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Psychology for Educators – C913 (complete) > Chapter 3 (study) > Flashcards

Chapter 3 (study) Flashcards

1
Q

Extremely active
Need frequent rest stops
Larger muscles are more developed than those that control fingers and hands
Hand-eye coordination still developing
Bodies are flexible and resilient
Gender differences do not emerge until Kindergarten

A

Physical Characteristics of pre-school and kindergartners

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2
Q

Friendships typically form and dissolve quickly, maybe longer lasting if shared interests and empathy.
Play activities contribute to social, emotional, and cognitive development, and should be encouraged.
Children show preferences for gender for play peers and for pair vs group play.
Awareness of gender roles and gender typing is evident

A

Social Characteristics of pre-school and kindergartners

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3
Q

Tend to express their emotions freely and openly, with anger bursts being frequent
Jealously among classmates is fairly common
Tend to have much affection for their teacher and seek approval

A

Emotional Characteristics of pre-school and kindergartners

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4
Q

Begin to develop a theory of mind
Become quite skillful with language
Overestimate competence for a particular task
Competence is encouraged by interaction, interest, opportunities, and signs of affection, all of which are characteristics of an authoritative parenting style.

A

Cognitive Characteristics of pre-school and kindergartners

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5
Q

Establish limits and explain reasons for restrictions, encouraging, warm and affectionate.

A

Authoritative

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6
Q

Makes demands and wield power, failure to take into count child’s view, lack of warmth

A

Authoritarian

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7
Q

Disorganized and inconsistent, allow children to make own discussions and make few demands of children

A

Permissive

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8
Q

Make no demands, do not respond to emotional needs of children

A

Rejecting-neglecting

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9
Q

Extremely active and need breaks like recess, which enhances cognitive functioning
Need rest, become fatigued easily
Large muscle control is still superior to fine coordination
May have difficulty focusing on small print objects
Tend to be extreme in their physical activities
Bone growth is not yet complete

A

Physical Characteristics of Primary grades 1-3

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10
Q

Become somewhat more selective in their choices of friends and are likely to have more permanent friends
Like organized games but might become overly concerned with rules
Quarrels are still frequent

A

Social Characteristics of Primary grades 1-3

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11
Q

Children are sensitive e to criticism and ridicule and may have difficulty adjusting to failure
Most are eager to please the teacher
Become sensitive to feelings of others

A

Emotional Characteristics of Primary grades 1-3

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12
Q

Understand there are different ways to know things and that some ways are better than others
Begin to understand that learning and recall are caused by cognitive process they can control
Talking aloud to oneself (Private Speech), reaches a peak between ages 6 and 7

A

Cognitive Characteristics of Primary grades 1-3

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13
Q

Awareness and monitoring of ones processes
7-8 year old children realize that learning and memory arise from cognitive processes
They begin to realize when they are not comprehending material

A

Meta-cognition

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14
Q

3 year old children begin to be aware of the differences thinking about something and actually experiencing it
Age 4 they begin to realize that thoughts may be false
Actions of people are based on how they think the world is, rather than how it actually is

A

Theory of mind

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15
Q

Children become leaner and stronger
Obesity can become a problem
Gender difference in motor skills performance are apparent
Period of relative calm and predictability in physical development

A

Physical Characteristics of Elementary grades 4-5

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16
Q

Peer group becomes powerful and begins to replace adults as the major source of behavior standards
Friendships become more selective and gender based
Organized play continues to contribute to social, emotional and cognitive development

A

Social Characteristics of Elementary grades 4-5

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17
Q

Develop a more global, integrated, and complex self image that is composed of a self description, self esteem and self concept
Disruptive family relationships, social rejection and school failure may lead to delinquent behavior

A

Emotional Characteristics of Elementary grades 4-5

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18
Q

More developed, integrated and stable than in the primary years and is a self portrait of ones self

A

Self Image

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19
Q

Can think logically, although such thinking is constrained and inconsistent
On simple memory tasks, children this age can preform as well as adolescents and adults
Within more complex memory tasks, the performance of children this age is limited

