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TEXAS PPR EXAM (TX TEACHERS REVIEW) TEXES 160 PPR, TEXAS EXAMINATIONS OF EDUCATOR STANDARDS. PPR EC 12 160, PPR 003 PRACTIONERS, TEACHERS, TEXAS, TEXAS PPR EXAM (TX TEACHERS REVIEW), PPR, TEXAS PPR EXAM (TX TEACHERS REVIEW) (COPY), TEXAS QUESTIONS AND ANS $19.99   Add to cart
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TEXAS PPR EXAM (TX TEACHERS REVIEW) TEXES 160 PPR, TEXAS EXAMINATIONS OF EDUCATOR STANDARDS. PPR EC 12 160, PPR 003 PRACTIONERS, TEACHERS, TEXAS, TEXAS PPR EXAM (TX TEACHERS REVIEW), PPR, TEXAS PPR EXAM (TX TEACHERS REVIEW) (COPY), TEXAS QUESTIONS AND ANS
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TEXAS PPR EXAM (TX TEACHERS REVIEW) TEXES 160 PPR, TEXAS EXAMINATIONS OF EDUCATOR STANDARDS. PPR EC 12 160, PPR 003 PRACTIONERS, TEACHERS, TEXAS, TEXAS PPR EXAM (TX TEACHERS REVIEW), PPR, TEXAS PPR EXAM (TX TEACHERS REVIEW) (COPY), TEXAS QUESTIONS AND ANSWERS

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  • November 1, 2024
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TEXAS PPR EXAM (TX TEACHERS REVIEW) TEXES 160 PPR, TEXAS
EXAMINATIONS OF EDUCATOR STANDARDS. PPR EC 12 160, PPR
003 PRACTIONERS, TEACHERS, TEXAS, TEXAS PPR EXAM (TX
TEACHERS REVIEW), PPR, TEXAS PPR EXAM (TX TEACHERS
REVIEW) (COPY), TEXAS QUESTIONS AND ANSWERS 2024 - 2025

Piaget's Theory of Cognitive Development ANS -Jean Piaget, a Swiss psychologist, developed a theory of
how cognition develops and changes over time. Piaget proposed that a child's intellect progresses
through four stages: 1. Sensorimotor (birth to 2 years) 2. Preoperational (2 to 7 years) 3. Concrete
operational (7 to 11 years) 4. Formal operational (11 years to adulthood) Children learn through active
interaction and manipulation of the environment. The stage the child is in determines how they see the
world. Piaget believed all students pass through the stages in order and cannot skip any stage.



Schemes ANS -Mental patterns that guide behavior; cognitive structures that help children process and
organize information to make sense of the environment



Assimilation ANS -Understanding new experiences in terms of existing schemes



Accommodation ANS -Modifying existing schemes to fit new situations in the environment. When old
ways of dealing with the environment don't work, a child modifies an existing scheme stimulated by new
information or a new experience



Adaptation ANS -The process of adjusting schemes in response to the environment through
assimilation or accommodation. According to Piaget, this is how learning occurs.



Equilibration ANS -The process of restoring balance between present understanding and new
experiences. According to Piaget, learning depends on this process so it is important for teachers to
confront students with new experiences or data to advance their cognitive development.



Disequilibrium ANS -7 of 124

Disequilibrium

An imbalance between what a child understands and what the child encounters through new
experiences.

,Sensorimotor Stage ANS -The earliest stage (birth to 2 years) of cognitive development during which
infants learn about the environment by using their senses and motor skills. Children develop "object
permanence" and progress from reflexive behavior to goal-directed behavior.



Object Permanence ANS -The fact that objects are physically stable and exist even when the objects are
not in the child's physical presence. This enables the child to start using symbols to represent things in
their minds so they can think about them.



Preoperational Stage ANS -The second stage (2 to 7 years) of cognitive development in which children
learn to represent things in their mind. During this stage students develop the ability to use symbols to
represent objects in the world. Thinking remains egocentric and centered.



Egocentric ANS -Believing that everyone sees the world as you do.



Conservation ANS -The concept that certain properties of an object remain the same regardless of
changes in other properties.



Centration ANS -Paying attention to only one aspect of an object or situation; what is commonly called
tunnel vision.



