WGU D094(Educational Psychology and Development of Children and Adolescents)2022 Complete!!

Maslow's Hierarchy of Needs Popular motivational theory proposed by Abraham Maslow in 1943. Maslow's Hierarchy of Needs Main Idea Individuals must satisfy a basic series of needs before they can reach their potential. Maslow's Deficiency Needs Physiological, Safety, Love and Belonging, and Esteem Maslow's Growth Needs Cognitive, Aesthetic, Self-Actualization, Transcendence Maslow's Physiological Need Biological needs for survival, food, water, shelter Maslow's Safety Need Protection from the elements, law and order, financial security, and freedom from fear. Maslow's Love and Belonging Need Need for interpersonal relationships - friendships, intimacy, being part of a group. Maslow's Esteem Need Self-respect, respect from others, achievement, status, and prestige. Maslow's Cognitive Need Curiosity, knowledge, and intellectual exploration Maslow's Aesthetic Need Need focuses on the search for and expression of beauty and balance. Maslow's Self-Actualization Need Personal growth and fulfillment and the realization of one's personal potential as a human being. Maslow's Transcendence Need Meeting spiritual needs or helping others achieve self-actualization. Arnold Gesell First theorist to observe and document stages of physical development. Gesell's Maturational Theory Child's growth & development are influenced by both their environment and genes in sequential order Infancy The stage of development that begins at birth and lasts between 18 and 24 months. Dozens of motor skills are added. Early Childhood The stage of development from 2 - 6 years old. Improvements occur in both fine and gross motor skills. Middle Childhood The stage of development from 6 - 10 years old. Slow but steady gains in weight and height. Adolescence The stage of development from 10 - 18 years old. Weight and height increase rapidly and puberty begins. Jean Piaget Swiss psychologist known for his Theory of Cognitive Development. Piaget's Theory of Cognitive Development Theory that suggests children move through four different stages of development. Sensorimotor, Preoperational, Concrete Operational, and Formal Operational. Sensorimotor Stage Stage of development from birth to 2 years. Infants and toddlers acquire knowledge through sensory experiences and manipulating objects. Object Permanence The understanding that objects continue to exist even when they cannot be seen. Major development of sensorimotor stage. Preoperational Stage Stage of development from 2 to 7 years. Kids learn through pretend play. Egocentric and struggle to see others perspective. Concrete Operational Stage Stage of development from 7 to 11 years. Logical thought begins, and they understand the idea of conservation. Formal Operational Stage Stage of development for 12 years and up. Abstract thought begins. Higher order thinking and ability to systematically plan for future. Schema Categories of knowledge that help us to interpret and understand the world. An organized pattern of behavior or thought. Assimilation Process of using or transforming the environment so that it can be placed in preexisting cognitive structures (schema). Accomodation Process of changing cognitive structures (schema) in order to accept something from the environment. Can also develop new schemas. Equilibration The attempt to strike a balance between assimilation and accommodation. The tendency to organize schemas. Vygotsky's Theory of Cognitive Development Lev Vygotsky's sociocultural theory that emphasized the important role of social interactions in the development of children's cognition. Zone of Proximal Development (ZPD) The place where the most sensitive instruction or guidance should be given. It is the link between what we can do and what we can't do. More Knowledgeable Other (MKO) Someone who has a better understanding or a higher ability level than the learner. Vygotsky's Social Approach to Language Development Language develops through social interactions. Bandura's Social Learning Theory Learning occurs through observation and modeling. 3 Types of Modeling Live models, direct instruction, and symbolic instruction. Carol Gilligan's Theory of Gender and Moral Development Based her work on Kohlberg's theories, but states gender might influence ethical development. Ethics of Care Women's moral and ethical decisions often focus on way decisions will affect people and relationships. Kohlberg's Theory of Moral Development Moral development takes place in stages. Preconventional Stage Moral development stage where your behavior is influenced by rewards and punishments Conventional Stage Moral development stage where your behavior is influenced by peer pressure/society Postconventional Stage Moral development stage where your behavior is influenced by your own ethics Erikson's Stages of Psychosocial Development 8 stages of identify development where people are motivated by the need to achieve competence in certain areas of their lives. Trust vs. Mistrust Infants need for comfort and safety. Autonomy vs. Shame and Doubt Toddlers need for independence and doing things on their own. Initiative vs. Guilt Preschoolers need for initiating activities. Pushing physical and social boundaries. Industry vs. Inferiority Elementary need to compare themselves to peers and see how they measure up. Identity vs Role Confusion Adolescents need to develop a sense of self. Intimacy vs. Isolation Young adults need to share their lives with others. Chomsky's Theory of Language Development Chomsky's theory holds that children learn to use language because of an innate capacity for language and communication; they do not need to be explicitly taught but, rather, pick it up instinctively Universal Grammar Theory states that because most children acquire and use language in a consistent way, there is a common structure or grammar within language. Skinner's