Education of the young child Flashcards
(332 cards)
0
Q
The theory that behavior is learned through the observation of others as well as through the direct experience of rewards and punishment. - Bandura
A
Social Learning Theory
1
Q
Albert Bandura
A
Social Learning Theory
(observational learning theory)
Bandura found that children learn by observing others. In a classroom setting, this may occur through modeling or learning vicariously through others’ experiences.
2
Q
Social Cognitive Theory
A
Albert Bandura’s theory of personality, which emphasizes the importance of observational learning, conscious cognitive processes, social experiences, self-efficacy beliefs, and reciprocal determinism.
Theory that adds concerns with cognitive factors such as beliefs, self-perceptions, and expectation to Social Cognitive Theory.
Social Cognitive Theory distinguishes between enactive and vicarious learning.
3
Q
Enactive Learning Theory
A
Enactive learning is learning by doing and experiencing the consequences of your actions
(self-regulation of behavior, goal directed behavior, self-monitoring).
4
Q
Four elements of observational learning?
A
Four elements of observational learning:
Attention,
Retention,
Production,
Motivation and reinforcement
5
Q
Vicarious Learning
A
Also known as observational learning or modeling;
Component of Social Learning Theory;
Expanded by Albert Bandura;
States that people pay attention to a model and convert the learning into action.
6
Q
Jerome Bruner
A
Theories:
Discovery Learning
and
Constructivism.
Bruner suggested that learning is an active process in which a learner construct new ideas or concepts based on knowledge or past experiences.
His constructivist theory emphasizes a student’s ability to solve real-life problems and make new meaning through reflection.
Discovery Learning features teaching methods that enable students to discover information by themselves or in groups.
7
Q
Discovery Learning
A
An approach to teaching that gives students opportunities to inquire into subjects so that they discover knowledge for themselves.
Discovery learning encourages students to think for themselves and discover how knowledge is constructed.
8
Q
John Dewey
A
John Dewey-
He was a philosopher who believed in
“learning by doing” which formed the foundation of Progressive Education. He believed that the teachers’ goal should be “education for life and that the workbench is just as important as the blackboard.”
Viewed problem solving according to the scientific method as the proper way to think and the most effective teaching method.
Schools should teach learners how to solve problems and inquire/interact with their natural social environments.
Every learner attempts to explore and understand his/her environment.
9
Q
Jean Piaget
A
Jean Piaget-
This psychologist believed children are born with an innate cognitive ability that must be developed.
He believed intelligence consists of interaction and coping with one's environment and proposed 4 levels: Sensorimotor, Preoperational, Concrete Operations, & Formal Operations
10
Q
Ongoing process of arranging information and experience into mental systems or categories.
A
Organization
11
Q
Mental systems of categories and experiences
A
Schemes
12
Q
Adjustment to the environment.
A
Adaptation
13
Q
Fitting new information into existing schemes.
A
Assimilation
14
Q
Altering existing schemes or creating new ones in response to new information ……?
A
Accommodation
15
Q
Search for mental balance between cognitive schemes and information from the environment.
A
Equilibration
16
Q
Actions a person carries out by thinking them through instead of literally performing the actions.
A
Operations
17
Q
Four stages of Cognitive Development
????
A
Four stages of Cognitive Development:
Sensorimotor -
0-2 yrs
Involves the senses and motor activity.
Preoperational -
2-7 yrs
The stage before a child masters logical mental operations.
Concrete Operational -
7-11 yrs
Mental tasks are tied to concrete objects and situations.
Formal Operational -
11 yrs - adult
Mental tasks involving abstract thinking and coordination of a number of variables.
18
Q
Goal of education
A
Goal of education should be to help children learn how to learn.
Importance of developmentally appropriate education.
Individuals construct their own understanding.
Value of play.
19
Q
Lev Vygotsky
A
Lev Vygotsky -
1896-1934
Russian developmental psychologist who emphasized the role of the social environment on cognitive development and proposed the idea of
Zone of Proximal Development
20
Q
Sociocultural Theory
A
Vygotsky’s theory, in which children acquire the ways of thinking and behaving that makes up a community’s culture through cooperative dialogues with more knowledgeable members of society.
Emphasizes role in development of cooperative dialogues between children and more knowledgeable members of society.
Children learn the culture of their community (ways of thinking & behaving) through interactions.
21
Q
Zone of Proximal Development
A
Phase at which a child can master a task if given appropriate help and support.
22
Q
Scaffolding
????
A
Support for learning and problem solving.
The support could be anything that allows the student to grow in independence as a learner.
Private talk.
23
Q
Howard Gardner
A
Howard Gardner -
Harvard researcher that has identified
at least
8 types of intelligences:
Linguistic,
Logical/Mathematical,
Bodily/Kinesthetic,
Musical,
Spatial (visual),
Interpersonal (the ability to understand others),
Intrapersonal (the ability to understand oneself), &
Naturalist (the ability to recognize fine distinctions and patterns in the natural world).
24
Abraham Maslow
Abraham Maslow -
(1908-1970)
Humanistic psychologist who proposed
The Hierarchy of Needs,
with Self-Actualization as the Ultimate psychological need.
Humans have a hierarchy of needs ranging from lower-level needs for survival and safety to
higher-level needs for intellectual achievement and finally self-actualization.
25
Self-actualization
Fulfilling one's potential
1. Need for self-actualization
2. Esteem needs
3. Love and belonging needs
4. Safety needs
5. Physiological needs
(Abraham Maslow)
26
B. F. Skinner
Operant Conditioning
Believed that everything we do is determined by our past history of rewards and punishment.
He is famous for his use of his operant conditioning apparatus which he used to study schedules of reinforcement on pidgins and rats.
27
Operant Conditioning
Operant Conditioning -
Conditioning in which an operant response is brought under stimulus control by virtue of presenting reinforcement contingent upon the occurrence of the operant response.
A form of learning where by a response increases in frequency as a result of it's being followed by reinforcement.
When behaviors are followed by desirable consequences, they tend to increase in frequency.
When behaviors do not produce results, they typically decrease and may even disappear altogether.
28
Erik Erikson
Eric Erikson -
1902-1994;
Freudian, Humanistic;
Created an 8-stage theory to show how people evolve through the life span.
Each stage is marked by a psychological crisis that involves confronting
"Who am I?"
29
Developmental Crisis -
Conflict between a positive alternative and a potentially unhealthy alternative. The way in which the individual resolves each crisis will have a lasting effect on that person's self-image and view of society.
