by jaceta


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Piagets Cognitive Developmental Stage
Sensory Motor Pre Operational Concrete Formal Operational
Sensory Motor
0-1 children relate to objects and people through their sensors and motor skills object permanence child lives in here and now
Pre Operational
2-7 Kindergarten through first grade egocentric problem solve reason dominated by perception think conservation
Concrete
7-11 Elementary School - uses logic to solve problems - reversibility in thought - inferential thinking - quantitative reasoning understands conversations
Formal Operational
11+ applied logical principles to solve more hypothetical and abstract problems
Assimilation
generalizing what has been learned to other situations
Accomadations
modifying metnal schemes in response to demands to the enviornment
Bronfrenbrenner's Ecological Theory
Macro- culture media Exo- neighbors and legal system Meso- all in between parents work Micro- parents, teachers, siblings
Bandura's Social Learning
people not only learn through reinforcers but through observation and modeling as well 4 requirments for people to learn attention retention reproduction motivation
Erikson's Theory of Development
Trust vs. Mis trust Autonomy vs. Shame and Doubt Initiative vs. Guilt Industry vs. Inferiority Inditity vs. Role Confusion
Trust Vs. Mistrust
0-1 predict and depend on ones own behavior attachment to the caregiver is important
Autonomy vs. Shame and Doubt
2-3 realizing that they can control ones behaviors doing things for ones' self
Intitiative vs. Guilt
3-6 taking initiative to play active independance
Industry vs. Inferiority
Elementary school years success in school or failure leads to self efficacy satisfying activities in one's own life
Identity vs. Role Confusion
High school determining ones own identity strong ego peer relationships
Freud Stages of Development
Oral Anal Phallic Latency Genital
Vygotsky
two kinds of categories in which students learn concepts and functions social and personal
Zone of Proximinal Development
the independant level that a student can progressively achieve
Scaffolding
providing just enough support to help the student progress to thier goal
Egocentric/communitcative speech
exterman speech that we hear children using
Reciprocal Teaching
teachers fade from teaching as children gain more and master a skill, student try to imitate what the teacher has modeled teacher should give constructive feedback
Thorndike
associative bonds between situations and responses Law of Exercise, use and disuse
Bloom's Taxonomy
Knowledge Comprehension Application Analysis Synthesis Evaluation
Maslow's Needs
Physiological Safety Love and Belonging Esteem Sefl Actualization
Kohlberg's Moral Development
Preconventional- avoid punishment Conventional- adhere by social norms and expectaions Post Conventional- high moral ethics personal beliefs
Constructivist Theory
putting skills together build upon what they know
Empiricists
peoples minds are blank slates, children's natural biological endowment allows them to form associations between things that they perceieve though thier senses
Nativists
we are born with concepts of causality, time, space and in order to make sense of stimulation that makes no inherent sense
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