Reversibility ANS -The ability to perform a mental operation and then reverse thinking to return to the
starting point.



Class Inclusion ANS -The ability to think simultaneously about a whole class of objects and about
relationships among subordinate classes; a framework for thinking.



Concrete Operational Stage ANS -The third stage (7 to 11 years) of cognitive development in which
children develop the capacity for logical reasoning and understanding of conservation but can use the
skills only in dealing with familiar situations. New abilities include operations that are reversible.
Thinking is decentered, allowing them to understand that others may have different perceptions, and
problem solving is less restricted by egocentrism. Abstract thinking is not possible.



Inferred Reality ANS -The ability to understand stimuli in the context of relevant information.
Preschoolers see what they see with little ability to infer the meaning behind what they see. Students in

,the concrete operational stage respond to inferred reality and see things in the context of other
meanings.



Seriation ANS -Arranging objects in sequential order according to one aspect, such as size, weight,
volume, etc. Seriation involves arranging things in a logical progression such as from smallest to largest
or shortest or tallest.



Transivity ANS -A skill learned during the concrete operational stage in which children can mentally
arrange and compare objects. Transitivity is the ability to infer a relationship between two objects on
the basis of knowledge of their respective relationships with a third object. (If a>b and b>c, then a>c)



Inversion ANS -A mental transformation that requires reversible thinking. (+X is reversed by -X)



Reciprocity ANS -A mental transformation that requires reversible thinking. (MM)



Vygotsky's Theory of Cognitive Development ANS -Lev Vygotsky, a Russian psychologist, developed a
theory of cognitive development based on two key ideas. He proposed children understand the world
based on social interactions within their culture and the sign systems that represent ideas. These
systems include symbols used to think, solve problems, and communicate. Vygotsky's theory highlights
the socio-cultural nature of learning.



Self-regulation ANS -According to Vygotsky's theory, self-regulation is the ability to think and solve
problems without the help of others. Learning is a social process and learning occurs when self-
regulation is achieved.



Sign Systems ANS -Symbols that cultures create to help people think, solve problems, and
communicate.



Private Speech ANS -Inner speech or children's self-talk that guides thinking and actions; an important
consideration in Vygotsky's theory of cognitive development.



Zone of Proximal Development ANS -Level of development immediately above a student's present
level. The tasks within the zone of proximal development require assistance from the teacher or a more

, knowledgeable other. Students cannot perform tasks alone within the zone of proximal development.
Activities designed within this zone are guided activities.



Scaffolding ANS -Support for learning and problem solving that include clues, reminders, examples, or
encouragement. Scaffolding allows a student to make a learning connection and become independent
as a learner.



Cooperative Learning ANS -Strategies in which students work together to help one another learn by
sharing perspectives and providing models of slightly advanced thinking.



Developmentally Appropriate Education ANS -Instruction intentionally adapted to the current
developmental level of students rather than planned according their chronological age or grade level.



Psychosocial Theory ANS -A set of principles that relates social environment to psychological
development.



Erikson's Theory of Psychosocial Development ANS -Trained by Freud as a psychoanalyst, Erikson
proposed people pass through eight psychosocial stages of development. A psychosocial crisis is
resolved at each stage.



Piaget's Theory of Moral Development ANS -Part of Piaget's Theory of Cognitive Development
addresses children's moral reasoning. Piaget proposed that as children's thinking becomes more
advanced their understanding of moral problems deepens. 1. Heteronomous Morality (based on rules
and consequences) 2. Autonomous Morality (based on mutual respect and recognition)



Heteronomous Morality ANS -According to Piaget's theory of moral development, the younger stage
when children think rules are unchangeable and that breaking rules leads to punishment.



Autonomous Morality ANS -According to Piaget's theory of moral development, the older stage when
children understand that rules are created and that punishments are not automatic.



Kohlberg's Stages of Moral Reasoning ANS -Lawrence Kohlberg proposed students pass through three
levels and six stages of moral reasoning: I. Preconventional Level Stage 1 Punishment and Obedience
Orientation Stage 2 Instrumental Realist Orientation II. Conventional Level Stage 3 "Good boy-Good girl"

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