(practice neat handwriting)

p.105 outline

8 multiple choice Q’s

Experience as a teacher or a parent

Answers based on what is best for the child

THEORY AND APPLICATION

Cognitive Development - Piaget

Psychological Development - Erikson

Definition

Can Temperament be changed?

Ex. essays (sides)

Temperament definition

There are 2 sides to personality - temperament and character

Temperament is the inborn form of human nature

Character develops through the interaction of temperament and environment

Temperament is hardware

Character is software; interaction with the environment

Character develops

INFLUENCES AFFECTING ACHIEVEMENT

Home Environment

parent expectations

basic needs

value and support

socio-economic support

(remember Howard Gardner)

School Environment

teacher expectations/label

delivery of instruction

materials

technology

INTELLIGENCE TESTING

IQ TESTING

used to show potential (average intelligence)

Gap between potential and actual performance

Average intelligence equals potential

Ave IQ = Potential

(Gap) Discrepancy

Actual Potential

STANDARDIZED TESTS

norm referenced

all results are compared to a norming group

Percentile

Stanine

1,2,3, - below

4,5,6, - average

7,8,9, above

CRITERION REFERENCED

test matches standards (not like Stanford 9)

not norm referenced

used to show mastery of standards

children have a thin blood brain barrier

causes irreversible brain damage, learning disabilities, lowered IQ and

behavior problems

Symptoms - high blood pressure, depression, sleeping problems, mental

confusion, and constipation.

Sources - paint, pipes, pottery, faucets, bike paint....

(Alcohol Fetal Syndrome)

problems with cognitive development

learning problems

behavior problems

attention problems

cognitive syndrome

born with withdrawls

birth defects

problems in school

lowered birth rate

baby being born smaller

lowered birth rate

premature baby

higher incident of asthmatic

lowers their attendance

get sick all the time

CLASSROOM ENVIRONMENT

Adult directed

lecture

paper pencil activities

teacher talk

little interaction

Vs.

Child centered

group work

lots of interaction

hands on

constructing understanding

ASSESSMENT

performance assessment - (written)

observation - observe student

portfolio - long term growth

questioning - as you are going along

traditional - multiple choice

NOTES FROM p.359

environmental

behavior is shaped by one’s environment

Stimulus - response

behavior modification

positive reinforcement

children imitate behavior

aggressive models encourage aggressiveness

modeling

interact appropriately

theories of cognitive development

know the stages of Piaget

know the criticisms of Piaget

Piaget’s stages of cognitive development

1) Sensorimotor stage (birth to 2 years old)

2) Preoperational stage (2 to 7 years old)

3) Concrete operations stage (approximately age 7 to 11 years)

4) Formal operations stage (approximately age 11 and older)

moral development

child’s thought process/moral thinking

Preconventional

Conventional

Postconventional

know (PIAGET)

1) methodology

2) experimental model - didn’t fit

3) bias

Piaget’s way of studying was by studying his own kids

1st criticism is his methodology.

Didn’t fit the experimental model.

2 of his books are written about his own children

small sample pool

has his own kids, bias they are his own kids.

Consider the part played by the environment in the development of personality

how you come out of crisis is who you are.

Erikson holds that people grow through experiences a series of crises. They must achieve trust, autonomy, initiative, competence, their own identity, productivity,

integrity, and acceptance.

(Erikson)

Birth to 1 year old

If a child receives basic needs on a consistent basis, from their parents love and affection; they will learn to trust.

If they don’t, they will learn to mistrust

Power of 1st year

social interaction plays a fundamental role in the development of cognition

the potential for cognitive development is limited to a certain time span called

the “zone of proximal development”

language is essential to the development of thinking

inner speech is responsible for all higher levels of functioning

cooperative groups work

multiple intelligences

logical/mathematical

spatial

musical

bodily kinesthetic

interpersonal - good w/ working w/ others

intra-personal - don’t want to work w/ others

linguistic

naturalistic

Deliver different ways

1) ROLE MODELS

2) GENDER BIAS IN SCHOOLS -

(expectation of certain groups)

3) CHILD’S SOCIALIZATION

Parenting Rules

1) Authoritarian

2) Authoritative

3) Permissive

AUTHORITARIAN - rule w/ fear yell and scream Dictator

AUTHORITATIVE - still authority, consequences set; make sure child

knows what is being asked of him/her

PERMISSIVE - no structure, do whatever they want - no limits

4) SOCIO - ECONOMIC LEVELS

5) LABELING

6) MULTIPLE INTELLIGENCES

7) PIAGET - STAGES AND CRITICISM

8) PARENTING STYLES

9) PEER PRESSURE