Unit 2 Flashcards
Maslow’s Heirarchy of needs
1-physiological 2-safety 3-love and belonging 4-esteem 5-cognitive 6-aesthetic 7-self-actualization 8-transcendence
puberty effects of school performance
heightened emotions, unpredictable responses, rejection of authority.
poor performance IF their self-esteem is low.
students respond to reward systems (teacher can utilize feedback)
infancy
0-2, learn via sensory-motor
early childhood
2-6, improved motor functions, active, can manipulate objects and print name
middle childhood
6-10, gain weight and height slowly, adult teeth, participate in groups, representational drawings, improved coordination
adolescence
10-18, rapid growth, puberty, hormones impact behavior, view themselves as adults, reach sexual maturity
4 stages of cognitive development (paiget)
sensory motor, per-operational stage, concrete operational stage, formal operational stage
sensory-motor stage
0-2, learn through movement and sensation, object permanence, cause and effect
pre-operational stage
2-7, begin symbolic thinking (drawing), egocentric, think in concrete terms
concrete operational
7-11, logical thinking, understand conservation, concrete thinking, inductive logic (one circumstance leads to a general rule)
formal operational stage
12+, abstract thinking, hypotheticals, think about moral, philosophical, and political issues, deducive logic (general rules applied to specific issues)
Paiget’s view on childhood development
children think differently than adults, there are biological developmental stages, interacting with environment challenges schema, learning occurs individually
Vygotsky’’s theory of cognitive development
children learn through the Zone of Proximal Development. Scaffolding can expands achievements. large focus on language
schema
preconceived notion
Vygotsky’s view on language (3)
Social speech, Private speech, and Internal speech
social speech
to others
Private speech
language that they’ve heard adult use (self-control, EX: “hands to yourself”)
internal speech
self-dialog
using Piaget in the classroom
use students natural curiosity to challenge schemas, use students motivations to drive lessons. (use plastic coins to learn how to add and subtract money)
using vygotsky in the classroom
zone of proximal development. teachers (scaffolds) can show examples
Erikson
6 stages of psycho-social development
trust vs mistrust
erikson
0-1, trust is learned when adults meet a child’s needs.
if not it leads to anxiety, fear, and mistrust
autonomy vs shame and doubt
erikson
1-3, by exploring their world they learn they can control their actions on their environment, independence = autonomy.
without it leads to feelings of shame and doubt, lack of confidence
initiative vs guilt
erikson
3-6, initiating activities, planning, and achieving goals = confidence and purpose.
without it there are feelings of guilt
industry vs inferiority
erikson
6-12, kids compare themselves to others. this either leads to pride or feelings of inadequacy
identity vs role confusion
erikson
12-18, develop sense of self. without “trying on” different selves they may feel confused about their future
intimacy vs isolation
erikson
20-40, with a sense of self established they can find someone to spend their life with. without a sense of self they have trouble maintaining relationships
erikson’s 3 types of observational learning
live, verbal, and symbolic
social learning theory
both the environment and cognitive factors interact to influence human learning and bahavior
Erikson’s view of psychosocial development
emphasizes the importance of observing, modelling, and imitating the behaviors, attitudes and reactions of others
