Exam preparation Activity 1. EDUC 119 2010 Sem 1

Physical developmentComplete the linhs:Infancy: l2 years to adulthood

Early childhood: 5-12 years

Middle childhood: 2 years

Adolescence: 2-5 vears

Between childhood and adult hoodPuberty - biological changes

Cognitive DevelopmentFill in the missing spaces using the words from the word bank below:

Piaget is defined as a :*xl,qe theorist because he believed cognitive developmentfollowed a fixed sequence. h\dividuals developed cognitive structures called5r-.lrer,\*S to represent and clrqanttg their world. When individuals

A"fiGCd;.* information or knowlddge they would use a process ofto respond and therefore develop cognitively. This was accomplished

which describes the process where individuals activelybrm new information to make it fit with existing schemes or.."-. where individuals change the existing scheme if it does not fit the

nbw experience. Individuals used both these processes ofselfregulation to reach a stateof ,:-,,, r a iij"r., ,Sr _ to maintain organisation and stability in there environment.__-r='-

Assimilation Schemes Accommodation StageOrganise Adaptation Equilibrium

Refine and recombine existing skillsContinued increases in size, strength,fl exibility and coordination

Rate of physical growth slowsGross motor skills - large musclegoups. e.g. rolling. jumping. runningFine motor skills - small muscle groups,e.g. writing

Physical development - changes ingrowth, motor skills, and body andbrain structures.Cognitive development - thinkingskillsEmotional development

by eith&r ';modify or tran

Vygotsky has had a significant impact on educational theory and development of newpedagogical approaches in Centres and classrooms.'Vygotsky recognizes that u child's development comes as a consequence of leurning

through observation,listening, and interacting with the people and elements in one'simmediate environment" (Wertsch & Hickmann, 1987).

Explain the following terms:

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k"t*\\" , n*\.r. i Lorntl\Lir*,r,.1lt-lr* rs,r*tr4vr-\nZone of Proximal Development (ZPD)

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Socialo Emotional and Moral Development

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What is the difference between self-concept, self-esteem and self-efficacy?

Self conceptKrause describes self-concept like a filing cabinet with many drawers and many folderscontaining all the information we have about ourselves.Draw a picture of a filing cabinet and label the drawers and folders to demonstrate whatsorts of information self-concept includes.

) Internalisationhlh.r.' .J{^.

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) Cultural toolsO;FLtr}, +'\",

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Self esteem: Which definition best fits - A, Bo C or D?A. a collection of information, ideas, attitudes and beliefs we have about,,- ourselves(eJ tne level of satisfaction and pride that individuals have in the selfe. an individual's sense of being able to manage a task effectively and

successfully in a particular domainD. an understanding of self derived from the media

Self efficacy:Relates to individuals' beliefs about their ability to perform tasks successfully. How doyou rate yourselfl

Tasks I believe I am successful in: Tasks I am not so confident in:

Read page 104 text book - Bandura( 1997) believes there are four main factors that shapeour self-efficacy - which of these do you think are responsible for the tasks you havelisted under successful - 1,2,3,or 4 (or maybe a combination).

Erickson

"Erikson proposed that we move through a series of 8 stages of psychosocialdevelopment stages in which our selfhood, independence, identity and self worth may bedeveloped or crushed, depending on how we resolve issues and interact with others along

I the waY" (Krause, et al, 2010)'

QUESTION: How is Eriksonos theory useful for teachers working with children inCentres and Classrooms?

If the self is understood in light of relationships with society and environmentexplain the difference between:

Individualistic c ultures

True or false: Kohlberg's theory...

C o llectivis tic cult ur es

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Primarily researched males from white middle class backgrounds fro€nt1Has an assumption that stages are universu@ifoXu

Encourages people to break lavrs True/@e)

Provided a guide for understanding how moral reasoning proy """"r@Foh"

Finish this statement:

I believe friends are important because...

Behavioural views of learning

Give two examples each for:

P os it iv e r einforc ement

Neg ul iv e rei nfor c ement

Behaviourism

Match the terms with the definitions:

Law of exercise Responses that have a satisffingoutcome are likely to be strengthenedand repeated.

Operant conditioning Explanations of learning concernedwith the external effect of events onbehaviour.

Law of effectThe use of positive and negativeconsequences to strengthen or weakenvoluntary behaviour.

Classical conditioning

The association of an automaticresponse with a new stimulus.

Connections between actions and newconsequences are strengthened themore they are repeated.

What are the key similarities and differences between the two theories ABC and ABA?

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principles of constructivism

Leamers are Qct,Js FrhciFanbs in their learning

Learners are se$ - reSrr\*\ocl

Vrt.a\ i',[,*.rn-t,r..'.. is necessary for effective learning

. Individuals are encouraged to rruk.r dsn6e. bt :.nto dhn:,rne{-lig1

Humanistic views of learning

Explain the link between 'motivation' and Maslow's theory of 'hierarchy of basicneedst.

Key

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Identify and discuss how you personally are motivated to learn:

Extrinsicatty: P\obi,rolerl \ &he Conecrluancc dFra*rr^F,i. EutL. qq Fro"l ( grni6r-

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Cognitive views of learning

Complete...Metacognition is:

List and describe three metacognivitve approaches used to motivate students in therr

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learning:

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