WGU D307 EDUCATIONAL PSYCH. AND HUMAN DEV. OF CHIL
WGU D307 EDUCATIONAL PSYCH. AND HUMAN DEV. OF CHIL
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WGU D307 EDUCATIONAL PSYCH. AND HUMAN DEV. OF CHILDREN AND ADOLESCENTS EXAM QUESTIONS AND ANSWERS (2023) (VERIFIED ANSWERS BY EXPERT)
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WGU D307 EDUCATIONAL PSYCH. AND HUMAN DEV. OF CHIL
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WGU D307 EDUCATIONAL PSYCH. AND HUMAN DEV. OF CHIL
D307 EDUCATIONAL PSYCH. AND HUMAN DEV. OF CHILDREN AND ADOLESCENTS EXAM QUESTIONS AND ANSWERS (2023) (VERIFIED ANSWERS BY EXPERT)
Maslow's Hierarchy of Needs
physiological, safety, love/belonging, esteem, self-actualization
Physiological Needs (Maslow)
Biological needs for survival such as fo...
WGU D307 EDUCATIONAL PSYCH. AND HUMAN DEV. OF CHIL
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D307 EDUCATIONAL PSYCH. AND HUMAN DEV. OF
CHILDREN AND ADOLESCENTS EXAM QUESTIONS
AND ANSWERS (2023) (VERIFIED ANSWERS BY
EXPERT)
Maslow's Hierarchy of Needs
physiological, safety, love/belonging, esteem, self-actualization
Physiological Needs (Maslow)
Biological needs for survival such as food, water, shelter, and clothing.
Safety Needs (Maslow)
Protection from the elements, financial and physical security, law and order, and
freedom from fear.
Love and Belonging Needs (Maslow)
Intrapersonal relationships, friendships, intimacy, trust, romance, love and being part of
a group.
Esteem Needs (Maslow)
Self-respect, respect from others, achievement, independence, status, and prestige.
Self-Actualization Needs (Maslow)
Personal growth and fulfillment, and the realization of ones personal potential as a
human being or "a desire to become everything one is capable of becoming."
Expanded Needs (Maslow)
Cognitive: curiosity knowledge and intellectual exploration
Aesthetic: search and expression of beauty and balance
Transcendence: meeting spiritual needs or helping others reach self-actualization
Physical Development Stages and Expectations- Infants
Birth-2: Hold up their heads, reach for things, roll over, sit, crawl, walk. Walk with
increased coordination and manipulate small toys with their hands. Feed themselves,
make a small tower with blocks, jump and run awkwardly, throw a ball, use a zipper.
Physical Development Stages and Expectations- Early Childhood
2-6: Run, hop, tumble, climb, swing. String beads and put together jigsaw puzzles.
Scribble, print, draw rudimentary figures. Print their names. Dress and undress
themselves, eat using utensils.
Physical Development Stages and Expectations- Middle Childhood
6-10: Gain weight and height, permanent teeth begin to come in, advance in speed and
coordination skills, improved handwriting and increasingly representational art.
Physical Development Stages and Expectations- Adolescence
10-18: Weight and height increase rapidly, puberty begins and increase in hormones
begins to impact behavior. Thinking of themselves as adults, may reject adult authority.
Boys grow taller and more muscular than most girls their age. Sexual maturity and girls
physical growth slows, boys begin to grow into early adulthood.
Sensorimotor Stage (Piaget)
, Birth-2: Learn through movement and senses
reflexive or active, sucking, grabbing, looking, listening, crawling, object permanence
Preoperational Stage (Piaget)
2-6: Prelogical thought
play and pretend, symbolic thinking (pictures, # and letters), language develops, forms
many new schemes, egocentrism, centration (focus on only one aspect at a time)
Concrete Operational Stage (Piaget)
7-11: Factual and logical thought
need concrete, hands on experience
mental reversal, seriation, sorting, classifying, conservation
Formal Operational Stage (Piaget)
12+: Higher order thinking and reasoning
abstract thinking, critical thinking, hypothesize, predict, metaphors, mental
manipulations, systematic problem-solving
Schemas (Piaget)
Organized patterns of knowledge, skills, experiences (file folders)
Adaptation (Piaget)
Process of making sense of new information (assimilation, accommodation, equilibrium)
Assimilation (Piaget)
Similar information to existing scheme (same file folder)
Accommodation (Piaget)
Modify, adjust, change, create new scheme (new file folder)
Equilibrium (Piaget)
Everything makes sense
Zone of Proximal Development (Vygotsky)
a child may be able to achieve a skill on his or her own, but when offered guidance or
scaffolding from a more knowledgeable person, the child may acquire the skill much
more quickly
Scaffolding (Vygotsky)
Explaining, providing examples and clarifications, asking leading questions
Private Speech (Vygotsky)
Talk to myself (whisper or out loud)
Silent Inner Speech (Vygotsky)
Think it inside my head
Social Speech (Vygotsky)
Talk to others
Piaget vs. Vygotsky (sociocultural context, constructivism, stages, key processes
in development & learning, role of language, teaching implications)
Piaget-
Sociocultural Context: little emphasis
Constructivism: cognitive constructivist
Stages: strong emphasis on stages of development
Key processes in development & learning: equilibration, schema, adaptation,
assimilation, accommodation
Role of language: minimal- language provides labels for children's experiences
Teaching implications: support children to explore their world and discover knowledge
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