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CHILD GROWTH AND DEVELOPMENT: EXAM #1 QUESTIONS AND ANSWERS
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CHILD GROWTH AND DEVELOPMENT: EXAM #1 QUESTIONS AND ANSWERS
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CHILD GROWTH AND DEVELOPMENT:EXAM #1 QUESTIONS AND ANSWERS
Educational psychology - answer-the branch of psychology that specializes in
understanding how different factors affect the classroom behavior of both teachers and
students
What is teaching? - answer-(state your own opinion)
Retention - answer-the continued use or control of something// often seen as a relatively
inexpensive way to bring underachieving students up to grade level standards// it does
not address the causes of poor performance
Implications - answer-the conclusion that can be drawn from something, although it is
not explicitly stated
Teaching as an art - answer-a way of teaching that involves intangibles such as beliefs,
emotions, values and flexibility.
Teaching as a science - answer-a way of teaching based on scientific methods such as
sampling, control, objectivity, publication, and replication
Formative assessments - answer-a type of assessment that monitors a students
progress in order to facilitate learning rather than to assign a grade
Reflection - answer-thinking about how one teaches, why one teaches that way, and
what effect they have on students
Scientific observation - answer-sampling, control, objectivity, publication, replication
Pyschosocial development - answer-a psychoanalytic theory which identifies eight
stages through which a healthily developing human should pass from infancy to late
adulthood. In each stage, the person confronts, and hopefully masters, new challenges//
erikson
Epigenetic principle - answer-the notion that a childs personality develops as the ego
progresses through a series of interrelated stages, much as the human body takes
shape during its fetal development// erikson
Psychosocial crisis - answer-personality development occurs as one successfully
resolves a series of turning points
Trust vs. Mistrust (birth to one year) - answer-a parents consistency, continuity, and
sameness of experience in satisfying basic needs fosters truth in the childs life. On the
, other hand, if a child is mistreated, or their care is inadequate and inconsistent, they will
approach the world with fear and suspicion
Autonomy vs. Shame and doubt (2-3 years- preschool) - answer-when a child is
encouraged and permitted to do what they are capable of doing at their own pace and in
their own way with supervision from parents, but on the other hand, if a child is shamed
and the teacher is impatient, they will develop self doubt
Initiative vs. Guilt (4-5 years to k) - answer-children are given the freedom to explore
and experiment and if teachers take the time to answer questions, tendencies toward
initiative will be encouraged. If children are restricted and made to feel that their
activities and questions have no point and are a nuisance to adults and older siblings,
they will feel guilty about acting on their own.
Industry vs. Inferiority (6-11 years) - answer-if children at this stage are encouraged to
make and do things well, helped to persevere, allowed to finish tasks and praised for
trying, industry results. If the children's efforts are unsuccessful or if they are decided or
treated as bothersome, feelings of inferiority result. Children who feel inferior may never
learn to enjoy intellectual work and take pride in doing at least one kind of thing really
well.
Identity vs. Role confusion - answer-if adolescents succeed in integrating roles in
different situations to the point of experiencing continuity in their perception of self,
identity develops. In common terms, they know who they are. If they are unable to
establish a sense of stability in various aspects of their lives, role confusion results.
Piagets cognitive development - answer-he was interested in how organisms adapt to
their environment, how behavior is controlled by mental organizations are called
schemata
Piagets 4 stages of cognitive development - answer-1. Sensorimotor (infants and
toddlers) out of sight out of mind
2. Preoperational (preschool and primary grades): pre logical they can only focus on
one characteristic at a time// experimenter pour the water into different sized glasses
3. Concrete operational (elementary to middle school): children should ask questions
about objects, make simple observations, use simple equipment, gather data, extend
the senses, while constructing and communicating explanations
4. Formal operational (middle school and up): responding to the problem rather than just
forming a hypotheses
Conservation problems - answer-visual tasks that piagets pre operational stage cannot
solve because they lack the ability to simultaneously account for variations in the two
dimensions (height, weight, length, width) that make up the problem
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