30
Erik Erikson -
8 stages of psychological development:
Erik Erikson -
8 stages of psychological development:
Trust vs. Mistrust,
Autonomy vs. Shame/Doubt,
Initiative vs. Role Confusion,
Generativity vs. Stagnation,
Ego Integrity vs. Despair
31
Lawrence Kohlberg
Lawrence Kohlberg -
1927-1987;
Cognition, moral development;
Created a theory of Moral Development that has
3 levels;
Focuses on moral reasoning rather than overt behavior.
32
Kohlberg's
| Stages of moral reasoning ?
Kohlberg's
Stages of moral reasoning :
Moral Reasoning - the thinking process involved in judgments about questions of right and wrong.
Level 1 - Preconventional Moral Reasoning -
Judgment is based on personal needs and others' rules.
Level 2 - Conventional Moral Reasoning -
Judgment is based on others; approval, family expectations, traditional values, laws of society, and loyalty to country.
Level 3 - Postconventional Moral Reasoning -
Social contract and universal ethics.
33
Carol Gilligan
Carol Gilligan -
Stages of Ethic of Care
Gilligan's work questions
the male-centered personality psychology of
Freud and Erikson,
as well as Kohlberg's male-centered stages of moral development.
Gillian proposed the stage theory of
moral development of Women:
Proposed a different sequence of moral development,
an Ethic of Care.
Individuals move from a focus on self-interest to moral reasoning based on commitment to specific individuals and relationships, and then to the highest level of morality based on the principles of responsibilities and care of all people.
34
A theoretical perspective that proposes that learners construct a body of knowledge from their experiences - knowledge that is may or may not be an accurate representation of external reality.
This is called ????
Constructivism
35
One's knowledge and beliefs about ones own cognitive processes, and one's resulting attempts to regulate those cognitive processes to maximize learning and memory.
Knowledge about our own thinking processes.
This is referred to as .... ?
Metacognition
36
In contemporary cognitive psychology, an organized body of knowledge about a specific topic.
Basic structures for organizing information, concepts.
This is referred to as .... ?
Schemata (plural for schema)
37
A phenomenon whereby something that an individual has learned at one time affects how the individual learns or performs in a later situation.
Influence of previously learned material on new material.
????
Transfer
38
Bloom's Taxonomy
A taxonomy in which six learning tasks, vary in degrees of complexity, are identified for the cognitive domain:
```
Knowledge,
Comprehension,
Application,
Analysis,
Synthesis, &
Evaluation
```
39
The internal desire to perform a particular task; motivation associated with activities that are their own reward.
?
Intrinsic Motivation
40
Motivation promoted by factors external to the individual and unrelated to the task being performed;
Motivation created by external factors (reward or punishment)
?
Extrinsic Motivation
41
Characteristic approaches to learning and studying .... ?
Learning Styles
42
******
| Student learning is influenced by:
```
Individual experiences,
Individual talents,
Prior learning,
Language,
Culture,
Family, &
Community Values
```
43
******
| Considerations in teaching:
Considerations in teaching:
Multicultural backgrounds,
Age-appropriate knowledge and behavior,
The student culture and the school,
Family background,
Linguistic patterns and differences,
Cognitive patterns and differences,
Social and emotional issues
44
The extent to which two variables are related to each other, such that when one variable increases, the other either increases or decreases in a somewhat predictable manner.
This is referred to as ....?
Correlational Relationship
45
Causal Relationship
????
Explains why behaviors occur
46
A general belief that one is incapable of accomplishing tasks and has little or no control of the environment
?
Learned Helplessness
47
The belief that one is capable of executing certain behaviors or reaching certain goals.
?
Self-efficacy
48
Reinforcement
The act of following a particular response with a reinforcer and thereby increasing the frequency of that response.
49
A consequence that brings about the increase of a behavior through the presentation (rather than removal) of a stimulus.
This is ... ?
Positive Reinforcement
50
A consequence that brings about the increase of a behavior through the removal (rather than presentation) of a stimulus.
This is ...?
Negative Reinforcement
51
A process of reinforcing successively closer and closer approximations of a desired terminal behavior.
?
Shaping
52
In classical conditioning, the eventual disappearance of a conditioned response as a result of the conditioned stimulus being repeatedly presented alone.
In operant conditioning, the eventual disappearance of a response that is no longer being reinforced.
Extinction
53
Punishment
A consequence that decreases the frequency of the response it follows.
54
Continuous Reinforcement
Reinforcing a response every time it occurs.
55
Intermittent Reinforcement
Reinforcing a response only occasionally, with some occurrences of the response going unreinforced.
56
Ability grouping
The practice of placing students in groups based on academic ability or achievement.
57
Dialect of some African American communities characterized by certain pronunciations, idioms, and grammatical constructions different from those of Standard English.
African American English
58
Americans with Disabilities Act of 1990, The (ADA)
Legislation in the United States that extends civil rights protection of persons with disabilities to private-sector employment, all public services, public accommodations, transportation, and telecommunication including physical accessibility and the removal of barriers to hotels, restaurants, grocery stores, and parks if that can be accomplished without great difficulty or expense.
59
Stimulus that increases the likelihood that a particular response will follow.
Antecedent Stimulus
60
******
| Assessment
Process of observing a sample of a student's behavior and drawing inferences about the student's knowledge and abilities.
61
ADHD
Disorder marked by inattention,
inability to inhibit inappropriate thoughts and behaviors,
or both.
62
******
| Autism Spectrum Disorders
Disorders marked by impaired social cognition, social skills, and social interaction, presumably due to a brain abnormality;
Extreme forms often associated with significant cognitive and linguistic delays and highly unusual behaviors.
63
Classroom climate
Overall psychological atmosphere of the classroom.
64
Cognitive style
Characteristic way in which a learner tends to think about a task and process new information;
Typically comes into play automatically rather than by choice.
65
Crystallized intelligence
Knowledge and skills accumulated from prior experiences, schooling, and culture.
66
******
| Cultural bias
Extent to which assessment tasks either offend or unfairly penalize some students because of their ethnicity, gender, or socioeconomic status.
67
Behaviors and belief systems that members of long-standing social group share and pass along to successive generations.
Culture
68
Sense of confusion when a student encounters a culture with behavioral expectations very different from those previously learned.
Culture shock
69
Form of language that has certain unique pronunciations, idioms, and grammatical structures and is characteristic of a particular region or ethic group.
Dialect
70
Differentiated instruction
Practice of individualizing instructional methods, and possibly also individualizing specific content and instructional goals, to align with each student's existing knowledge, skills, and needs.
