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Kennistoets ´1001 dag en verder´
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Een samenvatting van alle colleges van semester 1 van Pedagogiek niveau 1.
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KENNISTOETS1001 DAG EN VERDER
BERNICE DE ROOS
PEDAGOGIEK
VA09-B1
,Inhoud
Kennislijn Pedagogiek...................................................................................................6
Begrip ´Pedagogiek´ omschrijven..............................................................................6
Hoe socialisatie en opvoeden zich tot elkaar verhouden..........................................6
Ecologisch model van Bronfenbrenner......................................................................7
Pedagogische opvoedingsdoelen..............................................................................7
Ouderschapsontwikkeling..........................................................................................8
De vier basisdimensies..............................................................................................8
Risicofactoren en beschermende factoren m.b.t. het opvoedproces........................9
De vier opvoedmilieus................................................................................................9
Draagkracht en draaglast..........................................................................................9
Diversiteit aan gezinnen, soorten gezinstypes, opvoedingsstijlen..........................10
Opvoedproces in niet-westerse culturen.................................................................14
Groepsdynamische processen................................................................................14
Spel en de verschillende fasen van spel.................................................................14
Belang van preventieprogramma’s..........................................................................16
Opvoedondersteuning vroeger en nu......................................................................16
Jeugdwet en WMO..................................................................................................16
Beeldvormingen en verwachtingen met betrekking tot ouderschap........................16
Aantal manieren om als pedagoog ondersteuning te bieden..................................16
Ouderschapstheorie Alice van der Plas..................................................................17
Empowerment..........................................................................................................18
Methodisch werken..................................................................................................18
Cyclus van methodisch werken............................................................................18
Opvoeden als maatschappelijke verantwoordelijkheid............................................19
Verschillende stromingen........................................................................................19
17e eeuw (1600-1700) Gouden Eeuw..................................................................19
18e eeuw (1700-1800) Verlichting........................................................................19
19e eeuw (1800-1900)..........................................................................................19
Reformpedagogiek (eind 19e eeuw).....................................................................20
20e eeuw (1900-2000) Pedagogiek als filosofische geesteswetenschappelijke
stroming................................................................................................................20
20e eeuw, eeuw van het kind...............................................................................20
Kennislijn Ondersteunende wetenschappen...............................................................21
1
,Psychologie en ontwikkelingspsychologie...............................................................21
Wat is psychologie?.............................................................................................21
Wat is ontwikkelingspsychologie?........................................................................21
Ontwikkelingsgebieden............................................................................................21
Verschillende manieren van kijken naar gedrag.....................................................21
Nature (maturatie = rijping)..................................................................................21
Nurture..................................................................................................................21
Hoe kunnen we gedrag verklaren?..........................................................................21
Psychodynamisch perspectief: focus op innerlijke kracht.......................................22
Psychoanalyse Sigmund Freud...........................................................................22
Psychoanalyse Erik Erikson.................................................................................22
Freud vs. Erikson (psychoanalyse)......................................................................22
Behavioristisch perspectief: focus op waarneembaar gedrag.................................22
J.B. Watson..........................................................................................................22
Behaviorisme........................................................................................................22
Cognitieve psychologie............................................................................................23
Jean Piaget..........................................................................................................23
Systematisch perspectief.........................................................................................23
Evolutionair perspectief...........................................................................................23
Humanistische psychologie.....................................................................................24
Biologische psychologie..........................................................................................24
Ontwikkelingsstadia voor de geboorte en invloeden omgeving..............................24
Aanleg zenuwstelsel............................................................................................24
Problemen rond de conceptie..............................................................................24
Wat kan een pasgeboren baby?..............................................................................25
Invloeden op ontwikkeling........................................................................................25
Prenataal:.............................................................................................................25
Perinatale invloeden op de ontwikkeling:.............................................................25
Postnatale invloeden op de ontwikkeling:............................................................25
Verschillende stressoren.........................................................................................25
Positieve stress....................................................................................................25
Verdraagbare stress.............................................................................................25
Chronische stress (toxische stress).....................................................................25
Hoe beïnvloedt stress de hersenontwikkeling?.......................................................26
Wat kan een pedagoog doen om stressinvloeden te beperken?............................26
2
, De ontwikkeling van de hersenen............................................................................26
Basis ( filmpje zoeken op YouTube)....................................................................26
Aanleg zenuwstelsel............................................................................................27
De relatie tussen hersenontwikkeling en gedrag.....................................................27
Disbalans theorie..................................................................................................27
Sociale acceptatie/afwijzing.................................................................................27
Fysieke, motorische en zintuigelijke ontwikkeling...................................................27
Zien.......................................................................................................................27
Gehoor..................................................................................................................28
Smaak..................................................................................................................28
Reuk.....................................................................................................................28
Tast......................................................................................................................28
Groei: belangrijkste principes...............................................................................28
Mijlpalen in de motorische ontwikkeling...............................................................28
Mijlpalen fijne motoriek.........................................................................................29
Fysieke veranderingen in de puberteit....................................................................29
Fasen Piaget en kenmerken daarvan......................................................................29
Denken volgens Piaget........................................................................................29
Stadia van cognitieve ontwikkeling......................................................................29
Kritiek op Piaget.......................................................................................................30
Informatieverwerking gedurende belangrijkste levensfasen...................................30
Informatieverwerkingsprocessen (analoge met computers)................................30
Welke leerprocessen spelen een rol volgens behavioristisch perspectief..............30
Behaviorisme: ook wel leertheorie of gedragsleer...............................................30
Grondleggers behaviorisme.................................................................................30
Pavlov......................................................................................................................30
Klassieke conditionering......................................................................................30
Klassieke conditionering......................................................................................30
Skinner.....................................................................................................................31
Sociale leertheorie: imitatie en modelling................................................................31
Albert Bandura.........................................................................................................31
Betekenis IQ-score..................................................................................................31
Morele ontwikkeling volgens Kohlberg en Gilligan..................................................31
Kohlberg...............................................................................................................31
Gilligan..................................................................................................................32
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