A

Cognitive Characteristics of Elementary grades 4-5

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20
Q

Physical growth tends to be rapid and uneven, producing early maturing and late maturing patterns of development
Pubertal development is evident particularly all girls and many boys
Concern and curiosity about sex are almost universal

A

Physical Characteristics of Adolescents 6-8 grade

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21
Q

Characteristics of Adolescents: Self confident, high self esteem, most likely to be chosen as leader

A

Early Maturing boys

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22
Q

Characteristics of Adults: Self confident, cooperative, responsible, sociable, rigid, moralistic, humorless and conforming

A

Early Maturing boys

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23
Q

Characteristics of Adolescents: Energetic, bouncy, given to attention getting behavior, not popular, lower aspirations for educational achievement

A

Late Maturing boys

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24
Q

Characteristics of Adults: Impulsive, assertive, insightful,, perceptive, creatively playful, able to cope with new situations

A

Late Maturing boys

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25
Q

Characteristics of Adolescents: not popular or likely to be leaders, indifferent in social situations, lacking poise

A

Early maturing girls

26
Q

Characteristics of Adults: Self possessed, self directed, able to cope, likely to score high in ratings of psychological health

A

Early maturing girls

27
Q

Characteristics of Adolescents: Confident, outgoing, assured, popular, likely to be chosen as leaders

A

Late maturing girls

28
Q

Characteristics of Adults: Likely to experience difficulties adapting to stress, likely to score low overall in psychological health

A

Late maturing girls

29
Q

The development of interpersonal reasoning leads to greater understanding of the feelings of others
The desire to conform peaks at this age

A

Social Characteristics of Adolescents 6-8 grade

30
Q

View of adolescents as a period of “storm and stress” is exaggerated
nevertheless, some students experience anxiety, low self esteem and depression
Often self conscious and self centered as a result of the continue influence of egocentric though
School programs can help students develop more mature social and emotional skills

A

Emotional Characteristics of Adolescents 6-8 grade

31
Q

Students need a classroom environment that is open, supportive and intellectually stimulating
Self efficiency becomes an important influence on intellectual and social behavior

A

Cognitive Characteristics of Adolescents 6-8 grade

32
Q

How capable people believe they are at a task or behavior

A

Self-efficacy

33
Q

Most reach physical maturity and virtually all attain puberty
Many are sexually active, but the long term trend is down
Birthrate for unmarried adolescents has fallen, yet is still high
Sexually transmitted diseases are still to high

A

Physical Characteristics of Adolescents High school

34
Q

Parents and other adults are likely to influence long range plans, peers are likely to influence immediate status
Girls seem to experience greater anxiety over friendships than boys do
Many students have jobs after school, can be beneficial and detrimental

A

Social Characteristics of Adolescents High school

35
Q

Many psychiatric disorders appear or become prominent, eating disorders, substance abuse, schizophrenia, depression, suicide and homicide
Most common emotional disorder is depression, higher in girls and students of color

A

Emotional Characteristics of Adolescents High school

36
Q

Become increasingly capable of engaging in formal thought but may not use this ability
between ages of 12-16, political thinking becomes more abstract, liberal and knowledgeable

A

Cognitive Characteristics of Adolescents High school

37
Q

What should preschool and kindergarten teachers keep in mind about gender differences in physical development?

a. Girls’ physical characteristics and skills develop at a faster rate than boys’.	
b. Boys’ physical characteristics and skills develop at a faster rate than girls’.	
c. Whatever physical differences exist between boys and girls are small.	
d. Boys should be encouraged to develop their gross motor skills and girls should be encouraged to develop their fine motor skills.
A

c. Whatever physical differences exist between boys and girls are small.

38
Q

Free play activities are less important than academic learning in early childhood education.

a. True
b. False

A

b. False

39
Q

What happens when a child develops a “theory of mind”?

a. The child believes that others can read his or her mind.	
b. The child can use language to express his or her thoughts.	
c. A child believes that thinking about something is the same as experiencing it.	
d. A child can interpret surprises, secrets, tricks, and mistakes.
A

d. A child can interpret surprises, secrets, tricks, and mistakes.

