Human development

Question 1

Piaget

Question 2

Erik Erikson

Question 3

Vgotsky

Question 4

“Pre-operational stage” of cognitive development

Question 5

“Concrete operational stage” of cognitive development

Question 6

Symbolic Thought

Question 7

Zone of proximal development

Question 8

Sociocultural Theory of Cognitive Development

Question 9

Scaffolding

Question 10

Morality of constraint

Answer 10

During this stage, preschool children tend to think of actions as either always being right or always being wrong. Behavior is deemed right or wrong according to whether or not it results in punishment.

Question 11

Kohlberg

Answer 11

developed stages of moral development that he believed were hierarchical

Question 12

Selman

Question 13

Pre-conventional thought

Answer 13

Preschool children are at this thought level. When they make their moral decisions, those decisions will be based on avoiding punishment and satisfying their own desires.

Question 14

Conventional thought

Answer 14

focuses primarily on listening to others and doing what is helpful. The emphasis and desire is on being a good boy or girl. While this level is beyond that of the preschool child, Kohlberg suggests that because this is the next level, children should be exposed to moral thinking at this level in order to facilitate growth.

Question 15

Post-conventional thought

Question 16

Carol Gilligan

Question 17

Erikson’s Stages of Psychosocial Development

Question 18

Self-concept

Answer 18

or a child’s consistent perceptions about himself or herself

Question 19

Parallel play

Question 20

Associative play

Question 21

Social play

Question 22

Parten and the six categories of social play

Answer 22

unoccupied behavior, onlooker behavior, solitary play, parallel play, associative play, and cooperative play.

Question 23

Socio-dramatic play

Answer 23

considered to be the most advanced form of social and symbolic play. Children engage in imitation, drama, and fantasy play together that often involves role-playing in which children imitate real-life people and experiences they have had themselves

Question 24

Protective factors

Question 25

Most widely accepted definition of "Resilience"

Answer 25

the process of, capacity for, or outcome of successful adaptation despite challenging or threatening circumstances”

Question 26

Protective factors that promote resiliency

Answer 26

(a) proactive orientation; (b) self-regulation; (c) proactive parenting; (d) connections and attachments;(e) school achievement and involvement, IQ, and special talents; and (f) community.

Question 27

Authoritative Parenting

Answer 27

children with parents who practice authoritative parenting demonstrate more resilience. Authoritative parents are responsive and have high, realistic expectations. They provide warm and loving support, a cognitively stimulating environment, and rational, consistent rules and behavioral expectations.

Question 28

Fostering resiliency

Answer 28

1. Parent training 2. Individual/group counseling 3. School intervention 4. Community interventions

Question 29

Autism Spectrum Disorder

Question 30

Oppositional Defiant Disorder

Question 31

Conduct Disorder

Question 32

ADHD

Question 33

Positive Behavior Support (PBS)

Question 34

Early Screening Project

Question 35

Functional Behavior Assessment (FBA)

Question 36

cognitive-social learning counseling model

Question 37

Behavior management

Question 38

Behavior modification

Question 39

Applied behavior analysis

Question 40

neurophysiological

Question 41

Prefrontal Cortex

Answer 41

brain center responsible for attention, working memory, behavioral monitoring and self-regulation, reasoning, information processing, goal-setting, and inhibition

Question 42

Concrete operational thought

Answer 42

As children enter into this stage of thinking, the ability to operate or carry out an action can be done through thought as well as through behaviors.

Question 43

Conservational skills

Answer 43

involves the child realizing that just because the shape or form of an object changes, that object doesn’t simply appear or disappear.

Question 44

Computational skills

Answer 44

develop in the form of children understanding that numbers remain constant.

Question 45

classification skills

Answer 45

develop as the child learns to classify in not only groups but subgroups as well.

Question 46

Metacognition

Answer 46

equips children with the skills needed to practice self-monitoring or self-instruction techniques.

Question 47

Meta-memory

Question 48

Social self-concept

Answer 48

includes beliefs about one’s own self-desirability, self-efficacy, and social competence.

Question 49

Selman's Stages of Friendship and Levels of Perspective-Taking Skills

Answer 49

Stages 0-4.

Question 50

Social anxiety in children

Question 51

Gender typicality

Answer 51

a self-perceived sense of similarity to members of one’s own gender group; and is the most predictive correlate of adjustment and self-esteem in middle childhood

Question 52

Gender contentment

Answer 52

is one’s satisfaction with his or her own gender.

Question 53

The multifactorial gender theory

Answer 53

suggests that gender identity not only includes one’s identification with a chosen gender but also involves ones’ personal and public esteem of their gender, as well as the effect of gender stereotypes

Question 54

Kohlberg's Stages of Moral Development

Answer 54

three levels: preconventional reasoning, conventional reasoning, and postconventional reasoning. During "middle childhood", moral development is somewhere between the preconventional and conventional reasoning stages.

Question 55

preconventional reasoning,

Answer 55

children do not internalize moral values and their moral reasoning is controlled by rewards and punishment

Question 56

conventional reasoning

Answer 56

is the middle stage of moral development. During this stage, children begin to abide by certain standards, but these standards are set by others around them

Question 57

postconventional reasoning

Question 58

Piaget's stages of moral development

Answer 58

3 stages: premoral, heteronomous morality, and autonomous morality

Question 59

heteronomous morality

Answer 59

children perceive justice and rules as unchangeable and beyond the control of people. See rules that are broken to result in immediate punishment tied to that rule.

Question 60

autonomous morality

Answer 60

This stage is usually entered into around age 10, and children gain the ability to understand that rules and laws are created by people and consequences and are something to be considered along with the intentions of the person

Question 61

Premoral

Question 62

4 types of Parenting Styles

Answer 62

Authoritative, Authoritarian, Permissive, and neglectful

Question 63

choice theory

Answer 63

can be used as a preventative and remedial intervention for dealing with students who have repetitive behavioral issues in the school setting. When using Choice Theory during middle childhood, students began to see how their own choices and actions affect their behavioral outcomes in all aspects of life.

Question 64

Reality therapy

Answer 64

Reality therapy techniques are incorporated to focus on changing the current behavior exhibited by the student so that his or her needs are met more effectively