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Kohlberg Stages
Obedience & punishment → individualism vs. exchange of favors
Vygotsky
MKO/Learning from others by social interaction
Maslow
Pyramid of Needs
School provides:
Safety/Health, Love/Belonging, Esteem, and Cognitive
Erikson Stage
Industry vs. Inferiority
Earn competency
Evaluated by a formal system
Piaget Stages
Pre-operational → Concrete Operational
-Beginning of logical thinking
-Begin to develop identity
-Conservation
Growth - Puberty & Nutrition
Girls: As early as 9
Boys: 12-16
2400 calories a day
Growth - Sleep
6 years old: 11 hours
9 years old: 10 hours
13 years old: 9 hours
Sleep Problems: Due to nightmares, insomnia, lack of discipline.
Growth - Motor Development
Starts to get coordinated/accumulated to changing bodies
change w/ puberty
Fine motor skills- writing and drawing skills
Understanding fairness/cheating
Growth - Problems
Obesity
-Genetic, lack of info on nutrition, or more sedentary life (sitting inside, video games, less movement.)
Eating Disorders
-Influenced by media
-Bulimia/Anorexia nervosa
Accidental Injuries
ADD/ADHD, Asthma
Cognitive Development - Language & Literacy
Ability to read, write, understand/express language
Critical to communicate
Better vocabulary
Difficult for English language learners
SKILLS NEEDED FOR LITERACY - PHONOLOGICAL AWARENESS
Language we speak/hear is composed of units of sound called phonemes.
Phonemic awareness: Understanding syllables/phonemes are made up of smaller sounds. Taught through rhyming, blending, and segmentation.
SKILLS NEEDED FOR LITERACY - PHONICS
SOUNDS to PRINTED WORDS
-Decoding
SKILLS NEEDED FOR LITERACY - READING COMPREHENSION
Understand, remember, and communicate what you read.
-Learn to predict, ask questions, and problem solve.
SKILLS NEEDED FOR LITERACY - FLUENCY
Must read accurately, with reasonable speed, expression, and proper punctuation.
SKILLS NEEDED FOR LITERACY - VOCAB
Use and understand many words.
Literacy - Frontal Lobe
Speech, reading fluency, comprehension, and grammar.
Literacy - Parietal Lobe
Translate spoken/written language.
Literacy - Occipital Lobe
Visual recognition of letters.
Literacy - Temporal Lobe
Phonological awareness and decoding sounds.
Memory - Location
Half of memories stored in Limbic System (hippocampus, amygdala, cerebellum)
frontal lobe
Over half of your limbic system helps with long-term memory
Memory - Hippocampus
Learning and memory (Short term and spatial memory) and behavior.
Transfer memories to other parts of the brain.
Gives meaning to memories
Memory - Amygdala
Influences how memories are stored b/c of stress hormones
Memory consolidation
Transfer new information into long term memory
Things you have to remember
Emotional arousment (good or bad)
Memory - Frontal Lobe
Deals with short-term and long term memories that are not tasked base
Memory - Cerebellum
Procedural/implicant memory
Motor learning
Memory - Short Term vs. Long Term
Short term
Allows children to chunk information
Temporary storage
Long Term
Unlimited
Can last for years
Ability for hard memorization
Memory - Sensory
The ability to retain impressions of sensory information. (How something smells, what an animal sounds like, what someone looks like.)
Memory - Metacognition & Forming New Memories
Metacognition: Awareness of your own thought processes/thoughts. (Basically thinking about your thoughts.)
Organizing your thought patterns into groups.
Forming new memories
Encoding - recorded in memory
Storage - saved in thinking
Retrieval - brought into awareness
Psychosocial Development - Spatial Thinking
Piaget: see relationship between whole and parts, take perspective of others
Kohlberg: Moral reasoning- reflect on experience and knowledge in order to evaluate and make conclusions.
Psychosocial Development - Competency
Erikson: Industry vs. Inferiority (Inferiority complex)
Psychosocial Development - Freedoms, Rights, and Responsibilities
Tension b/t new autonomy and increased expectations
Less time with family more with teachers, friends
Learn from influences how to judge behavior of others
Roles defined by qualities and achievements
Segregated by age - grade - successes/failures
Games
Need encouragement to build stamina (grit)
Parents take part
Focus on the age
Start early
Parents give full attention
Gender - Big Factors in Identification
Colors
Toys
Role models
SOCIAL IMPACT
Seen on TV or heard from those around you
Gender - Female Learning
Use right and left brain because corpus callosum is thicker
Verbal
Specifics
Gender - Male Learning
Right brain
Cortex is thicker
Better overall idea
Big picture
Gender Flexibility
Parents (esp. dads) are less tolerant when kids cross gender lines
Knowledge of ability to cross lines ≠ accepting them
Girls’ identification with feminine traits have declined
Boys strengthen identification with masculine personality traits
Cognitive and psychosocial forces
“Masculine” characteristics have a greeted prestige