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EDUC 1: CHILD AND ADOLESCENCE > FINALS REVIEWER > Flashcards

FINALS REVIEWER Flashcards

1
Q

Proponent of Stages of Moral Development

A

LAWRENCE KOHLBERG

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2
Q

Lawrence Kohlberg adopted and built on Piaget’s work, and set the groundwork for the present debate within psychology on _____________. Like Piaget, he believed that children form ways of thinking through their experiences which include understandings of moral concepts such as justice, rights, equality and human welfare.

A

KOHLBERG’S STAGES OF MORAL DEVELOPMENT

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3
Q

Moral reasoning is based on the consequence/ result of the act, not on whether the act itself is good or bad.

A

PRECONVENTIONAL LEVEL

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4
Q

Moral reasoning is based on the conventions or “norms” of society. This may include approval of others, law and order.

A

CONVENTIONAL

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5
Q

Moral reasoning is based on enduring or consistent principles. It is not just recognizing the law, but the principles behind the law.

A

POST-CONVENTIONAL LEVEL

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6
Q

Obedience is motivated by fear of punishment. He will act in order to avoid punishment.

A

PUNISHMENT / OBEDIENCE

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7
Q

One is motivated to act by the belief that one may obtain later. You scratch my back, i’ll scratch yours.

A

MUTUAL BENEFIT

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8
Q

One is motivated by what others expect in behavior – good boy, good girl. The reason acts because he/she values how he/she will appear to others. He/she gives importance on what people will think or say.

A

SOCIAL APPROVAL

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9
Q

One is motivated to act in order to uphold law and order. The person will follow the law because it is the law.

A

LAW AND ORDER

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10
Q

Laws that are wrong can be changed. One will act based on social justice and the common good.

A

SOCIAL CONTRACT

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11
Q

This is associated with the development of one’s conscience. Having a set of standards that drives one to possess moral responsibility to make societal changes regardless of consequences to oneself. Examples of personas are Mother Teresa, Martin Luther King, Jr.

A

UNIVERSAL PRINCIPLES

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12
Q

If Piaget designed specific tasks (Piagetian Tasks) to learn about the cognitive development of children, Kohlberg utilized ____________.

A

MORAL DILEMMAS (KOHLBERG DILEMMAS)

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13
Q

TRUE OR FALSE
Kohlberg identified six stages of moral, grouped into three major levels. Each level represents a significant change in the social-moral reasoning or perspective of the person.

A

TRUE

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14
Q

A deep emotional connection that an infant forms with his primary caregiver.

A

INFANT ATTACHMENT

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15
Q

If the person is absent, the baby feels __________.

A

DISTRESS

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16
Q

Attachment Theory was developed by _____________ and _____________ in the early 1950s studied the realms of attachment and bonding between an infant and his/her primary caregivers.

A

JOHN BOWLBY AND MARY AINSWORTH

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17
Q

It gives emphasis on the crucial and influential effect of attachment in an infant’s development as the basis for his or her coping mechanism, establishing relationships, and the formation of personality. In this theory, attachment refers to a relationship that surfaced over time.

A

ATTACHMENT THEORY

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18
Q

A phenomenon which involves physiological, emotional, cognitive and social processes.

A

ATTACHMENT

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19
Q

TRUE OR FALSE
The presence of the caregiver gives the feelings of safety and security for the infant. Upon building this relationship, the preference tends to remain stable and turn to attachment behaviour to a new strange person becomes more difficult.

A

TRUE

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20
Q

TRUE OR FALSE
Children will manifest different attachment styles which can determine their feelings of security or insecurities.

A

TRUE

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21
Q

Develops when the primary caregiver does not consistently respond in a warm and affectionate way to meet the needs of the infant.

A

INSECURE ATTACHMENT

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22
Q

This is characterized by emotional doubts in the child and physical resistance to the primary caregiver. Unfamiliar settings cause the infants to be hesitant to be separated with the primary caregiver and for them to display anxiety and distress.

A

RESISTANT ATTACHMENT

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23
Q

This type of insecure attachment is an active avoidance of the primary caregiver when the infant is upset. The babies readily want to explore and may be more affectionate with strangers rather than their own mother. The child manifests the desire to be distant from the primary caregivers.

A

AVOIDANT ATTACHMENT

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24
Q

This type of insecure attachment develops when the primary caregiver consistently fails to respond appropriately to their child’s distress, needs and feelings of fear. This leaves the child to be unsure of how the caregiver will respond to their needs which result in making the child’s instinct conflicted. They would like to seek support and security from the caregiver but they are also scared of them.

A

DISORGANIZED ATTACHMENT

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25
Q

• Attachment issues are problems that can be from mild that can easily be addressed to the most serious form.

• This disorder is a condition wherein the child is unable to establish healthy attachments with the primary caregiver.

A

REACTIVE ATTACHMENT DISORDER (RAD)

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26
Q

The key theme of this theory is that social interaction plays a very important role in cognitive development. He believed that individual development could not be understood without looking into the social and cultural context within which development happens.