Theory of Language Development Language use is conditioned or influenced by the responses you receive from others around you. Operant Conditioning Children learn language based on reinforcement. Skinner's Three Language Processes Imitating, prompting, and sharing. Cognitive Development Barriers Innate challenges within students. Intellectual disabilities, autism, traumatic brain injuries, and ADHD. Intellectual Disability A condition where a person has certain limitations like communicating, taking care of themselves, and impaired social skills. Brain Injury Implications Personality and mood changes, mental health difficulties, visual or memory impairments, attention difficulties, headaches. Autism Spectrum Disorder Neurodevelopment disorder that affects how children process certain types of information. Signs of trauma in children Trouble forming relationships, poor self-regulation, hypervigilance, and executive function challenges. Behavioral Disorders Persistent pattern of behaviors that disrupt a student's functioning or that of the class. Language Disorder Persistent difficulties in the acquisition and use of language due to deficits in comprehension or production. Social (pragmatic) Communication Disorder Difficulties in the social use of verbal and non-verbal communication. Childhood-onset Fluency Disorder (Stuttering) Disruption in the flow of speech and includes repetitions of speech sounds, hesitations, or prolongations of speech sounds. Articulation Difficulties Challenges in pronouncing words understandably. Voice Disorders Difficulties with the quality, pitch, and loudness of the voice. Language Barriers Students struggle to understand and remember verbal information. Central Auditory Processing Disorder Impairment of the auditory processing, resulting in deficiencies in the recognition and interpretation of sounds by the brain. Expressive Language Disorder Trouble getting message across when talking. Receptive Language Disorder Struggle to get the meaning of what others are saying. Mixed Receptive-expressive Language Issues Struggle with both using and understanding language. Physical Development Barriers Motor delays, or difficulty hearing or seeing, physical conditions such as nutrition, poverty, and homelessness. Orthopedic Impairments Impairment that adversely affects a child's educational performance. Neuromotor Impairment Abnormality of the brain, spinal cord, or nervous system that sends impulses to the muscles. Degenerative Disease Various diseases that affect motor development. Musculoskeletal Disorder Conditions that can result in various levels of physical limitations. Multiple Intelligence Theory Intelligence consists of several abilities and talents that are independent and unrelated to each other. Spearman's g Factor A general intelligence factor is the basis of all cognitive processes and performance. Triarchy Theory of Intelligence Robert Stenberg's theory of three intelligences. Verbal-Linguistic Intelligence Ability to analyze info and produce work that involves oral and written language. Logical-Mathematical Intelligence Ability to develop equations and proofs, make calculations, and solve abstract problems. Visual-Spatial Intelligence Comprehend maps and other graphical information. Musical Intelligence Enables individuals to produce and make meaning of different sounds. Naturalistic Intelligence Ability to identify and distinguish among different types of plants, animals, and weather formations found in the natural world. Bodily-Kinesthetic Intelligence Entail's using one's own body to create products or solve problems. Interpersonal Intelligence Ability to recognize and understand other people's moods, desires, motivations, and intentions. Intrapersonal Intelligence Ability to recognize and assess those same characteristics within themselves. Classical Conditioning A neutral stimulus is associated with a natural response. Operant Conditioning A response is increased or decreased due to reinforcement or punishment. Direct Instruction Teacher-directed curriculum specifically designed to address the learning needs of underprivileged students. Sensory Memory Temporary register of all the information your senses are taking in. Working Memory Whatever you are thinking about right at this moment. Short term memory. Long-term Memory The relatively permanent storage of information Explicit Memory Facts or events that you can clearly and explicitly describe. Implicit Memory Memories of things you may not be able to articulate. Self-Efficacy Theory Beliefs become a primary, explicit explanation for motivation. Self-Efficacy Belief that you are capable of carrying out a specific task or at reaching a specific goal. Metacognition Awareness and understanding of one's own thought processes. Cognitive Learning Theory Learners can be influenced by both internal and external elements. Social Cognitive Theory Learning happens in a social concept and is impacted by the person, environment, and behavior. Cognitive Behavioral Theory How we think, how we feel, and how we behave are all connected together. Behaviorism Learning Theory How a student behaves is based on their interaction with their environment. Constructivism Learning Theory Students create their own learning based on previous experiences. Cognitive Constructivism Learning should be related to the learners stage of cognitive development. Social Constructivism Knowledge develops from how people interact with each other, their culture, and society. Humanism Learning Theory Focuses on the idea of self-actualization. Personal Agency Humanistic term for the exercise of free will. Intrinsic Motivation Act of doing something without any obvious external rewards. Extrinsic Motivation Behavior that is driven by external rewards such as money, fame, grades, and praise. Cooperative Learning Teacher led instruction that focuses on the product more than the process.