71
Distributed intelligence
Idea that people act more "intelligently" when they have physical, symbolic, or social assistance.
72
Due process
The principle that government must respect all legal rights that are owed to a person.
73
Emotional and behavioral disorders
Emotional states and behaviors that consistently and significantly disrupt academic learning and performance.
74
Belief that intelligence is a "thing" that is relatively permanent and unchangeable.
Entity View of Intelligence
75
People who have common historical roots, values, beliefs, and behaviors and who share a sense of interdependence.
Ethnic groups
76
Awareness of one's membership in a particular ethnic or cultural group, and willingness to adapt behaviors characteristic of the group.
Ethnic identity
77
Fair and nodiscriminatory evaluation
Nonbiased, multifactored methods of evaluation to determine if child has disability and needs special education; nondiscriminatory evaluation with regard to race, culture, or native language, with placement decisions made on basis of multiple test scores and observations.
78
Fluid intelligence
Ability to acquire knowledge quickly and adapt effectively to new situations.
79
Free and Appropriate Public Education
| FAPE
Free and Appropriate Public Education (FAPE) -
Special education and related services that:
(a) have been provided at public expense, under public supervision and direction and without charge;
(b) meet the standards of the state educational agency;
(c) include an appropriate preschool, elementary, or secondary school education in the state involved; and
(d) are provided in conformity with the individualized program.
80
Examination of inappropriate behavior and it's antecedents and consequences to determine one or more purposes (functions) that the behavior might serve for the learner.
Functional Analysis
81
Giftedness
Unusually high ability in one or more areas, to the point where students require special educational services to help them meet their full potential.
82
Group differences
Consistently observed differences (on average) among groups of students (e.g., students of different genders or ethnic backgrounds).
83
The practice of educating all students, including those with severe and multiple disabilities, in neighborhood schools and general education classrooms.
Inclusion
84
Incremental View of Intelligence
Belief that intelligence can improve with effort and practice.
85
Variability in abilities and characteristics (intelligence, personality, etc.) among students at a particular age and within any group.
Individual Differences
86
******
| Individuals with Disabilities Education Act (IDEA)
Individuals with Disabilities Education Act (IDEA) -
U.S. legislation granting educational rights to people with cognitive, emotional, or physical disabilities from birth until age 21;
Initially passed in 1975, it has been amended and reauthorized in 1997 and again in 2004.
IDEA operates under 6 basic principles:
Zero reject,
Nondiscriminatory identification and evaluation,
Free and appropriate public education,
Least restrictive environment,
Due process, &
Parent and student participation in shared decision making with regard to educational planning.
87
******
Individualized Education Program
(IEP)
Individualized Education Program (IEP) -
Written document required by the Individuals with Disabilities Education Act for every child with a disability;
Includes statements of present performance, annual goals, instructional objectives, specific educational services needed, extent of participation in the general education program, evaluation procedures, and relevant dates, and must be signed by parents as well as educational personnel.
88
Ability to modify and adjust behaviors to accomplish new tasks successfully;
Involves many different mental processes and may vary in nature depending on one's culture.
Intelligence
89
General measure of current cognitive functioning, used primarily to predict academic achievement over the short run.
Intelligence test
90
******
| IQ score
Score on an intelligence test, determined by comparing a student's performance on the test with the performance of others in the same age group. For most tests, it is a standard score with a mean of 100 and a standard deviation of 15.
91
******
| Least Restrictive Environment (LRE)
Educational setting for special needs children that most closely resembles a regular school program and also meets child's special educational needs.
92
Long-term change in mental representations or associations due to experience.
Learning
93
Deficiency in one or more specific cognitive processes despite relatively normal cognitive functioning in other areas.
Learning Disability
94
Disability characterized by significantly below-average general intelligence and deficits in practical and social skills.
Intellectual Disability
95
Instructional concepts that integrate perspectives and experiences of numerous diverse groups and representing various cultures, ethnicities, ages, gender, and religions.
Multicultural curriculum
96
A theory that claims people are "intelligent" inmany different areas, including cognitive, emotional, and social domains.
Multiple Intelligences
97
In assessment, data regarding the typical performance of various groups of students on a standardized test or other norm-referenced measure of a particular characteristic or ability.
Norms
98
Positive Behavioral Support (PBS)
Systematic intervention that addresses chronic misbehavior by
(a) identifying the purposes those behaviors might serve for a student, &
(b) providing more appropriate ways for a student to achieve the same ends.
99
A federal law that prohibits the denial of participation, benefits of, or discrimination in any program or activity receiving federal financial assistance because of a documented disability, history of a disability, or the appearance of having a disability.
Section 504 of the Vocational Rehabilitation Act of 1973
100
Form of English generally considered acceptable at school, as reflected in textbooks and grammar instruction.
Standard English
101
Student who has a high probability of failing to acquire the minimum academic skills necessary for success in the adult world.
Student at risk
102
Student who is different enough from peers that he or she requires specially adapted instructional materials and practices.
Student with special needs
103
Groups that resist the ways of the dominant culture and adopts its own norms for behavior.
Subculture
104
Genetic predisposition to respond in particular ways to one's physical and social environment.
Temperament
105
View of intelligence;
| proponents argue that intelligent behavior arises from a balance between analytical, creative, and practical abilities.
Triarchic Theory of Intelligence
106
Ability to imagine and mentally manipulate two- and three-dimensional figures.
Visual-spatial ability
107
******
| How is student's learning influence?
```
Age;
Cognitive development;
Language,
Culture,
Family,
Community values,
Individual experiences,
Talents,
Motivations, &
Prior learning
```
108
Successful teachers need to understand each individual and all of the variables of their lives to be able to understand how they will ________ .
Learn
109
What are the primary group differences?
Language,
Culture,
Family, and
Community values
110
What are the primary individual differences?
```
Individual experience,
Talents,
Motivations,
And prior learnings.
(SCHEMA)
```
111
________ are Behaviors that are generally shared among students of specific cultural and ethnic groups.
Group differences
112
How are group differences identified?
When the behavior of the individuals in the same group is more similar, on average, than the behavior of individuals from different groups.
113
What is the norm?
Average behavior of the members of a group. It is important to remember that individuals within a group will also be somewhat different from one another.
114
Teachers should keep cultural differences in mind when anticipating or evaluating student behavior, as the ________ ________ that occurs when the child's home culture and school culture have conflicting expectations that can negatively affect student's academic achievement.
Cultural Mismatch
115
******
| List five cultural differences.