40
Q

How can adults encourage preschool children to make the most of their abilities?
Choose 4

a. Interact with the child in a variety of loving ways.
b. Show interest in what the child does and says.
c. Limit behaviors with corporal punishment.
d. Provide opportunities to experience many things.
e. Urge the child to try to achieve mature and skilled types of behavior.

A

a. Interact with the child in a variety of loving ways.
b. Show interest in what the child does and says.
d. Provide opportunities to experience many things.
e. Urge the child to try to achieve mature and skilled types of behavior.

41
Q

What has cognitive development research found about the idea of academic instruction replacing recess?

a. Free play is a waste of academic instructional time.	
b. Children need more time to read and write than to play.	
c. Physical free play facilitates cognition and learning.	
d. Children will fidget more in class after recess.
A

c. Physical free play facilitates cognition and learning.

42
Q

Should primary grade teachers routinely criticize students for poor quality work?

a. Yes, because it will motivate other students to do their best work.	
b. No, because students of this age have difficulty adjusting to failure.	
c. Yes, because it will help students get used to criticism.	
d. No, because parents may file a lawsuit.
A

b. No, because students of this age have difficulty adjusting to failure.

43
Q

In what fundamental way does the thinking of primary grade children differ from that of preschool and kindergarten children?

a. There is no real difference between these two age groups.	
b. Primary grade students are more inclined to draw conclusions about experiences by relying on concrete evidence.	
c. Primary grade students are more inclined to draw conclusions about experience by relying on a personal theory.	
d. Preschool and kindergarten children are more likely to use inner speech as a way to draw conclusions about the world.
A

b. Primary grade students are more inclined to draw conclusions about experiences by relying on concrete evidence.

44
Q

How are gender differences reflected in elementary grade children’s motor skills?
choose 3

a. The differences are relatively small.
b. Boys excel at activities that involve large muscle movement.
c. The differences are quite large.
d. Girls excel at activities that involve flexibility and balance.
e. There are no differences.

A

a. The differences are relatively small.
b. Boys excel at activities that involve large muscle movement.
d. Girls excel at activities that involve flexibility and balance.

45
Q

What typically characterizes elementary students’ cognitive abilities?

a. the preoperational stage of cognition	
b. performing simple memory tasks as well as adults	
c. performing complex memory tasks like elaboration	
d. understanding sarcasm, metaphor, and allegory
A

b. performing simple memory tasks as well as adults

46
Q

Which statement best reflects the concept of self-esteem?

a. “I am eleven years old.”	
b. “I believe I am a worthwhile person.”	
c. “I have a hard time making friends.”	
d. “I am tall for my age.”
A

b. “I believe I am a worthwhile person.”

47
Q

Why might middle school students be reluctant to engage in classroom debate?

a. Students of this age are not very interested in class discussions or debates.	
b. Adolescents place a high value on social conformity.	
c. Middle school students would rather hear what the teacher has to say.	
d. Adolescents are too self-absorbed.
A

b. Adolescents place a high value on social conformity.

48
Q

According to Selman’s stages of interpersonal reasoning, most middle school students would be in the Social and Conventional System Taking stage, meaning:

a. they don’t reflect on their own thoughts or those of others.	
b. their understanding of social interactions is limited to particular circumstances.	
c. they understand how social interactions might affect those directly involved as well as others.	
d. they can adopt a third-person view of social interactions.
A

c. they understand how social interactions might affect those directly involved as well as others.

49
Q

What are typical goals for middle school social and emotional learning programs?
Choose 4

a. recognizing and managing emotions
b. making strong connections with religious institutions
c. adopting realistic goals and sound decision-making
d. understanding how others think and feel
e. creating positive relationships and getting along with others

A

a. recognizing and managing emotions
c. adopting realistic goals and sound decision-making
d. understanding how others think and feel
e. creating positive relationships and getting along with others

50
Q

You notice that a girl in your high school class often cries at inappropriate times and excuses herself from class, pleading headaches and fatigue. What approach could you use to try to reach this student?

a. Tell her to act more maturely.	
b. Focus on providing her with positive learning experiences.	
c. Call her parents to complain about her attitude.	
d. Recommend literature about adolescent depression.
A

b. Focus on providing her with positive learning experiences.

