Praxis 2: PLT 7-12
Terms
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- Bandura, Albert
- Social(Observational) Learning Theory
- Social(Observational) Learning Theory
- Children learn by observing others
- Bruner, Jerome
- Discovery Learning and constructivism
- Constructivism
- Learners construct new ideas or concepts based on knowledge or past experiences
- Discovery Learning
- features teaching methods that enable students to discover information by themselves
- Dewey, John
- Learning through experience The Father of Progressive education Students should be active decision makers Teachers have rights and need autonomy
- Progressive Education (John Dewey)
- promotes individuality, free activity, and learning through experiences
- Erikson, Erik
- Eight Stages of Human Development
- Eight Stages of Human Development: Stage 1
- Infancy: 0-1 Trust v. mistrust Feeding
- Gilligan's Stages of the Ethic of Care: Preconventional
- Individual Survival
- Gilligan's Stages of the Ethic of Care: Conventional
- Moved from selfishness to responsibility of others; Self sacrifice is goodness
- Gilligan's Stages of the Ethic of Care: Postconventional
- transition from goodness to truth that she is a person too; Principle of non violence
- Kohlberg, Lawrence
- Theory of Moral Development
- Eight Stages of Human Development: Stage 2
- Toddler: 1-2 Autonomy v. doubt Toilet Training
- Eight Stages of Human Development: Stage 3
- Early Childhood: 2-6 Initiative v. guilt Independence
- Eight Stages of Human Development: Stage 4
- Elementary and middle school: 6-12 Competence v. inferiority School
- Eight Stages of Human Development: Stage 5
- Adolescence: 12-18 Identity v. role confusion Sense of identity
- Eight Stages of Human Development: Stage 6
- Young Adulthood: 19-40 Intimacy v. isolation Intimate relationships
- Eight Stages of Human Development: Stage 7
- Middle Adulthood: 40-65 Generativity v. stagnation Supporting the Next Generation
- Eight Stages of Human Development: Stage 8
- Late Adulthood: 65-death integrity v. despair Reflection and acceptance
- Unoccupied play
- the child is relatively stationary and appears to be performing random movements with no apparent purpose. A relatively infrequent style of play.
- Solitary Play
- the child is are completely engrossed in playing and does not seem to notice other children. Most often seen in children between 2 and 3 years-old.
- Associative Play
- now more interested in each other than the toys they are using. This is the first category that involves strong social interaction between the children while they play.
- Centration
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is the tendency to focus on one aspect of a situation and neglect others
Piaget - locus of control
- internal and external
- Social Cognition Theorists
- Believe children model what they see and hear others do.
- Early Readers
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Understand the difference between letters and words.
Detects beginning sounds in spoken words.
Knows that print communicates information.
- Emergent Readers
- Self corrects recognized errors when reading aloud.
- Schema
- Background Knowledge
- Preoperational
-
piaget
stage usually occurs during the period between toddlerhood (18-24months) and early childhood (7 years). During this stage children begin to use language; memory and imagination also develop. In the preoperational stage, children engage in make believe and can understand and express relationships between the past and the future. More complex concepts, such as cause and effect relationships, have not been learned. Intelligence is egocentric and intuitive, not logical.
- Concrete Operational
- stage typically develops between the ages of 7-11 years. Intellectual development in this stage is demonstrated through the use of logical and systematic manipulation of symbols, which are related to concrete objects. Thinking becomes less egocentric with increased awareness of external events, and involves concrete references.
- Formal Operational
-
Piaget
Adolescents and adults use symbols related to abstract concepts. Adolescents can think about multiple variables in systematic ways, can formulate hypotheses, and think about abstract relationships and concepts. - decentering
- focusing on more than one aspect of the picture
- Unvoiced Letters
- no vibration from vocal cords
- PrePhonemic
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Children scribble, form letters, and string letters together but
with no awareness that letters represent phonemes or speech sounds. Children can, however, create meaningful messages through their exploration. Prephonemic spelling is typical of preschoolers and beginning kindergartners. - Early Phonemic Spelling
- There is a limited attempt to represent phonemes with letters (i.e., using one or two letters for a word—"m" for "my" or "nt" for "night"). This stage is typical of many kindergartners and beginning first-grade children.
- Phonetic Spelling
- The child uses letters for phonemes (i.e., "lik" for "like" or “brthr" for "brother"). The child represents most phonemes, understands the concept of a word, but may not quite be reading fluently yet. Many ending kindergartners and beginning first-graders are at this stage.
- Transitional Spelling
-
In this stage, children are internalizing information about
spelling patterns. The words they write look like English words. For example, the child may write "skool" for "school" and "happe" for "happy." Rules are not always employed correctly. With continued reading and writing practice, children integrate more spelling rules and patterns. This stage usually includes first through third-grade children. - Standard Spelling
-
At this stage, children spell most words correctly. This stage
usually occurs by the middle to the end of third grade or in fourth grade. Children are ready to learn to spell homonyms, contractions, and irregular spellings and to internalize the rules that govern spelling. - Guided Reading
-
enables students to predict
increases time spent reading
Promotes fluency -
Transductive Reasoning
Piaget -
is the primary form of reasoning used during the preoperational stage of development. This stage occurs approximately from the ages of 2-7. "If A causes B today, then A always causes B." As such it based on a generalization from instance to instance, so it is neither deductive or inductive in logical terms
- horizontal decalage
- An operational knowledge of conservation does not develop simutltaneously for all properties of material, coservsation of some properties develops before others, this is drawn by Piaget
- egocentrism
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the incomplete differentiation of the self and the world, including other people and
the tendency to perceive, understand and interpret the world in terms of the self. - Animistic Thinking
- preoperational period- Children believe that innate objects because they move or appear to move are alive.
- Amblyopia
- Lazy Eye- Cover stronger eye with patch. This makes the brain use the weaker eye.
- Reggio Emilia
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Children must have some control over the direction of their learning;
Children must be able to learn through experiences of touching, moving, listening, seeing, and hearing;
Children have a relationship with other children and with material items in the world that children must be allowed to explore and
Children must have endless ways and opportunities to express themselves - ZPD
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Zone of Proximal development- What a child can do to, from indpendent activities to those that require a caregivers support
vygotsky - Bandura
- The social learning theory of Bandura emphasizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others.
- kohlberg- preconventional Morality
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Stage 1 - Obedience and Punishment
Stage 2 - Individualism and Exchange - Kohlberg- Conventional Morality
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Stage 3 - Interpersonal Relationships
Stage 4 - Maintaining Social Order - Level 3. Postconventional Morality- Kohlberg
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Stage 5 - Social Contract and Individual Rights
Stage 6 - Universal Principles - Kindergarten Creator
- Friedrich Froebel changed the way we think about early childhood education. He designed balls, wooden blocks, tiles, sticks and rings to demonstrate that children learn by playing. Known around the world as the Froebel Gifts or Gaben, these objects were an important part of his Kindergarten. The Froebel Gifts have been widely imitated and adapted by educators and toys makers.