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2 - THE CHILD AND ADOLESCENT LEARNING PRINCIPLE > UNIT 3 - PART 1 > Flashcards

UNIT 3 - PART 1 Flashcards

1
Q
  • He proposed this theory that accounts for the steps and sequences of children’s intellectual development.
A

Jean Piaget (1896-1980)

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2
Q

The theory Jean Piaget (1896-1980) created.

A

Cognitive Learning Theory

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3
Q

_______ occurs through the interaction of innate capacities and environmental events.

A
  • Cognitive development
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4
Q
  • Two Major Principles that guide intellectual growth and biological development:
A

o Organization
o Adaptation

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5
Q
  • refers to the mind’s natural tendency to organize information.
A

Organization

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6
Q

(simplest level) mental representation of some physical or mental action that can be performed on an object, event, or phenomenon.

A

o Schema

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7
Q
  • building mental representation through direct interaction.
A

Adaptation

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8
Q

Adaptation refers to building mental representation through direct interaction. This happens through:

A

Assimilation
Accommodation

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9
Q

cognitive process of fitting new information into existing cognitive schemas, or ideas, and understanding.

A

o Assimilation

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10
Q

 Support/similar

A

Assimilation

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11
Q

it involves altering and modifying one’s existing cognitive schemas, or ideas, as a result of new information or new experience in order to adapt.

A

o Accommodation

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12
Q

 Change

A

o Accommodation

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13
Q
  • All mental processes involve ______ and ______-
A

assimilation and accommodation.

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14
Q
  • Piaget believed that all children try to strike a balance between assimilation and accommodation which is achieved through ________
A

equilibration.

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15
Q
  • Children go through Four Distinct Stages:
A
  1. Sensorimotor Stage
  2. Preoperational Stage
  3. Concrete Operational Stage
  4. Formal Operational Stage
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16
Q
  • Infant’s knowledge of the world is limited to his or her sensory perceptions and motor activities.
A

SENSORIMOTOR STAGE (BIRTH – 2 YEARS OLD)

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17
Q

a child’s understanding that objects continue to exist even though they cannot be seen or heard.

A
  • Object Permanence
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18
Q
  • Babies utilize skills and abilities they were born with to learn more about the environment:
A

(looking, sucking, grasping, and listening).

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19
Q

SENSORIMOTOR STAGE (BIRTH – 2 YEARS OLD)

Towards the end of this stage the _________ begins to appear where children show in their play that they can use one object to stand for another.

A

general symbolic function

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20
Q

SENSORIMOTOR STAGE (BIRTH – 2 YEARS OLD)

____ starts to appear because they realize that words can be used to represent objects and feelings.

A
  • Language
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21
Q

SENSORIMOTOR STAGE (BIRTH – 2 YEARS OLD)

  • The child begins to be able to store ______ that it knows about the world, recall it and label it.
A

information

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22
Q
  • Children in this stage is characterized as egocentric.
    o Cause: limited information/processing capabilities.
A

PREOPERATIONAL STAGE (2 – 7 YEARS OLD)

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23
Q

PREOPERATIONAL STAGE (2 – 7 YEARS OLD)

_____ development is one of the highlights of this period.

A
  • Language
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24
Q

PREOPERATIONAL STAGE (2 – 7 YEARS OLD)

  • Children become increasingly adept (highly skilled) at using symbols or _____-
A

(Pretend play).

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25
Q

PREOPERATIONAL STAGE (2 – 7 YEARS OLD)

  • They lack ____ and law of ________-.
A

seriation

conservation

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26
Q

Their thinking is influenced by the way things appear rather than logical reasoning.

A

PREOPERATIONAL STAGE (2 – 7 YEARS OLD)

27
Q

PREOPERATIONAL STAGE (2 – 7 YEARS OLD)

Infants at this stage also demonstrate ______. This is the tendency for the child to think that non-living objects (such as toys) have life and feelings like a person.

A

animism

28
Q
  • They begin to think logically about concrete events but have difficulty in understanding abstract or hypothetical concepts.
A

CONCRETE OPERATIONAL STAGE (7-11 YEARS OLD)

29
Q

CONCRETE OPERATIONAL STAGE (7-11 YEARS OLD)

  • Children gain a better understanding of ___________ (seriation and law of conservation).
A

mental operations

30
Q

CONCRETE OPERATIONAL STAGE (7-11 YEARS OLD)

  • Elimination of _______-
A

Egocentrism.

