Educational Psychology 1-6 lecture Flashcards
(76 cards)
1
Q
what do educational psychologists do
A
- individual case work
- individual assessment
- teacher supervision
- teach effective study techniques
- training other educational psychologists
1
Q
educational psych approach
A
person-centered
2
Q
To be educational psychologist you need to
A
- undergrad + postgrad qualification of educational psych
- knowledge of education system
- detailed understanding of child dev + special ed
- experience with CYP
- experience in research
3
Q
Special Needs Educational Psychologists deal with
A
- learning
- languages + communication
- sensory + physical
- emotional + behavioural
- mental health issues
- wellbeing
- social dev
4
Q
diff settings educational pschologists work in
A
- individual
- groups
- schools
- communities
5
Q
educational pschs work with
A
- parents
- carers
- families
6
Q
problem analysis framework psychologists use
A
- background info
- initial guiding hypotheses
- identified problem dimensions
- problem analysis
- agreed action plan
- monitoring + eval of outcomes
7
Q
what type of monitoring do EPs use
A
target monitoring evaluation =
8
Q
types of services EPs offer
A
- parental support
2 .provide training + professional support (for teachers)
- support communities during critical time (school shooting)
- carry out research to develop new programmes
9
Q
Bronfenbrenner’s Ecological Systems Theory
A
- child
- microsystems - immediate family, school
- mesosystem = connection between environment
- exosystem = indirect environment
- macrosystem = social + culture
- chronosystem = changes over time
10
Q
expert teacher
A
- provides challenging curriculum
2 deep ability of representing material
3. skilfulness and in monitoring and providing feedback to students
11
Q
stats of bullying
A
- 90% want to have class without bullying
- 17% students stand up to bullying when they see it happen
- 75% of bullying stops when a student intervenes
12
Q
how long bullying lasts
A
- 65% within a month
- 13% one semester
- 9% one year
- 13% a few years
13
Q
Participatory Action Research
A
researchers closely work with people affected by issue being studied to solve problems better
14
Q
action research circle
A
- observe
- plan
- act
- reflect
15
Q
what impacts child’s development
A
- genetis
- parenting
- culture
- education
- health
- friends
16
Q
development definition
A
how people grow, change, adapt throught a lifetime
17
Q
cognitive development
A
how people think, explore and figure things out
18
Q
constructivist approach to learning and somoene who believed it
A
- active construction of world through exploration
- subjective
Jean Piaget
19
Q
schemas
inventor
defintion
A
Jean Piaget
- mental frameworks that help individuals organise and interpret info
20
Q
assimilation
A
incorporate new info with preexisting schemas
21
Q
accommodation
A
modifying existing schemas or creating new ones to fit info
22
Q
equilibration
A
progress of cog dev stages through balancing assimilations and accommodation through solving conflicts
23
Q
Piaget Stages of Dev
A
- sensorimotor
- age 18-24 months
- object permanence
- pre-operational
- age 2 to 7 yrs
- symbolic thought
- concrete operational
- age 7 to 11 yrs
- logical thought
- troubles with abstract thinking
- formal operational
- adolescent to adulthood
- abstract thinking + scientific reasoning
24
neo-pagietian views of dev
- development seen in terms of specific tasks instead of overall stages
- impact of culture, social and education context on dev progress
25
Vygostsky View on Cog Dev
cog development influenced by cultural and social factors → emphasis of role of social interaction in dev of mental abilities
- culture specific tools =
- private speech = when kids speak to themselves
- zone of proximal development = tasks kid can’t achieve by themselves yet but can with assistance
- scaffolding = support structures (more skilled people) to help students master skills
- reciprocal teaching = teachers and students take turns leading discussions using strategies like summarising and clarifying
- mediation = learning by having concepts explained by more skilled peers
26
Vygotsky’s View on Language
- language plays 2 critical roles in cog deb
1. cultural transmission of knowledge
- through formal instruction and informal interactions
- shape understanding of world and own place in it
2. intellectual adaptation
- tool for thinking
- facilitates dev of higher mental functions like abstract thinking, planning + problem solving
27
Vygotsky’s 3 Languages
- social speech = initial form of lang, primary means for kid to engage with others
- age: 2
- function: establish shared meanings + participate in cultural activities
- private speech = over and audible directed to self
- age: 3
- serves: intellectual function
- inner speech = private speech transforms to silent inner speech
- age: 7
28
Vygotsky’s Zone of Proximal Dev
we learn best when knowledge is not able to be acquired by us but can be with the guidance of more knowledgeable more
29
scaffolding definiton
when we first start on new info we get a lot of support which lessens over time the more competent we become
30
skills used for scaffolding
- prompting
- recasting
- eliciting
- making learners notice a language pattern
- promoting learning through discovery
- commenting on learner lang
- correcting
31
developmentally appropriate practice
methods that promote each child’s optimal
development and learning through a strengths-based, play-based approach to joyful,
engaged learning.