51
Q

How might an elementary school teacher use technology to help children overcome the limitations of egocentrism?

a. Use a photography app that helps children view and alter their images.	
b. Require students to use computers to type autobiographies.	
c. Have students exchange opinions with cross-country peers via videoconference.	
d. Have students use tablets to write essays that express their own opinions.
A

c. Have students exchange opinions with cross-country peers via videoconference.

52
Q

Why should children in preschool and kindergarten have time to run, jump, and climb?

a. Running, jumping, and climbing build appetites for lunch.	
b. Preschool children have good body control and enjoy activity.	
c. Boys need to develop their fine motor skills.	
d. Girls need to catch up with boys in gross motor development.
A

b. Preschool children have good body control and enjoy activity.

53
Q

Are educators acting wisely by reducing recess time in primary grades so that they have more time to teach academic skills?

a. Yes, because unstructured time leads to boredom and fighting.	
b. Yes, because recess time wastes classroom instructional time.	
c. No, because physical play facilitates cognitive functioning.	
d. No, because children will fidget no matter how much play-time they have.
A

c. No, because physical play facilitates cognitive functioning.

54
Q

Why is obesity a problem for children in the elementary grades?

a. Obesity delays the onset of secondary sex characteristics.	
b. Children who are obese are ridiculed and ostracized more than children of normal weight.	
c. Obesity interferes with brain function and, hence, learning.	
d. Obese children are more likely than other children to be disruptive.
A

b. Children who are obese are ridiculed and ostracized more than children of normal weight.

55
Q

How is an elementary school child’s self-image defined?

a. on the basis of evaluative judgments made by others	
b. through a combination of self-description, self-esteem, and self-concept	
c. by comparisons with others	
d. as a result of competition, individualism, and tenacity
A

b. through a combination of self-description, self-esteem, and self-concept

56
Q

Middle school girls typically:

a. mature more slowly than boys.	
b. have a growth spurt beginning at age 13.	
c. suffer from low self-esteem and eating disorders.	
d. look older than boys the same age.
A

d. look older than boys the same age.

57
Q

How do practices such as grading on a curve and publicly posting top scores affect the climate of a middle school?

a. The competition produced by these practices has positive effects on learning.	
b. School pride is increased.	
c. The relationship between student and teacher is stronger.	
d. Students focus on performance rather than mastery.
A

d. Students focus on performance rather than mastery.

58
Q

Why is self-efficacy an important concept for understanding middle school students?

a. Self-evaluative beliefs influence what students do and think.	
b. Low self-efficacy makes students work harder.	
c. Students with high levels of self-efficacy are harder to teach.	
d. High self-efficacy causes students to be overconfident and lazy.
A

a. Self-evaluative beliefs influence what students do and think.

59
Q

In what way do parents and peers influence the plans of high school students?

a. Parents and peers are equally influential.	
b. Parents more strongly influence long-term plans and peers more strongly influence immediate plans.	
c. Parents more strongly influence immediate plans and peers more strongly influence long-term plans.	
d. High school students are influenced more by what they read than by their parents or peers.
A

b. Parents more strongly influence long-term plans and peers more strongly influence immediate plans.

60
Q

Why might a teacher use technology to help students’ cognitive development?

a. Students respond to computer-based learning more than traditional activities.	
b. Technology helps students make friends.	
c. Technology helps students overcome barriers to logical thinking.	
d. Technology reduces cheating and plagiarism on standardized tests.
A

c. Technology helps students overcome barriers to logical thinking.

61
Q

How can problem-based learning (PBL) best be used in an instructional program?

a. Problem-based learning is best used as an adjunct to a skill-and-drill approach to math.	
b. Students can write blogs in which they offer problem-solving and relationship advice to classmates.	
c. Teachers can integrate the free websites for problem-based learning into their regular teaching approach.	
d. Real-world problem solving can be used to foster formal operational thought.
A

d. Real-world problem solving can be used to foster formal operational thought.

Psychology for Educators – C913 (complete) (15 decks)

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