A

VYGOTSKY’S SOCIO-CULTURAL THEORY

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27
Q

Vygotsky’s term for the appropriate assistance given by the teacher to assist the learner accomplish a task.

A

SCAFFOLDING

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28
Q

TRUE OR FALSE
Vygotsky worked on his theory around the same time as Piaget in between the 1920s and 30’ but they had clear differences in their views about cognitive development.

A

TRUE

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29
Q

PIAGET:
• Theory more individual
• Tasks focused heavily on how an individual’s cognitive development became evident through the individual’s own processing of the tasks.

VYGOTSKY:
• Theory more on social
• He gave more weight on the social interactions that contributed to the cognitive development of individuals.

A

SOCIAL INTERACTION

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30
Q

PIAGET:
• Believed that as the child develops and matures, he goes through universal stages of cognitive development that allows him to move from simple explorations with senses and muscles to complex reasoning.

VYGOTSKY:
• Looked into the wide range of experiences that a culture would give to a child.
• One culture’s view about education, how children are trained early in life all can contribute to the cognitive development of the child.

A

CULTURAL FACTORS

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31
Q

PIAGET:
• Opens the door for learners to acquire knowledge that others already have.

VYGOTSKY:
• “talking- to -oneself” is an indication of the thinking that goes on in the mind of the child. This will eventually lead to private speech.

A

LANGUAGE

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32
Q

A form of self-talk that guides the child’s thinking and action.

A

PRIVATE SPEECH

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33
Q

• When a child attempts to perform a skill alone, she may not be immediately proficient at it. So, alone she may perform at a certain level of competency.

• Zone of actual development.

A

ZONE OF PROXIMAL DEVELOPMENT

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34
Q

Competent adults or a more advanced peer, the child can perform at a higher level of competency.

A

MORE KNOWLEDGEABLE OTHER (MKO)

35
Q

As learners become more proficient, able to complete tasks on their own that they could not initially do without assistance, the guidance can be withdrawn.

A

SCAFFOLD AND FADE-AWAY TECHNIQUE

36
Q

• Theory presents child development within the context of relationship systems that comprise the child’s environment.

• It describes multipart layers of the environment that has an effect on the development of the child. Each layer is further made up of different structures

A

BIOECOLOGICAL SYSTEM

37
Q

_______________ Bioecological Model: Structure of Environment

A

BRONFENBRENNER’S

38
Q

The layer nearest the child. It comprises structures which the child directly interacts with. It includes structures such as one’s family, school and neighborhood.

A

MICROSYSTEM

39
Q

This layer serves as the connection between the structures of the child’s microsystem.

A

MESOSYSTEM

40
Q

This layer refers to the bigger social system in which the child does not function directly. This includes the city government, the workplace, and the mass media.

A

EXOSYSTEM

41
Q

This layer is found in the outermost part in the child’s environment.

A

MACROSYSTEM

42
Q

It covers the element of time as it relates to a child’s environments. This involves “patterns of stability and change” in the child’s life.

A

CHRONOSYSTEM

43
Q

The child is affected by the behavior and beliefs of the parents; however, the child also affects the behavior and beliefs of the parent.

A

BI-DIRECTIONAL INFLUENCES

44
Q

Bronfenbrenner’s theory reminds the school and the teachers of their very important role. if there is a lack of support, care and affection from the home, if there is a serious breakdown of the basic relationships in a child’s life.

A

THE ROLE OF SCHOOLS AND TEACHERS

45
Q

Human development begins from the conception and continues throughout the life of an individual. As an individual grows physically, other domains also develop. It is the reason why development is a complex process because an individual grows not only biologically but also his cognitive and socio-emotional aspects develop.

A

PHYSICAL AND MOTOR DEVELOPMENT

46
Q

This is the involuntary actions or movements. They can be spontaneous and occur as a normal activity of an infant while other reflexes can be considered as their response to the stimuli.

A

REFLEXES

47
Q

This reflex is initiated when something touches an infant’s mouth. This reflex of infants is strong that enables them to clasp into the bottle or breast.

A

SUCKING REFLEXES

48
Q

This reflex is evident when the infant’s cheek is stroked. The baby responds towards the direction where his cheek was touched and they open their mouth for feeding. This enables the baby to locate the breast or bottle to start feeding.

A

ROOTING REFLEX

49
Q

The strength of the babies is strong enough to grasp anything you will put in the palm. They can even support their whole weight in their grip.

A

GRIPPING REFLEXES

50
Q

Whenever the inner sole of the baby’s foot is touched, the infant responds by curling his or her toes. Also, when the outer sole of a baby’s foot is touched, their toes spread out.

A

CURLING REFLEXES

51
Q

Throwing their hands, their legs out and heads back are ways on how infants respond to the sudden sounds or movements. Most of the infants cry when they startle and pull their limbs back to their bodies.

A

STARTLE / MORO REFLEX

52
Q

This reflex is shown when the middle or lower back of an infant was stroked. Curving the infant’s body toward the side that is being stroked next to the spinal cord is a way of how the baby responds.