1. Use of Language and Dialect
2. Talking and remaining silent
3. Asking and responding to questions
4. A focus on cooperation or competition
116
Form of speech that has certain unique pronunciations, idioms, and grammatical structures and is characteristic of a particular region or ethnic group.
Dialect
117
A relationship between countries in which rely on one another for resources, goods, or services.
Interdependence
118
A measure of social class based on income and education.
Socioeconomic Status (SES)
119
Teachers should also recognize and attend to ....
individual differences in temperament, personality, and motivation.
120
________ hypothesized about general intelligence as a single (g).
______: Theoretical general factor in intelligence that influences one's ability to learn in a wide variety of contexts.
Spearman
121
Who suggested intelligences is a triarchic, compromising analytical, creative, and practical intelligences?
Sternberg
122
Triarchic Theory of Intelligence is a view of intelligence that ......
Proponents argue that intelligent behavior arises from balance between analytical, creative, practical abilities.
123
What ability is associated with maturity and most influential in learning?
Listening to the ideas of others.
124
Students with the same intelligence levels often approach classroom task and think about topics differently. These individual differences are due to ________ or ________ styles.
Cognitive or Learning
125
________ learners break down tasks into pieces and approach each piece separately.
Analytic learners
126
________ learners approach a task as a single integrated project.
Holistic Learners
127
******
| What is an active learning classroom characterized by?
Children choose their activities, materials, & experiences; learner-centered experiences; opportunities to touch, manipulate & experiment; a range of expectations for children; extensive talking, reading, & writing; opportunities to make decisions & be creative; respect & trust for learner; integration of content areas; & assessment as part of the daily routine.
128
******
| How do children learn through the process of play?
They learn through an inner process to explore, experiment, and discover.
129
******
| How is functional play characterized?
Increased motor skill;
desire to master physical challenges;
repetition to acquire physical skills, as well as gross and fine motor skills;
rough and tumble play;
rehearsing specific skills to be used in games or sports;
and experimenting with new materials & combining known materials in new ways to solve problems.
130
******
| What characterizes constructive play?
Creating products like paintings, drawings, etc.;
Creating a poem or acting out a play;
Socio-dramatic play (creating forts, tents, etc.);
And
Making collections, organizing, trading, and displaying collections.
131
******
| How is symbolic play characterized?
Playing out what can be imagined;
*Fantasy play/ pretend;
Assigning roles;
Playing with Barbie dolls or action figures;
Role experimentation based on experiences that are not concrete or direct;
And
*Playing with Language (riddles, jokes, nonsense verse, etc.)
132
The period of infancy in the first years of life where children who are loved and cared for develop trust and security.
Basic Trust
133
Children who are not loved and cared for become mistrustful and insecure.
Basic Mistrust
134
This occurs during early childhood, where the well loved child welcomes his new sense of control, manifesting itself in tantrums, possessiveness, and the "no" and "mine" stage.
Autonomy
135
To feel bad about doing something wrong.
Shame
136
Guilt
A child who feels guilt will be fearful, not quite fit in socially, be dependent on adults and have an underdeveloped imagination.
137
Entering school and up to junior high, the child will learn formal skills of life, initiate rules into play, and desire self-discipline.
Industry
138
According to Erikson, if an elementary school child fails to succeed in learning new skills and knowledge, the result may be the development of a sense of ________.
Inferiority
139
Erikson's term for the fifth stage of development, in which the person tries to figure out "who am I?" But is confused as to which of many possible roles to adopt.
Identity Diffusion
140
Difficulty with processing or interpreting incoming stimuli.
| Not hearing loss or blindness
Perception Disabilities
141
Visual Perception
The perception of cues that indicates the distance of an object.
142
One's ability to process info from different sources, including hearing speech against background noise, sound discriminations, and sound recognition.
Auditory Perception
143
One with which any tactile activity can cause discomfort and even pain. Some children are particularly sensitive to touch and this is usually discovered early on, when, as an infant, he will not like being touched or held.
Sensory Perception Disorder
144
Learning Disabilities
A disorder of the brain.
145
The person may feel guilt, shame, or anxiety when thinking about disturbing experiences or thoughts and start avoiding thoughts about them. This "thought avoiding" is negatively reinforced by the reduction of the anxiety and unpleasant feelings and eventually will become a habit of "not thinking about" these things; reinforcement.
This describes ....?
Behavioral Disorders
146
Social Emotional Disturbsnce
For the individual it often leads to behaviors that are socially disruptive or self-destructive.
147
A disorder of childhood and adolescence characterized by excessive anger, spite, and stubbornness.
Oppositional Defiant Disorder
148
In adolescence individual demonstrates a pattern of behavior in which other people's rights are violated, norms are ignored or rules are broken. Aggression to people & animals, destruction of property, deceitfulness or theft, serious violation of rules.
This describes ....?
Conduct Disorder
149
Gifted Children
Intellectual giftedness is an intellectual ability significantly higher than average.
150
Second Language Acuisition
The acquisition of a second language while retaining the knowledge of the native language.
151
ELL English Language Learners
English as a second language
152
Recognizes cultural diversity and promotes an appreciation of all cultures.
Multicultural Education
153
In result of a federal court decree, the San Francisco school system was integrated, and about 2,800 Chinese students didn't speak English. About 1,000 of these students received instruction on English, and the rest did not. Those who did not declared their Fourteenth amendment rights were being violated, and they brought upon a class action suit.
Lau vs. Nichols
154
Cultural Development depends on ....?
The place of the culture.
Ex: African and West Indian cultures actively entourage early motor strength while other cultures discourage and don't allow infants to walk until 18 months.
155
The theory that distinguishes between moral competence and moral performance.
Social Development
156
The collective "way of life" characteristic of a school; a set of beliefs, values, traditions, and ways of thinking and behaving that distinguishes one school from another.
School Culture
157
The idea that two control systems -
inner & outer controls - work against our tendencies to deviate any consequences that increases the future likelihood of a behavior.
Control Theory
158
When you change the tone of your voice and simplify your sentences/words so that babies can better understand you.
Very repetitive.
This describes ....?
Infant-Directed Speech
159
When the environment stimulates many senses at once, it gives the child a certain perception of information.
Multimodal Perceptions
160
The ability that the brain can change and learn though experience.
Plasticity
161
Uriel Bronfenbrenner's theory which shows the relationship between the child and their surroundings/environment.
Macro, Exo, Meso, Microsystem.
Ecological Perspective
162
An observation made in a person's daily routine and environment.
