Human Development and Learning Exam 1 (Chapters 2-4)

Sensorimotor Stage

Birth to two years old

• Senses & actions

• Object permanence

• Trial and error learning

Teaching Tips:

• Toys, sounds, textures

• Peek-a-boo

• Hands-on play & movement

Pre Operational Stage

Two to seven years old

• Symbols & pretend

• Egocentric

• No conservation

Teaching Tips:

• Pictures, role-play, talk

Concrete Operational Stage

7 to 11 years old

• Logical thinking

• Understand conservation Can classify, sort, and order things

• Less egocentric

Teaching Tips:

• Use hands-on activities & experiments

• Sorting, classifying, comparing

• Step-by-step problem solving

• Group work & discussions

Formal Operational Stage

11 years old and up

• Abstract & hypothetical reasoning

• Can plan & solve complex problems

• Think about morals & big ideas

• Metacognition (thinking about thinking)

Teaching Tips:

• Debates & “what if” questions

• Projects with reasoning & planning

• Algebra, science experiments

• Encourage independent & critical thinking

ZPD (Zone of Proximal Development)

What kids can do with help

Scaffolding

Temporary support until student is independent

Assisted Learning

Teachers/guides

Trust vs Mistrust (Erikson’s Psychosocial Stages)

(0-1 yr) Learns if the world is safe or trustworthy

Autonomy vs Shame/Doubt (Erikson’s Psychosocial Stages)

(1-3 yrs) “Me do i” stage

Independence vs doubt if overcontrolled

Initiative vs Guilt (Erikson’s Psychosocial Stages)

(3-6 yrs)

Take initiative in play/choices

Confidence vs guilt if restricted

Industry vs Inferiority (Erikson’s Psychosocial Stages)

(6-12 yrs)

Compare self to peers

Pride in success vs feeling inferior

Identity vs Role Confusion (Erikson’s Psychosocial Stages)

(12-18 yrs)

“Who am I?”

Strong identity vs confusion about self/future

Intimacy vs Isolation (Erikson’s Psychosocial Stages)

(20s - 40s)

Share life with others

Close relationships vs loneliness

Generativity vs Stagnation (Erikson’s Psychosocial Stages)

(40s - 60s)

Contribute (work, family, community) vs stagnation/self-focus

Integrity vs Despair (Erikson’s Psychosocial Stages)

(65+) Life review

Satisfaction/pride vs regret and despair

Level 1: Pre-Conventional (Kohlberg’s Moral Development)

Morality = External Rules

Stage 1: Obey to avoid punishment

Stage 2: “Whats in it for me?” exchange

Level 2: Conventional (Kohlberg’s Moral Development)

Morality = Relationships/Rules

Stage 3: Want approval, be “good.”

Stage 4: Follow laws to keep order

Level 3: Post-Conventional (Kohlberg’s Moral Development)

(Morality = Abstract Principles)

Stage 5: Laws = Social contracts, changeable 

Stage 6: Universal Principles (Justice, equality)

Linguistic

Good with words, reading, writing and speaking

Logical-Mathematical

Patterns, numbers, and reasoning

Visual-Spatial

Thinks in images, maps and designs

Bodily-Kinesthetic

Learns by doing, sports, dance and crafts

Musical

Rhythm, pitch, composing and listening

Interpersonal

Understand others, teamwork, and empathy

Intrapersonal

Self awareness, goals, and emotions

Naturalist

Connects with nature, animals and the environment

Existential

Deep questions about life, meaning, and spirituality

Peer Cultures

Groups that create habits, rules, ways of doing things

Can encourage success or bad choices

Friendships

Important through childhood and adolescence

Good friends can foster confidence and provide support

Can pressure into bad choices

Loyalty is important

Neglected Students

Shy, unnoticed, but usually fine with it

Not unhappy or anxious about being left out

Controversial Students

Show both good and bad behaviors

Can be disruptive but also friendly

Usually have friends and are satisfied socially

Popular prosocial students

Friendly, do well, solve problems calmly

Popular antisocial students

Aggressive, seen as “cool”, often athletic

Cliques

Small, tight groups

Same age, sex and interests

Provides emotional support and security

Crowds

Larger, less personal groups

Based on reputation/interests

Assigned by others, fade by late high school

Aggressive Rejected Students

Quick to fight, lash out, misunderstand others

Teach calming strategies

Withdrawn Rejected Students 

Shy, quiet, awkward, and often bullied

Offer support and make them feel accepted

Instrumental Aggression

Goal is to get an object/privilege

Not meant to harm but can cause harm

Overt Aggression

Direct and visible (physical or verbal attacks)

Meant to hurt/intimidate

Relational Aggression

Hurts social relationships

Gossip, exclusion, insults

More common in girls

Cyber Aggression

Using email/social media to harm

Spreading rumors, threats, embarrassing posts

ADHD/Attention Disorders

Can’t focus, disorganized, fidgets, blurts out, always moving, talks too much

Teaching tips: Break tasks down, keep structure, allow movement breaks

Dyslexia

Trouble with language, short sentences, gestures, memory issues, and writing difficulty

Teaching tips: Extra reading support, patience, use visuals/audio, and chunk info

Speech Disorders (Articulation)

Problems pronouncing words clearly

Teaching tips: Work with speech therapists, allow time to respond

Emotional/Behavioral Disorders

Aggressive, unhappy, poor coping, low self-esteem, short attention span and poor social skills

Teaching tips: provide structure, support positive behavior, and build social skills

Autism Spectrum/Asperger’s

Half are nonverbal, trouble with friendships, sensitive to change, repetitive behaviors, sensory issues, and strong memory skills

Teaching tips: Consistent routines, reduce sensory triggers, use visual supports, and encourage peer connections

Vision impairments

Squinting, headaches, holding books too close/far, misreading board

Teaching tips: Large print/audio, consistent layout, assign buddy for safety

How to identify gifted students (Reading)

Has early knowledge of the alphabet

Understands the reading process

Reads with expression

Is interested in reading

How to identify gifted students (Writing)

Uses advanced sentence structure

May show interest in adult topics

Has many writing ideas

Uses descriptive language

How to identify gifted students (Speaking)

Learned to speak early

Has advanced vocabulary 

Uses similes, metaphors, and analogies in conversations

Acts out stories

How to identify gifted students (Mathematical)

Able to think logically about quantitative relationships

Remembers mathematical symbols

Reasons analytically, deductively, and inductively

Problems gifted students face

Depression, isolation, impatience, stubbornness, and boredom

Teaching strategies for gifted students

Acceleration (move ahead in grades or classes)

Enrichment (harder, more challenging work but same age group)

Curriculum Compacting (test what they know, skip mastered material, focus on new challenges)