HE FINALS QUIZ "1"

Pedagogy

art and science of helping children learn

Chronological age

only a relative indicator of someone’s physical, cognitive, and psychological stage

First 12 months of life

Infancy

Sensorimotor

Infant - Toddlerhood

Coordination and integration of motor activities with sensory perceptions

Pre- operational

Early childhood

Object permanence

recognition that objects and events exist even when they cannot be seen, heard or touched

causality

ability to grasp cause and effect

Trust vs Mistrust

Infancy

Autonomy vs Shame and Doubt

Toddlerhood

Concrete Operation

Mid - Late childhood

Formal operation

Adolescence - Young adulthood

Initiative Vs Guilt

Early Childhood

Identity Vs Role Confusion

Adolescence

Intimacy Vs Isolation

Young Adulthood

Generativity vs stagnation

Middle aged adulthood

Ego integrity vs despair

Older adulthood

Hope and faith vs despair

Very old age

Toddlerhood growth

learn to balance feelings of love and hate and learn to cooperate and control willful desires

respond to simple step by step commands and obeys directives

Pre operational period (Early childhood)

child’s inability to think things through logically without acting out the situation

Precausal thinking

way in which preoperational children use their own existing ideas or views

Animistic thinking

the tendency to endow inanimate objects with life and consciousness

Early childhood growth

fear of body mutilation and pain

egocentric causation

attribution of the cause of illness to the consequence of their own transgressions

concrete operations

logical, rational thought processes and the ability to reason inductively and deductively develop

Adolescence growth

demands for personal space, control, privacy and confidentiality

Personal fable

allows individual to carry on with their lives even in the face of all kinds of danger

Egocentrism

characteristic of adolescence

imaginary audience

may feel embarrassed because they believe everyone is looking at them

andragogy

theory of adult learning

Knowle’s Framework

The adult’s self concept moves from one of being a dependent personality to being an independent, self-directed human being.

2. He or she accumulates a growing reservoir of previous experience that serves as a rich resource for learning.

3.Readiness to learn becomes increasingly oriented to the developmental tasks of social roles.

4. Adults are best motivated to learn when a need arises in their life situation that will help them satisfy their desire for information.

5. Adults learn for personal fulfillment such as self-esteem or an improved quality of life.

In adult learning

Learner centered

Problem Center

Active role

General orientation on adult learning

goal oriented

learner oriented

activity oriented

young adulthood growth

fully developed, but with maturation, they continue to accumulate new knowledge and skills

ageism

prejudice against older people

geragogy

teaching of older persons

must accommodate the normal physical, cognitive and psychological changes that occur

crystalized intelligence

intelligence absorbed over a lifetime, such as vocabulary and general information

fluid intelligence

capacity to perform relationships, to reason and to perform abstract thinking

myth on elderly

rigid personalities

loneliness

abandonment

visual changes

includes large print, well-spaced letters

avoid blue-green and violet hues

green, blue and yellow may appear gray to older persons

hearing loss

eliminate extraneous noise, avoid covering your mouth when speaking, directly face the learner, and speak slowly

low pitched voice are heard best , do no shout

140 spoken words per minute, batteries on hearing aids, be alert on non verbal cues

musculoskeletal problems

stretching to relieve painful stiff joints and do bladder breaks

CNS and metabolic problems

give more time for the giving and receiving of information and for the practice of psychomotor skills

psychosocial needs

assess for family relationships

determine availability of resources

encourage active involvement of older adults

identify coping mechanism

Educational objectives

to identify the intended outcomes of the education process, whether referring to an aspect of a program or a total program of study,

Instructional objectives

describe the teaching activities, specific content areas, and resources used to facilitate effective instruction

Behavioral objectives/ learning objectives,

make use of the modifier behavioral or learning to de-note that this type of objective is action oriented rather than content oriented, learner centered rather than teacher centered, and short-term outcome focused rather than process focused.

goal

final outcome to be achieved at the end of the teaching and learning process.

(BROAD, INTANGIBLE, ABSTRACT)

objective,

short term and should be achieved at the end of one teaching session, or shortly after several teaching sessions.

(SPECIFIC, TANGIBLE, MEASURABLE)