Naturalistic Observation
163
When kids usually start to remember symbols, like words. Usually ages 2-7.
Preoperational Stage
164
The theory of human development, in which our emotions determine how we act.
(Sigmund, Freud)
Psychoanalytic Theory
165
Emotional development having to do with anger management, feelings, relationships, and personality development.
Psychosocial Development
166
Adapting to cultural demands.
Infants' specific, lasting, social relationships with others, especially parents and caregivers.
This describes....?
Sociocultural Perspective Attachments
167
The communication of feelings to others through facial expressions, gestures, and vocalizations.
Emotional Expression
168
A concept that refers to a match of the child's temperament and the demands of the environment.
Goodness of Gift
169
4 Stages of Literacy Developmemt
1. Beginning Literacy
2. Early Intermediate Literacy
3. Intermediate Literacy
4. Early Advanced Literacy
170
Literacy Development
Literacy Development -
Beginning Literacy students demonstrate little or no receptive productive English skills.
*Beginning to understand a few concrete details during unmodified instruction.
In the beginning stage, students may go through a silent period where they speak very little, if at all. We must acknowledge that they need time to build their vocabulary and confidence before they feel comfortable enough to speak in class. Frequent opportunities for these students to interact with their peers in a more social setting, such as on the playground, will help them build their vocabulary and confidence.
171
******
| Activity for Beginning Literacy Word Cards:
- Personal dictionaries
- Identify key words in stories
- Listening to oral reading
- Drawing as means of written expression.
- Early Intermediate Literacy Students continue to develop receptive and productive English skills.
- Able to identify and understand more concrete details during unmodified instruction.
172
2. Early Intermediate Literacy
2. Early Intermediate Literacy -
During the second stage, students will begin to use one-word utterances and short phrases to communicate socially, express a need, or reply to a question. We need to provide these students with frequent opportunities in the classroom to interact with each other and TALK to each other. We must be careful to encourage their language use and not correct them in front of their peers.
Activities for Early Intermediate Literacy development:
- Labeling
- Copying
- Fill-in blanks
- Complete the sentence
173
3. Intermediate Literacy
3. Intermediate Literacy -
During the third stage, students are beginning to understand more abstract concepts and are beginning to use English to learn content.
Activities for Intermediate Literacy:
- Choral reading
- Silent reading or structured readers or patterned reading
- Student developed stories
- Dictation
- Arranging words into sentences or paragraphs
174
4. Early Advanced Literacy
4. Early Advanced Literacy -
During the fourth stage, students can use English to learn content and can use English in cognitively demanding situations.
Activities for Early Advanced Literacy:
- Word identification
- Categorization
- Sematic organization
- Silent and oral reading
- Structured book reports
- Completing the story
- Using dictionaries and other reference materials.
175
Rationally deciding what to believe or what to do. When one rationally decides something, he or she evaluates information to see if it makes sense, whether it's coherent, and whether the argument is well founded on evidence.
This describes....?
Critical Thinking
176
New and original behavior that yields a productive and culturally appropriate result.
This describes....?
Creative Thinking
177
Students work together to solve a problem or achieve a goal.
Cooperative Learning
178
Basic Concepts of Cognitivism
Schema
*Information Processing
Mapping
179
Basic Concepts of Social Learning Theory
Modeling
*Reciprocal Determinism
Vicarious Learning
180
Basic Concepts of Constructivism
Problem-Based Learning
*Zone of Proximal Development
Scaffolding
*Inquiry/Discovery Learning
181
Basic Concepts of Behaviorism
Conditioning
*Intrinsic and Extrinsic Rewards
Reinforcement
*Punishment
182
The breadth and depth of content to be covered in a curriculum over a certain period of time.
e.g. week, grading period, year, or K-12.
Scope
183
The order in which content is delivered to learners over time.
Sequence
184
The Components of Thematic Units
Selecting a Theme
*Designing integrated Learning Activities
Selecting Resources
*Designing Assessments
185
Components of Interdisciplinary Units
Generating Applicable Topics
*Planning Instruction for each Discipline
Designing Integrative Assessment
186
*****
| Identify a variety of instructional planning partners
- Special education teachers
- Library media specialists
- Teachers of the gifted and talented
- IEP team members
- Para educators
187
Cognitive precesses associated with learning:
Cognitive processes associated with learning:
```
Critical Thinking,
Creative Thinking,
Questioning,
Inductive and Deductive Reasoning,
Problem Solving,
Planning,
Memory,
Recall
```
188
Instruction Models:
- Direct
- Indirect
- Independent
- Experiential
- Interactive
189
Instructional Strategies Associated with Direct Instruction:
- Explicit Teaching
- Drill and Practice
- Lecture
- Demonstrations
- Guides for Reading, Listening, Viewing
190
Instructional Strategies Associated with
| Indirect Instruction:
- Inquiry
- Case Studies
- Concept Mapping
- Reading for Meaning
- Cloze Procedures
191
Identify Complex Cognitive Processes:
- Problem Solving
- Metacognition
- Critical Thinking
- Transfer
192
Collecting data to draw a conclusion that may or may not be true.
Inductive Reasoning
193
Process of drawing a logical inference about something that must be true, given other information that has already been presented as true.
Deductive Reasoning
194
Joint communication and decision making among educational professionals to create an optimal learning environment for students and especially for students with disabilities. A philosophy about how to relate to others-how to learn and work.
This describes...?
Collaboration
195
An overarching method for teaching students, that includes, carefully planning lessons presented in small, attainable increments with clearly defined goals and objectives. Often includes lecture, demonstration, review of students performance, and student examination.
This describes....?
Direct Instruction
196
A means used to learn and remember knowledge
Information Processing
197
A cooperative learning model used to improve reading, in which students play the teacher's role.
Reciprocal Teaching
198
An investigative process of learning in which students are asked to pose questions, analyze data, and develop conclusions or generalizations.
Inquiry Teaching
199
Assessment
is the process of observing, recording, and documenting children's growth and behavior.
200
Characteristics and behaviors considered normal for children in specific age groups are called...?
developmental norms
201
The simplest form of direct observation.
| it is a brief narrative account of specific incident
anecdotal records
202
________ are designed to record the presence or absence of specific traits or behaviors.
checklist
203
can be developed to gain information on specific aspects of children's behavior.
participation chart
204
are used to record the degree to which a quality or trait is present.
rating scale
205
is a collection of materials that shows a person's abilities, accomplishments and progress overtime.
portfolio
206
When behavior or events are observed while something is happening.