A

GALANT REFLEX

53
Q

This reflex is demonstrated in infants who are placed on their abdomens. Whatever side the head of the child is facing, the limbs on that side will straighten while the opposite limbs will curl. This is often called the fencing position.

A

TONIC NECK REFLEX

54
Q

It is also called the walking or dance reflex because the baby takes steps or dance when his or her feet touch a solid surface whenever he or she is held upright.

A

STEPPING REFLEX

55
Q

Witnessing the dramatic motor development of their babies gives them profound happiness even for accomplishing simple activities like lifting their heads, grabbing things or chasing a ball.

A

GROSS MOTOR SKILLS

56
Q

The ability to make movements using small muscles in our hands and wrist. Such movements come naturally which does not require a thinking process.

A

FINE MOTOR SKILLS

57
Q

Refers to dyspraxia and dysgraphia. These are learning disabilities that affect the learning process and become a barrier for children in achieving high rates in academic performance because of their inability to perform learning tasks.

A

DEVELOPMENTAL COORDINATION DISORDER (DCD)

58
Q

Movement and coordination disorder

A

DYSPRAXIA

59
Q

Inability to write coherently

A

DYSGRAPHIA

60
Q

The period of adolescence begins with biological changes of puberty and ends with the role and work of adult life. The specific age for this period varies from person to person but distinct phases have been identified. The advent of puberty may come early for some and late for some others. But everyone goes through these stages.

A

PHYSICAL DEVELOPMENT OF ADOLESCENCE

61
Q

A period of transitions in terms of physical, cognitive and socio-emotional changes, physical transition being particularly coupled with sexual transformation.

A

ADOLESCENCE

62
Q

This is manifested by a change in physical appearance.

A

PUBERTAL CHANGES

63
Q

• A more rapid rate of development (next to the speed of growth of the fetus in the uterus).

• Throughout life, the growth hormone conditions gradual increases in body size, and weight, but hormone flooding occurs during adolescence causing an acceleration

A

GROWTH SPURTS

64
Q

The series of hormonal changes accompanying puberty is complex.

A

SEXUAL MATURITY

65
Q

Recognized to be powerful highly specialized chemical substances that interact with bodily cells.

A

HORMONES

66
Q

Secreted by the anterior pituitary, which lies beneath the base of the brain and is situated approximately at the geometric center of the human head.

A

GONADOTROPIC HORMONES

67
Q

Are ovaries in the female and the testis in the male, are then stimulated by the gonadotropic hormones, in turn simulating their own hormones. When the male testis is stimulated by the gonadotropic hormones, testosterone is secreted, while estrogen is secreted when female ovary is stimulated.

A

GONADS

68
Q

Instinctively, adolescents become aware of changes in sexuality, thus undergoing a period of exploration and adjustment.

A

EXPLORATION

69
Q

Necessary for adolescent years are sufficient amounts of vitamin B12 (found in animal proteins), calcium, zinc, iron, riboflavin, and vitamin D. Magic diet schemes suggested by advertising and magazines to lose weight, give a radiant hair, whiten the skin, etc. should be met with caution.

A

ADOLESCENTS AND NUTRITION

70
Q

It’s important that adolescents feel confident about their body image. The physical features of the human body (facial looks, body size, color of skin, etc.) depend on genetic heritage which must generally be respected.

A

THE IDEAL BODY

71
Q

Among girls, physical changes are more dramatic, but perceptions of not being well developed as compared with their peers can be a cause for timidity or shyness, if not frustration.

A

PLUSES AND MINUSES IN EARLY OR LATE MATURATION

72
Q

A system of communication wherein the sounds can convey action and ideas.

A

LANGUAGE

73
Q

Language helps the child to communicate, to express and understand feelings. It also supports thinking and solving problems. Language enables the individual to develop and maintain relationships.

A

LANGUAGE DEVELOPMENT

74
Q

This comprises largely vowel sounds

A

COOING

75
Q

This comprises consonants and vowel sound or combination of the two.

A

BABBLING

76
Q

This is limited in both vowel and consonant and the consonants they utilized (Ingram, 1999 cited by Stenberg, 2003).

A

ONE-WORD UTTERANCES

77
Q

Two-word or three-word utterances with basic grammar together with prepositions and articles

A

TELEGRAPHIC SPEECH

78
Q

A “metaphorical organ” that is responsible for language learning. Like a heart that is responsible for pumping blood, this is programmed for learning the language, whatever language the child finds in his community (Chomsky).

A

LANGUAGE ACQUISITION DEVICE (LAD)

79
Q

The child is able to use words and gestures to express his thoughts and feelings.

A

EXPRESSIVE LANGUAGE

80
Q

Responsible to reach out to the other brain cell and make connections.

A

DENDRITES

81
Q

The main part of the brain deals with language processes.

A

BROCA’S AREA

82
Q

Involves a complex procedure and deals with information exchange between the left and the right side of the brain.

A

LANGUAGE ACQUISITION

83
Q

The place where the brain cells connect.

A

SYNAPSES

EDUC 1: CHILD AND ADOLESCENCE (10 decks)

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