WGU-(D167)-Educational Psychology & Human Development of Children & Adolescence
0 view 0 purchase
Course
WGU D167
Institution
WGU D167
WGU-(D167)-Educational Psychology & Human Development of Children & Adolescence
self-actualization (Maslow)
This need involves personal growth and fulfillment and the realization of one's personal potential as a human being. To become everything one is capable of becoming.
esteem (Maslow)
Thi...
WGU-(D167)-Educational Psychology & Human
Development of Children & Adolescence
self-actualization (Maslow)
This need involves personal growth and fulfillment and the realization of one's personal
potential as a human being. To become everything one is capable of becoming.
esteem (Maslow)
This need includes self respect, respect from others, achievement, independence,
status, and prestige.
love and belonging (Maslow)
This need involves interpersonal relationships-friendships, intimacy, trust, romance and
love, and being part of a group.
safety (Maslow)
This need includes protection from the elements, financial and physical security, law
and order, and freedom from fear.
physiological (Maslow)
Needs that are biological requirements for survival, such as food, water, shelter, and
clothing.
Maslow's Hierarchy of Needs
Theorized that individuals must satisfy their deficiency needs before growth needs can
influence their behavior.
cognitive (Maslow)
Involves curiosity knowledge and intellectual exploration. Referred to as "Brain" and
"thinking."
aesthetic (Maslow)
This need focuses on the search for and expression of beauty and balance, which can
be found in nature or artistic pursuit such as painting, architecture, and music.
Transcendence (Maslow)
This need involves meeting spiritual needs or helping others achieve self-actualization.
Physical Development (Maslow)
A developmental process that refers to gross motor skills and fine motor skills.
Arnold Gesell
The first theorist to observe and document the stages of physical development. Coined
the term: maturational-development theory of child development.
Infancy (Birth to 2 yrs) (Maslow)
The stage of development where a child holds up their head, rolls over, reaches for
things, sets, crawls, and walks. Children can feed themselves with their hands, make a
small tower of cubes, jump and run awkwardly, throw a ball, and use a zipper. Children
begin to walk with increased coordination and manipulate small toys with their hands.
Early Childhood (2-6yrs) (Maslow)
The stage where children show significant improvement in both gross and fine motor
skills. They love to run, hop, tumble, climb, and swing. Fine motor skill development
allows them to string beads and put together jigsaw puzzles. They can also dressed and
undressed themselves and eat with utensils.
Middle Childhood (6-10yrs) (Maslow)
,The stage where older children continue to gain weight and height. They have
permanent teeth that also begins to form. Children begin to participate in organized
sports as their speed and coordination skills advance. They experience a refinement of
fine motor skills, improved handwriting, and their drawings become increasingly
representational. They can also use fine motor skills to sew, build models, or do other
crafts.
Adolescence (10-18yrs) (Maslow)
The stage where children's weight and height begin to increase rapidly then puberty
begins.There is an increase in hormones that impacts behavior. Will think they are
adults, reject adult authority. Both boys and girls reach sexual maturity, girls physical
growth slows, and boys will continue to grow into early adulthood.
Cognitive or Brain Development (Maslow)
The learning process of memory, language, thinking, and reasoning.
Tanner Staging System (Maslow)
When students write their own development using schematic drawings of development.
BOT-2 (Maslow)
A standardize tool that measures physical development and used between the ages of
four and 21. The areas a physical development include fine manual control, manual
coordination, body coordination, and strength.
Piaget Theory of Cognitive Development
Theory of cognitive development that suggests children move through four different
stages of mental development. Focus is not only on understanding how children acquire
knowledge, but also on understanding the nature of intelligence. Stages in this theory
are: sensorimotor, pre-operational, concrete operational, and formal operational.
Sensorimotor Stage (Birth-2yrs) (Piaget)
In this stage infants know the world through their movements and sensations. Children
learn about the world through basic actions such as sucking, grasping, looking, and
listening. Infants and toddlers learn from sensory experiences and manipulating objects.
Their earliest experience occurs through basic reflexes, senses, and motor responses.
Pre-operational Stage (2-7yrs) (Piaget)
In this stage children begin to think symbolically and learn to use words and pictures to
represent objects. They tend to be egocentric and struggle to see things from the
perspective of others. They still tend to think about things in very concrete terms. During
this time there is an emergence of language, this is considered the hallmark of the
stage. They are also skilled at pretend play, but struggle with logic and point of views
from others. Lastly they struggle with the idea of constancy.
Concrete Operational Stage (7-11yrs) (Piaget)
In this stage children begin to think logically about concrete events. They understand
the concept of conversation. Their thinking becomes more logical and organized, but
still concrete meaning literal. They use inductive logic, reasoning from specific
information to general principal. This often means that their thinking can also be rigid.
They struggle with abstract and hypothetical concepts. They begin to think about how
other people might think and feel. They realize their thoughts are unique to them, and
that not everyone will share their thoughts feelings and opinions.
Formal Operational Stage (12 & Up) (Piaget)
, In this stage children are considered adolescent or young adult. They begin to think
abstractly and reason about hypothetical problems. They begin to think about moral,
philosophical, ethical, social, and political issues. All of those require theoretical and
abstract reasoning. They also begin to use deductive logic/reasoning from a general
principle to specific information. They are capable of seeing multiple potential solutions
and think scientifically. They have the ability to plan for the future.
Schemas (Piaget)
Describes both mental and physical actions involved in understanding and knowing.
Includes categories of knowledge that help us interpret and understand the world.
Assimilation (Piaget)
The process of taking new information into our already existing schemas. The process
is subjective because we tend to modify experiences and information slightly to fit in
with our pre-existing beliefs.
Accommodation (Piaget)
Involves changing or altering our existing schemas in light of new information. We
modify existing schemas, or ideas, as a result of new experiences.
Equilibration (Piaget)
When children try to balance between assimilation and accommodation. Through the
process of cognitive development: it is important to maintain a balance between
applying previous knowledge (assimilation) and changing behavior to account for new
knowledge (accommodation).
Vygotsky's Theory of Cognitive Development (AKA: Sociocultural Theory)
Emphasize the important role of social interactions in the development of children's
cognition. The environment and community play a key role in children's "meaning
making." Children's social learning must come before their cognitive development.
Theorized that children are born with "elementary mental functions."
Social Speech (Vygotsky)
Speech that involves talking to other people.
Private Speech (Vygotsky)
Speech that involves talking to self.
More Knowledgeable Other (Vygotsky)
A person who is more skilled or more knowledgeable. (MKO)
Zone of Proximal Development (Vygotsky)
The concept that states a child may be able to achieve a skill on his or her own, but
when offered guidance from a more knowledgeable person, the child may acquire the
skill much more quickly. Defined as the difference between a child attains independently
and what a child attains with the support of someone who is more skilled. (ZPD)
Silent Inner Speech (Vygotsky)
Speech that involves self regulation. Your inner voice talking to self. Talking to yourself
in your mind.
Scaffolding (Vygotsky)
Is a form of adult assistance that enables a child or novice to solve a problem, carry out
a task, or achieve a goal which would be beyond their unassisted efforts.
Erickson's Stages of Psychosocial Development
A theory proposed that people are motivated by the need to achieve competence in
certain areas of their life. People experience eight stages of development over their
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller LectDan. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $14.99. You're not tied to anything after your purchase.