Direct Observations
207
The observer is not always present and someone else is telling you what they saw happen.
Indirect Observations
208
Objective Observations
Just what you see.
209
provide more in-depth information and is useful in tracking child's progress and change.
on-going assessments
210
most often used to collect data by preschool teachers and more appropriate for program planning.
informal observation
211
the process of reviewing information and finding value in it.
evaluation
212
standardized tests and research instruments used to identify developmental norms.
formal observation
213
******
| What are the purposes of assessment?
To plan developmentally appropriate curriculum,
to gain insight into child's learning style and needs, interests, strengths and weaknesses,
to identify classroom.
214
Early Childhood Developmental milestones (birth-60 months):
Early Childhood Development milestones (birth-60months):
4 months-
* Fine Motor - grasps rattle, plays with hands together, inspects hands, carries objects to mouth.
* Gross Motor - lifts head up and looks around, will roll from prone to supine, when pulled to sitting position - no longer has head lag, when held in standing position - attempts to maintain some weight support.
* Social and Language - becomes bored when left alone, begins to show memory, squeals and vocalization change with mood.
6 months-
* Fine Motor - will hold spoon or rattle, will drop object and reach for second offered object, holds bottle.
* Gross Motor - begins to raise abdomen off table, sits but posture still shaky, may sit with legs apart; holds arms straight as propped between legs, supports almost full weight when pulled to standing position.
* Social and Language - recognizes parents, holds out arms to be picked up, begins to imitate sounds, uses one-syllable sounds (ma, mu, da, di).
8 months-
* Fine Motor - beginning thumbfinger grasping, releases object at will, grasps for toys out of reach.
* Gross Motor - sits securely without support, bears weight on legs when supported, may stand holding on.
* Social and Language - responds to word no, dislikes diaper changes, makes consonant sounds t, d, w, uses two syllables such as da-da, but does not ascribe meaning to them.
12 months -
* Fine Motor - may hold cup and spoon and feed self fairly well with practice, can offer toys and release them, releases cube and cup.
* Gross Motor - able to twist and turn and maintain posture, able to sit from standing position, may stand alone, at least momentarily.
* Social and Language - shows emotions of jealousy, affection, anger, fear, may develop habit of security blanket or favorite toy, da-da or ma-ma, recognizes objects by name, imitates animal sounds, understands simple verbal commands (ex. "give it to me").
60 months (5 years) -
* Fine Motor - able to dress self with minimal assistance, able to draw three-part human figure, draws square following demonstration, colors within lines.
* Gross Motor - hops on one foot, catches ball bounced to him or her two out of three times, able to demonstrate heel-toe walking, jumps rope.
* Social and Language - eager to follow rules, less rebellious, relies on outside authority to control the world, has 2100 word vocabulary, recognizes three colors, asks meaning of words, uses sentences of six to eight words.
215
refers to postural reactions such as head balance, sitting, creeping, standing and walking.
gross motor behavior
216
motor development
fine and gross motor behavior
217
refers to the use of hands and fingers in the prehensile approach to grasping and manipulating an object.
fine motor behavior
218
refers to the interactions of the infant or child with other persons as well as the ability to organize stimuli, to perceive relationships between objects, to dissect a whole into its component parts, to reintegrate these parts in a meaningful fashion, and to solve practical problems.
(ex. smiling at other persons and learning to feed self.)
social-adaptive behavior
219
used broadly to include visible and audible forms of communication, whether facial expression, gesture, postural movements or vocalization.
language behavior
220
purpose of developmental testing?
prognosis/diagnosis,
eligibility for certain programs,
evaluation of outcomes,
treatment planning
221
basic methods of assessment
clinical observation,
interview,
history,
assessment tools
222
mean chronological age represented by a certain test score
age equivalent score
223
the number of children of the same age or grade level who would be expected to score lower than the child tested.
precentile score
224
total number of items that are passed or correct on a test.
Raw score
225
three twos in a row... three passes in a row
Basal
226
three zeros in a row... three fails in a row
ceiling
227
reliability
consistency or repeatability
228
interobserver
between testers
229
reliability of the test
test-restest
230
gives an estimate of the margin of error associated with a particular test score.
standard error of measurement
231
does it measure what it reports to measure ....
content validity
232
expressed as deviations or variations from the mean score for a group.
expressed in units of standard deviation.
standard scores
233
can you see the importance of test or questions at face value ....
face validity
234
compared to a gold standard ......
concurrent validity
235
does it predict a pattern fro the future ......
predictive validity
236
******
| Guidelines for selection of tests:
Guidelines for selection of tests:
```
purpose,
age range,
areas tested,
time required,
administration,
appropriatness,
cost,
reliability,
validity
```
237
acceptance to all who will be affected by the test including the children and families screened, the professionals who receive resulting referrals and the community.
acceptability
238
the ease by which a test can be taught, learned and administered.
simplicity
239
based on the prevalence of the problem to be screened and on the applicability of the test to the particular population
appropriateness
240
most appropriate when the purpose is to determine whether an infant has a motor delay or to determine eligibility for early intervention.
norm-referenced
241
comparison to a specific criteria rather than comparison to a "normal" group
criterion-referenced
242
Criterion used more for evaluation of the effects of physical therapy and treatment planning.
Therapy uses of referenced tests
243
PDMS, Bayley, Gessell, Battalle
These are....?
norm-referenced tests
244
GMFM, HELP
These are....?
Criterion-referenced tests
245
norm vs. criterion
```
norm = monitor progress
criterion = measure effects of PT
```
246
intended to differentiate between those persons who are normal and healthy in a particular respect from those who are not.
standardized screening tests
247
Milani - Comparetti Motor Development screening test, Denver II
examples of standardized screening tests
248
Standardized SCREENING
- to ID the risk for dysfunction in specific categories for children.
- to detect the risk for dysfunction in individual child.
- to formulate a register or monitoring system for children at risk.
- usually done at regular intervals.
249
standardized EVALUATION
help team determine diagnosis.
- identify atypical development.
- obtain baseline information.
- determine eligibility for service.
- norm-referenced or formal.
- done once or infrequently.
250
standardized ASSESSMENT
plan intervention program
- delineate strengths, weakness, and needs.
- criterion-referenced or informal.
- on-going basis.
