectives - Transfer by duplicating knowledge constructs of learner

Question 29

Creating

Answer 29

Generating original solutions or ideas based on learned information

Question 30

Remembering

Answer 30

Recalling key facts or information related to a topic

Question 31

Applying

Answer 31

using knowledge in real-world contexts or to solve problems

Question 32

Bloom's Taxonomy (Cognitivism)

Answer 32

framework that classifies educational objectives into six categories: 1. remembering 2. understanding 3. applying 4. analyzing 5. evaluating 6. creating

Question 33

Evaluating

Answer 33

involves making judgments based on criteria and standards

Question 34

understanding

Answer 34

requires explaining ideas or concepts in your own words

Question 35

Analyzing

Answer 35

entails breaking information into parts to explore understandings and relationships

Question 36

Information Processing Theory (Cognitivism)

Answer 36

cognitivism focuses on understanding mental processes, while information processing compares how human brains work to how computers work - provides clues about how learners encode, manipulate, and retrieve information

Question 37

Learning Techniques

Answer 37

involves strategies like retrieval and meaningful encoding to move information to long-term memory

Question 38

Self-Directed Learning (Constructivism)