Unit 2

Question 1

Physical Development: Infancy

Answer 1

Birth to 2 years: Hold up head, roll over, reach for things, sit, crawl, begin to walk, increased coordination, manipulate objects with hands. By age 2 can feed themselves with hands, jump and run awkwardly, throw ball, use zipper, make tower of blocks.

Question 2

Physical Development: Early Childhood

Answer 2

2-6 years. Toddlers love to run, hop , tumble, play, swing, fine motor skills developing, can string beads, do jigsaw puzzles. By age 4 can print name, dress and undress self, eat with utensils.

Question 3

Physical Development: Middle Childhood

Answer 3

6-10 years. Slow, steady weight-gain, speed and coordination improve, begin organized sports, refinement of fine motor skills, improved handwriting, drawings more representational.

Question 4

Physical Development: Adolescence

Answer 4

10-18 years. Girls begin puberty earlier, boys grow taller, boys more muscular, Girls’ physical growth slows, boys physical growth continues, reach sexual maturity.

Question 5

Chomsky Language development

Answer 5

Theory of Universal Grammar–innate/biological; 4 stages: Babbling (birth to 11 months), One word/holophrastic (11 months to 1.5 years), Two word (1.5-2.5 years), and Telegraphic (2.5 years and older).

Question 6

Skinner language development

Answer 6

Operant conditioning and language development; Children learn language based on reinforcement, imitating, prompting, shaping, associating words with meanings, and correct utterances are positively reinforced.

Question 7

Vygotsky language development

Answer 7

Social approach to language development; Language develops through social interactions, children need interpersonal interaction, zone of proximal development (ZPD), scaffolding (temporary support), and private speech (talking to yourself).

Question 8

Who is Erikson?

Answer 8

He developed the eight stages of identity development (psychosocial)

Question 9

Trust vs Mistrust

Answer 9

Babies: Provide love, care food; need comfort and safety.

Question 10

Autonomy vs Shame & Doubt

Answer 10

Toddlers: Need for independence; me do stage; insist on doing things on own.

Question 11

Initiative vs Guilt

Answer 11

Preschool/Kinder: Exploration, asking lots of questions, trying new things on own

Question 12

Industry vs Inferiority

Answer 12

Elementary: Intellectual curiosity, school performance, need positive reinforcement, praise, avoid undue competition or criticism.

Question 13

Identity vs Role Confusion

Answer 13

Adolescents: Develop sense of self, influenced by other’s reactions, peers important, social role models important.

Question 14

Intimacy vs Isolation

Answer 14

Young Adults: Best friends and soulmates, developing relationships, sense of self.

Question 15

Kohlberg?

Answer 15

Studied moral development and created the stages of moral thinking and reasoning.

Question 16

Preconventional

Answer 16

All about me. Doesn’t understand concept of rules, just follows. Avoid punishment, stay out of trouble. Receive reward, privileges, favors. Being obedient.

Question 17

Conventional

Answer 17

All about rules or laws. Rules are set and unchangeable, black and white view of rules. Respect authority or policy. Be good citizen or student. Maintain social conventions, social order.

Question 18

Postconventional

Answer 18

All about others. Rules or laws are flexible depending on context or situation. Obeys laws for the good of society. Considers people’s reasons for breaking rules or laws before judging or punishing. May break rules or laws to protect others or to protect rights.

Question 19

Jean Piaget’s Theory

Answer 19

Include four stages of mental development. Focusses not just on acquired knowledge, but understanding the nature of intelligence.

Question 20

Sensorimotor Stage

Answer 20

Birth to 2 years. The infant knows the world through their movements and sensations
Children learn about the world through basic actions such as sucking, grasping, looking, and listening
Infants learn that things continue to exist even though they cannot be seen (object permanence)
They are separate beings from the people and objects around them
They realize that their actions can cause things to happen in the world around them

Question 21

Preoperational Stage

Answer 21

2-7 years. Children begin to think symbolically and learn to use words and pictures to represent objects.
Children at this stage tend to be egocentric and struggle to see things from the perspective of others.
While they are getting better with language and thinking, they still tend to think about things in very concrete terms.

Question 22

Concrete Operational Stage

Answer 22

7-11 years. During this stage, children begin to thinking logically about concrete events
They begin to understand the concept of conservation; that the amount of liquid in a short, wide cup is equal to that in a tall, skinny glass, for example
Their thinking becomes more logical and organized, but still very concrete
Children begin using inductive logic, or reasoning from specific information to a general principle

Question 23

Formal Operational Stage

Answer 23

12 years and up. At this stage, the adolescent or young adult begins to think abstractly and reason about hypothetical problems
Abstract thought emerges
Teens begin to think more about moral, philosophical, ethical, social, and political issues that require theoretical and abstract reasoning
Begin to use deductive logic, or reasoning from a general principle to specific information

Question 24

Zone of Proximal Development

Answer 24

The level of development just above where a learner is currently functioning.

Question 25

Bandura

Answer 25

Concluded that we watch and learn (action over words) he believed in three models of learning and had four steps.

Question 26

Bandura’s three models

Answer 26

1. Live: demonstrates a behavior in a person. 2. Verbal: does not perform the behavior, but explains or describes it. 3. Symbolic: Can be fictional or real people who demonstrate behaviors in books, TV, movies, video games, or internet sources.

Question 27

Bandura’s Four Steps

Answer 27

1. Attention: be focused. 2. Retention: remember what you observed. 3. Reproduction: perform the behavior observed and committed to memory. 4. Motivation: Need to want to copy the behavior.

Question 28

Vicarious Reinforcement

Answer 28

When you see positive reinforcement with the model and you are more motivated to copy.

Question 29

Vicarious Punishment

Answer 29

When you observe the model being punished you are less motivated to copy.

Question 30

Prosocial (positive) Models

Answer 30

Encourage socially acceptable behavior.