251
norm-referenced assessments enable the PT to document the infants level of development while criterion-referenced assessment serves as measure of direct effects of PT.
bottom line standardized test
252
PDMS-2 peabody developmental motor scales-2
birth-71 months
- evaluation
- gross motor and fine motor
- norm
- 45-60 min
- $440
253
HELP: Hawaii EArly Learning profile
children with know delays or disabilities
- 0-3 years and 3-6 years
- assessment
- gross motor, fine motor, cognitive, social, self help, language
- 20-30 min
254
Bayley II
norm
- three parts (mental scale, motor scale, behavior scale)
- premies, HIV, neonatal asphyxia, DD, autism, Down syndrome
255
Early Intervention Developmental Profile (EIDP)
6 scales: perceptual fine motor, gross motor, cognition, language, social or emotional, self care
- birth-36 months
- criterion
256
Public schools teach ............?
promotion of democratic principles, teaching of common values, and educating a diverse culture of global society.
257
******
| Attributes of Reflective practitioners:
admit when they don't know something, have caring attitude, willingness to collaborate, critically analyze themselves, teacher/student viewing in reflective lens, demonstrate rational, careful thought to improve practices, be aware of own culture, value, and beliefs, think of diversity as positive, show persistence, have interpersonal communication skills, and value the importance of empowering learners.
258
Ways teachers can advocate for learners:
professional development,
knowing the latest educational practices,
attend meetings on students,
open communications with all involved,
modifying and accommodating learning practices.
259
public law 94-142
Least Restrictive Environment (LRE)
260
Massachusetts Law of Education 1642
parents were responsible for teaching their children to read and write
261
Massachusetts Law of Education 1647
communities must hire schoolmaster if there were more than 50 families in the area
262
helped to establish a way to fund public education
Land Ordinance of 1785
263
provided land in the Great Lakes and Ohio Valley regions. It was stated that religion, morality, and knowledge were necessary for a strong government. Federal government began to create public school system and offer to all children.
Northwest Ordinance of 1787
264
separate railroad cars were constitutional
Plessy vs. Ferguson
265
Americanized schools by making 8-16 year olds attend public schools.
Oregon School Case of 1925
266
******
May 17, 1954 US Supreme Court announced its decision that separate educational facilities are unequal (The Little Rock Nine).
Brown vs. Board of Education
267
father of kindergarten 1837 (importance of play)
Friedrich Froebel
268
Earliest level of moral development, in which self-interest determines what is moral.
Preconventional
269
A stage of moral development in which the morality of an action is primarily determined by the extent to which it conforms to social rules.
Conventional stage
270
follows self-chosen principles of justice and right. Aware that people hold different values and seek creative solutions to ethical dilemmas. Balances concern for individual with concern for common good.
post conventional
271
the adjustment of one's schemas to include newly observed events and experiences
accomodation
272
A mechanism proposed by Piaget to explain how children shift from one stage of thought to the next.
equilibriation
273
Engaging in activities because they are personally rewarding or because they fulfill our beliefs and expectations.
intrinsic motivation
274
condition in which repeated attempts to control a behavior fail, resulting in belief that the situation is uncontrolable.
learned helplessness
275
an explicit understanding of how learning works and an awareness of yourself as a learner.
metacognition
276
A context within which a students more basic needs (such as sleep, safety, and love) are met and the student is cognitively read for developmentally appropriate problem-solving and learning.
readiness to learn
277
temporary support that is tailored to a learner's needs and abilities and aimed at helping the learner master the next task in a given learning process.
scaffolding
278
a conceptual framework a person uses to make sense of the world.
schema
279
application of a skill learned in one situation to a different but similar situation.
transfer
280
Zone of Proximal Development
In Vygotsky's theory, the range between children's present level of knowledge and their potential knowledge state if they receive proper guidance and instruction.
281
ADA
Refers to the Americans with Disabilities Act. The ADA applies to equal access to employment, public services, public accommodations, public transportation and telecommunications.
282
Due Process in education
Schools are required to provide due process (legal steps and proceedings designed to protect individual's constitutional rights) safeguards to protect rights of children with disabilities and their parents.
Example: parents consent to testing and evaluations, confidentiality of records, private testing at public expense when disagreements on testing arise between parents and schools.
283
Individuals with Disabilities Education Act (IDEA)
(IDEA) ensures rights of nondiscriminatory treatment in all aspect of disabled individuals lives; fair and appropriate education, appropriate evaluation, individualized education program, least restrictive environment, parent and student participation in decision making, procedural safeguards.
284
Individual Education Plan (IEP)
An educational plan designed by a child study team (including a teacher) and agreed to by the student's parents or legal guardians describing what learning targets the child should attain, the time frame for attaining them, the proposed method for attaining them, and the methods of evaluating the student's progress in achieving the learning targets.
285
Provision in IDEA that requires students with disabilities to be educated with nondisabled peers to the maximum extent appropriate.
Least Restrictive Environment (LRE)
286
Section 504
A federal law that prohibits the denial of participation in, benefits of, or discrimination in any program or activity receiving federal financial assistance because of a documented disability, history of a disability, or the appearance of having a disability.
287
Alternative assessments
Alternative assessments include anecdotal records of student behavior, portfolios, checklists of student progress, and student/teacher conferences. Alternative assessments can be contrasted with traditional assessments. Alternative assessments provide a view of student's process and product, which is closely related to the instructional activity. Traditional assessments usually provide only a view of the product of the learning, such as the scope on a test, and may not be as closely related to classroom instruction.
288
Practice of individualizing instructional methods, and possibly also individualizing specific content and instructional goals, to align with each student's existing knowledge, skills, and needs.
Differentiated instruction
289
Testing accomodations:
1. Setting
2. Mode of presentation (read aloud, paraphrasing, providing feedback)
3. Response mode and timing (oral response, dictate to scribe, multiple sessions, extended time)
290
Age appropriate knowledge and behavior:
Teachers must understand their students' physical, social, emotional, and cognitive development. Student progress is seen on developmental continuum, and growth or lack of progress toward age-appropriate growth, must be recorded and reported to parents. A student whose knowledge or behavior is outside the norm for the age group may need differentiated instruction or other supports. For example, a ten-year-old student who has a well-developed understanding of working with fractions may need more challenging work with fractions than his or her grade-level peers. Likewise, a student who is unable to form the letters of the alphabet in grade 2 may need support for fine motor skill development.
291
Children approximately ages 11-15 develop hypothetical and abstract thinking. Students at this stage can use logical operations to work abstract problems. For example, students at this stage are better able to complete algorithms when working math problems as opposed to using math manipulatives to understand the problems.
formal operational thinkers
292
A diagnosis determined by a medical professional for a child who exhibits difficulties with age specific activities, communication, daily living activities, and getting along with others.
functional mental retardation
293
________ learners process information through moving and doing.
They learn through acting out scenes, putting on plays, moving to the beat, pacing out measurements on the sidewalk, and so on.
