Download PECT PREK-4 Module 1- Subarea 1: Child Development, Learning, and Assessment with Solution and more Exams Nursing in PDF only on Docsity!
Subarea 1: Child Development,
Learning, and Assessment with
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Pre-K Counts - Selected Answer PreK Counts acts as an achievement gap to help prepare 3–4-year-olds for school Qualify: a student whom English is not their first language would most qualify for this Interdisciplinary - Selected Answer planning a lesson to use two or more subjects What comes first with an infant? - Selected Answer social smile 4 domains of development - Selected Answer 1. physical
- social/emotional
- cognitive
Subarea 1: Child Development,
Learning, and Assessment with
Solutions Best Rated A+
- language Egocentrism (Piaget) - Selected Answer unable to adopt another's point of view Constructivist Learning theory - Selected Answer Students generate knowledge and form meaning based on their experiences and interaction with the environment
- Students create their own learning based on previous (individual) experiences.
- Learners are active participants in building understanding (☆constructing their own learning) Plan lessons- that build upon prior knowledge & allows students to discover new information for themselves
Subarea 1: Child Development,
Learning, and Assessment with
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Sociocultural Theory (Vygotsky) - Selected Answer ☆ children learn through interactions with others
- environment and people influence learning
- Culture, values, beliefs, customs, and skills of a social group are transmitted from generation to generation
- parents and teachers usually interact with children to guide their learning. Stanley Hall - Selected Answer father of the child study movement process unfolds like a flower Social Learning Theory (Bandura) - Selected Answer Emphasizing learning through - observation, imitating behaviors, attitudes,
Subarea 1: Child Development,
Learning, and Assessment with
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emotional reactions of others, modeling (do not need to have their own direct experience in order to learn) ☆ social interactions are the most important influence for learning ☆ children learn by observing and imitating behaviors Steps:
- attention - learner pays attention
- retention - how one stores the information learned
- reproduction - learner may perform the observable behavior
- motivation - one needs to be motivated enough to imitate the behavior
Subarea 1: Child Development,
Learning, and Assessment with
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Multiple Intelligences - musical - Selected Answer master music and rhythms, tones and beats Multiple Intelligences - logical-mathematical - Selected Answer inductive and deductive thinking and reasoning abilities, logic, use of numbers and patterns Multiple Intelligences - spatial - Selected Answer mentally visualize objects and demotions Multiple Intelligences - body-kinesthetic - Selected Answer wisdom of the body and the ability to control physical motion Multiple Intelligences - interpersonal - Selected Answer communicate with others
Subarea 1: Child Development,
Learning, and Assessment with
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Multiple Intelligences - intrapersonal - Selected Answer understands own emotions (self) Piaget - believed children learn by? - Selected Answer accessing prior knowledge (this is how children make sense of the world)
- attempt to take new information and fit it into existing knowledge in order to create a mental map that fits into a specific category e.g: during circle time, a teacher can have a discussion about the upcoming topic (ask questions) and listen to children's Selected Answer s and ideas to gain insight into how to further advance their knowledge Jean Piaget's Theory of Cognitive Development - Selected Answer Studied human cognition, how people think and understand. He
Subarea 1: Child Development,
Learning, and Assessment with
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4: Formal Operational Stage Cognitive Development
- sensorimotor Age: 0-18 months - Selected Answer - infant explores through direct sensory and motor activity.
- things learned are based on repeated experience, trial and error, environmental ☆ Object permanence and separation anxiety form.
- self recognition -representational play Eg. playing peek-a-boo Cognitive Development
Subarea 1: Child Development,
Learning, and Assessment with
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- pre-operational Age: 2-7 y/o - Selected Answer - development of language, memory, imagination. ☆ thinking is egocentric- (unable to understand perspective other than self) ☆ Symbolic representation (ability to make one thing stand for something else)
- NOT using logic In the classroom:
- hands-on-activities
- direct instruction-always be paired with experiments & activities to reinforce the concept Eg. role playing and pretending to be someone else or a familiar character
Subarea 1: Child Development,
Learning, and Assessment with
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☆ Decentration children can focus on more than one problem In the classroom:
- cooperative learning
- hands on activities are still useful when introducing a new ideas but not needed as much to understand materials Eg. practice examining a situation from several different viewpoints Reversibility - Selected Answer during the concrete operational state
- ability to recognize that numbers or objects can be changed and returned to their original condition eg.
Subarea 1: Child Development,
Learning, and Assessment with
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- you can count backward from thirteen just as easily as you can count up from one
- Water can be frozen and then thawed to become liquid again. But eggs cannot be unscrambled Cognitive Development
- formal operational Age: 11-adulthood - Selected Answer ☆ Abstract thinking and hypothetical reasoning- manipulate ideas in their head without reliance on concrete manipulation
- Use symbols to relate to abstract concepts.
- Make hypotheses, grasp abstract concepts and relationships. ☆ Deductive reasoning- to form hypotheses about the world and test them in a systematic way to reach a conclusion
Subarea 1: Child Development,
Learning, and Assessment with
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- helps give students foundation of familiar concepts to build new information on e.g.: They know a dog walks on four legs, is hairy, and has a tail. When the child goes to the zoo for the first time and sees a tiger, they may initially think the tiger is a dog as well Assimilation - Selected Answer a process in which existing schemas are applied to new objects or situations.
- often done through play Accommodation - Selected Answer occurs when existing schemas CANNOT be applied to new objects or situations, and must therefore be adapted and revised.
Subarea 1: Child Development,
Learning, and Assessment with
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Equilibration - Selected Answer the force that drives cognitive development
- when a child CAN ✔️ achieve a balance of assimilation and accommodation (or between himself and his environment), equilibrium occurs. When a child CANNOT ✗ use existing schemas to comprehend new information, an uncomfortable state called disequilibrium occurs. Maslow's Hierarchy of Needs
- 5 levels - Selected Answer Level 1: physiological Needs (basic needs) Level 2: safety and Security
Subarea 1: Child Development,
Learning, and Assessment with
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Blooms Taxonomy Levels (6 levels) - Selected Answer Create - producing new or original work (design, assemble, develop) Evaluate - justify or reason through a decision (argue, defend. critique) Analyze - draw connections between ideas (differentiate, relate, compare) Apply - use information in new situations (execute, implement) Understand - explain (classify, describe, locate) Remember - recall basic facts (define, list) Remember - memorization or recall (define, list)
Subarea 1: Child Development,
Learning, and Assessment with
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Webbs depth of knowledge (4 levels) - Selected Answer model to analyze how deep students must think to Selected Answer questions and complete activities
- focuses on the process of thinking (description of thinking process) 1: Recall and reproduce "Quiz" 2: Working with skills and concepts "Demonstration" 3: Short-term strategic thinking "Spreadsheet" 4: Extended strategic thinking "project"