32
Erikson's stages
1. trust that basic need will be met
2. independence of doing tasks
3. take initiative in some activities
4. self confidence in abilities when competent
5. experiment + develop identity and roles
6. establish intimacy
7. contribute to society
8. asses and make sense of life and meaning of contribution
33
intentional teacher
- needs to know everything and integrate theory
- needs to know children’s experience
34
how to encourage learning
1. keep it informal
2. patience
3. peer group
35
generalizable vs ideographic
generalizable = psych findings aim to generalize population
ideographic = EP's work on individual basis
36
continuous theories of development
- development as smooth progress
- focus on environment
37
discontinuous theories of development
- development as predictable stages
38
heteronomous morality
morality set by authoritative figure
- fixed + unchangeable
- focus on consequences not intentions
39
autonomous morality
- morality changes based on mutual agreement
- flexible
- focus on intentions
- develops at age 12
40
Kohlberg's Moral Dev
1. pre-conventional
2. conventional
3. post-conventional = decision based on universal principles
41
Marcia's 4 Identity Statuses
1. foreclosure = before identity crisis
2. identity diffusion = identity not found yet
3. moratorium = experiment with diff identities bc identity not found yet
4. identity achievement = freely chosen identity
42
least restrictive placement
child must be placed in settinng that is as normal as possible
43
mainstreaming
place exceptional students in mainstream classes as soon as they meet same requirements as typical students
44
full inclusion
place all students in same classroom (even severely disabled students)
45
IEP
individualised educational programme
- each student has individual programme that has clear objective to improve student's level of achievement
46
3 ring model of giftedness
1. above average ability
2. creativity
3. task commitment
47
programmes for gifted students
1. pull out programme
2. acceleration
3. enrichment
48
pull out programme definiton
gifted students pulled out of class for gifted education a few hours a week
49
acceleration programme definition
go over same material but faster then move on to more difficult material
50
enrichment definiton
normal course but added activities to increase understanding
51
type 1 enrichment
more advanced levels of involvement in topic to spark interest to pursue topic further
"read more of Dicken's work"
52
type 2 enrichment
develop high thinking skills
"look into historical times of Dickens"
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type 3 enrichment
individ or group investigation of real problems drawing on material learned
"how urban problems today compare to Dicken's work"
54
practical implications for teaching gifted students
1. encourage them to learn more
2. help gifted students find problems to solve
3. work with families so they get environmental reinforcement
4. reinforce self-esteem not rooted in social comparison
55
2 intellecutal disabilites
1. familial intellectual disabilities
2. organic intellectual disabilities
56
familial intellectual disabilities
runs in families
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organic intellectual disabilities
associated with traumatic events or abnormalities
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mild intellectual disability
IQ: 50-70
- supported reaching 6th grade level
- vocation related skills
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moderate intellectual disability
IQ: 35-50
- supported reaching 4th grade level
- unskilled activities
60
severe intellectual disability
IQ: below 35
- no benefits from vocational training
- very simple tasks (eating with spoon) can be done
61
intellectual disability characteristics
1. can't transfer strategies from one subject to another
2. deficit in complex mental thinking -> planning
3. can't cope with new environments
62
practical implications for teaching intellectual disabled
1. teach learning strats
2. divide lessons into smaller, clear defined steps
3. help students learn self-regulation
4. make lessons applicable to everyday life
5. help students raise self-esteem
63
learning disability definition
performance in one subject substantially worse than expected from child's intelligence
64
2 ways to deal with learning disabilities
1. compensation = working around area of weakness
2. remediation = correcting areas of weakness
65
implications for teaching learning disabilities
1. makes strats relevant to specific needs
2. teach learning strats
3. foster self-esteem + motivation to learn
4. explore learning strengths to use for compensation
66
practical implications for teaching ADHD students
1. sit ADHD students away from distractors
2. structure activities + rules
3. help students focus with non-verbal signs
4. give feedback of what behaviour was appropriate
5. provide opportunities to let loose excess energy
67
2 types of behavioral disorders
1. internalising
2. externalising
68
internalizing definition + how to combat
shy + withdrawn
not noticeable
to combat: normalise group work
69
externalising definition + how to combat
disruptive, aggressive, defiant
noticeable
to combat:
- positive reinforcement if good behaviour
- checklists for kids to monitor own behaviour
70
mental health defintion
state of mental wellbeing that helps people cope with challenges of life + learn and work well AND contribute to community
71
wellbeing definition
equilibrium between psych, social + physical resources and challenges
72
risk factors for bad mental health
1. poverty
2. violence
3. discrimination
4. inequality
73
protective factors for bad mental health
1. bio factor
2. social
3. environmental
4. psych
5. cultural / spiritual -> religious people are happier
74
what does Bronfenbrenner believe are the most important protective factors for mental health?
peer + family support
* peer acceptance
* peer pro.social values
* healthy bond with parents + discipline
75