Kinesthetic learners
294
Disorders found in children of normal intelligence who have difficulties in learning specific skills such as processing language or grasping mathematical concepts.
learning disabilities
295
________ learners process information through touching. They learn through active involvement with the physical world - hands-on experiences.
Tactile learners
296
________ learners prefer to see the information and read material. They learn most effectively with graphs, illustrations, diagrams, timelines, photos, pie charts, and visual design.
Visual learners
297
knowing different types of dialects and using them as sources of enrichment in the classroom
linguistic patterns
298
a general term that describes a variety of strategies schools use to accommodate cultural differences in teaching and learning
muticultural education
299
Lee Canter
Lee Canter -
Assertive Discipline:
Students and Teachers have rights and needs in the classroom.
Teachers should model through their own behavior the kind of behavior that they are expecting from their students and practice positive repetitions.
Negative for violating; Positive for following.
There is a discipline hierarchy.
You should establish limited rules and teach them to your students.
300
William Glasser
William Glasser -
"Choice Theory" or "Control Theory"
- Teachers focus on behavior, not the student.
- Use class meetings to change behavior in the classroom.
- Students take ownership in the rules they help establish.
- Based on creating a safe place to learn.
Application in the Classroom:
- Guided learning - making the children believe they are coming up with the ideas.
- Look at things through the students eyes - bring self down to child's level.
- Integrate a variety of ways to teach in your classroom.
- Consider creating rules as a class.
301
Jacob Kounin
Jacob Kounin -
Wanted to look at teachers at the top as well as those at the bottom. He found 4 characteristics that a teacher needs:
1. With-it-ness: means that you have eyes all over you... that you see things... you pick up on what's going on in your classroom.
a. Pick up on body language.
b. Know what is going to happen before it happens.
c. This can be developed with practice.
2. Over-lapping activities: not everybody has to be doing the same thing.
a. Managing different things at the same time.
3. Maintenance of Group Focus: making sure that all of your groups/students are engaged in and focused on learning.
4. Movement management: having unused time.
a. Transitions; any time you have movement or change... it is a great opportunity to misbehave.
- Warn your students ahead of time.
302
Classroom management approach based on establishing clear limits and expectations, insisting on acceptable student behavior and delivering appropriate consequences when rules are broken.
Assertive Discipline (Lee Carter)
303
Fredric Jones
Fredric Jones -
```
1987
Positive Class Discipline.
Emphasis on the teacher's nonverbal communication.
Emphasis on classroom organization.
"Say, See, Do Teaching" -
```
Jone's Model of Skill Clusters
- Skill Cluster 1: classroom structure to discourage misbehavior.
- Skill Cluster 2: limit setting through body language (yours as a teacher).
- Skill Cluster 3: Using Say, See, Do.
- You say, they do something, they do more.
- Skill Cluster 4: responsibility training through incentive system.
- Skill Cluster 5: providing efficient help to individual students.
- Efficient help: arrange seating and make
"what page" questions less frequent.
- Providing graphic reminders that the students can
use rather than asking many questions to teacher.
- Limit 10-20 seconds per student.
304
refers to the sounds that letters represent and how these sounds and letters combine to form words.
phonics
305
children's self-directed speech that they use to guide their behavior and talk themselves through new tasks.
(this gradually turns into inner speech.)
private speech
306
process of moving forward, developing step-by-step, gradual improvement
progression
307
Developmental Domains:
Developmental Domains:
1. Speech and Language: receptive (take in), expressive (give out).
2. Social and Emotional: sharing, taking turns, following directions.
3. Cognitive (academics): writing, counting, reading.
4. Self-help: independence, eating, toileting, hygiene.
5. Motor Development: fine (using hands, tying shoes, writing, cut, color), gross (physical, run, jump, kick).
308
Practice of placing children with special needs in regular classroom settings, with the support of professionals who provide special education services.
mainstreaming
309
A level of thinking that requires the student to think critically. These levels would be at the application, analysis, synthesis and evaluation levels on the Bloom's taxonomy scale.
higher order thinking
310
inductive thinking:
deductive thinking:
inductive thinking: proceed from the particular to the general.
deductive thinking: general to the more specific.
311
an instructional method through which students engage in an in-depth investigation of a real world topic worthy of their attention and effort. The process often includes field trips or expert guests and a culminating event through which children present the results of their research.
project approach
312
student centered models:
inquiry, discovery, cooperative, pair-share, jigsaw, STAD, teams, games, collaborative learning, concept models, discussion models, laboratories, project-based learning, simulations.
313
an approach that seeks to provide children with an understanding of social and behavioral problems related to prejudice and seeks to provide them with the knowledge, attitude, and skills to combat prejudice.
antibias curriculum
314
Organizing and personally managing a cumulative series of work experiences to add to one's knowledge, motivation, perspectives, skills and job performance.
professional development
315
a parenting style in which parents provide emotional support but exercise little control over their children.
permissive parenting
316
the tendency to fill in missing information in order to complete an otherwise incomplete figure or statement.
closure
317
Assessment after instruction is finished; also called formal assessment, purpose of documenting after instruction.
summative assessment
318
assessment during the course of instruction rather than after it is completed.
formative assessment
319
basing curricula, teaching and assessment of students learning on rigorous academic standards.
standards based
320
norm referenced
a test is norm-referenced when students are measured in relation to other students, in other works, a "norm".
321
correlates with other established tests.
criterion based
322
range of perception or understanding
scope
323
the process of observing and imitating a specific behavior
modeling
324
development of processes of knowing, including imagining, perceiving, reasoning, and problem solving.
cognitive development
325
******
| Reasons for assessing academic growth:
helps placement decisions, aids in designing curriculum, lead to improvements in instruction, better classroom management
326
AIDS causing virus which attacks cells that helps fight off infections.
HIV
327
A psychological disorder marked by the appearance by age 7 of one or more of three key symptoms: extreme inattention, hyperactivity, and impulsivity.
ADHD
328
Esteem needs -
need for self-esteem, achievement, competence, and independence; need for recognition and respect from others.
329
love and belongingness needs -
need for friendship, need to belong, desire to find a life partner/mate, desire to have children, need to give and receive love. (Maslow)
330
Physiological needs:
air, water, food, sleep, sex
331
Safety needs:
A person's needs for security and protection from physical and emotion harm.