31
Q
  • Uses inductive logic (based on experience).
A

CONCRETE OPERATIONAL STAGE (7-11 YEARS OLD)

32
Q
  • Trial and error
A

CONCRETE OPERATIONAL STAGE (7-11 YEARS OLD)

33
Q
  • The stage is called _______ because children can think logically much more successfully if they can manipulate real (concrete) materials or pictures of them.
A

concrete

34
Q
  • Children at this stage will tend to make mistakes or be overwhelmed when asked to reason about abstract or hypothetical problems.
A

CONCRETE OPERATIONAL STAGE (7-11 YEARS OLD)

35
Q
  • Uses deductive logic (involves hypothetical situations).
A

FORMAL OPERATIONAL STAGE (11 YEARS OLD AND UP)

36
Q
  • Develop the ability to think about abstract concepts.
A

FORMAL OPERATIONAL STAGE (11 YEARS OLD AND UP)

37
Q

FORMAL OPERATIONAL STAGE (11 YEARS OLD AND UP)

  • Instead of relying solely on previous experiences, children begin to consider _______ and _______ of actions.
A

possible outcomes and consequences

38
Q
  • Systematically solve a problem.
A

FORMAL OPERATIONAL STAGE (11 YEARS OLD AND UP)

39
Q

 Within the classroom, learning should be _______ and accomplished through active discovery learning.

A

student-centered

40
Q

 The role of the teacher is to _____ learning, rather than direct tuition.

A

facilitate

41
Q

 Because Piaget’s theory is based upon biological maturation and stages, the notion of ________ is important. This concerns when certain information or concepts should be taught.

A

Readiness

42
Q

 Children should not be taught certain _____ until they have reached the appropriate stage of cognitive development.

A

concepts

43
Q

 Educational programs should be designed to correspond to ___________-. Children in the concrete operational stage should be given concrete means to learn new concepts e.g., tokens for counting.

A

Piaget’s stages of development

44
Q

 Devising situations that present useful problems and create _________ in the child.

A

disequilibrium

45
Q

 Focus on the process of _______, rather than the end product of it. Instead of checking if children have the right answer, the teacher should focus on the student’s understanding and the processes they used to get to the answer.

A

learning

46
Q

 ________ . Learning must be active (discovery learning). Children should be encouraged to discover for themselves and to interact with the material instead of being given ready-made knowledge.

A

Child-centered approach

47
Q

 Accepting that children develop at ________ so arrange activities for individual children or small groups rather than assume that all the children can cope with a particular activity.

A

different rate

48
Q

 Using active methods that require rediscovering or reconstructing ___________

A

“truths.”

49
Q

 Using ________-, as well as individual activities (so children can learn from each other).

A

collaborative

50
Q

He proposed that children are born with elementary mental abilities (attention, sensation, memory and perception) and that higher mental functions develop from these through the influence of social interactions.

A

LEV VYGOTSKY (1896-1934)

51
Q
  • Looked into the fundamental role of socio-cultural interaction in the development of cognition.
A

Social Development Theory

52
Q
  • Placed more emphasis on ________- (social interaction) to the process of development.
A

social contributions

53
Q

o Vygotsky argued that _________ could only develop through the interaction with more advanced others.

A

higher mental abilities

54
Q
  • The interactions with others significantly increases not only the quantity of information and the number of skills a child develops, it also affects the development of _______- such as formal reasoning.
A

higher order mental functions

55
Q
  • Vygotsky proposed that children are born with __________ (attention, sensation, memory and perception) and that higher mental functions develop from these through the influence of social interactions.
A

elementary mental abilities

56
Q

______ – is Vygotsky’s term for methods of thinking and problem-solving strategies that children internalize through social interactions with the more knowledgeable members of society.

A
  • Tools of intellectual adaptation
57
Q

 the distance between a student’s ability to perform a task under adult guidance and/or with peer collaboration and the student’s ability solving the problem independently.

A

ZONE OF PROXIMAL DEVELOPMENT

58
Q

3 parts of the zone of proximal development (inner to outer layer)

A

What I can do
What I can do with help
What I can’t do

59
Q

supports the child while learning.

A
  • More Knowledgeable Other (MKO)
60
Q

supporting the learner’s development and providing support structures to get to the next stage.

A
  • Scaffolding
61
Q
  • Assisted learning
A
  • Assisted learning
62
Q

Because Vygotsky asserts that cognitive change occurs within the zone of proximal development, instruction would be designed to reach a developmental level that is just above the ___________

A

student’s current developmental level.

63
Q

Vygotsky’s theories also feed into the current interest in __________, suggesting that group members should have different levels of ability so more advanced peers can help less advanced members operate within their ZPD.

A

collaborative learning

2 - THE CHILD AND ADOLESCENT LEARNING PRINCIPLE (8 decks)

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