FTCE Professional Education Test
Questions With Complete Solutions
Kohlberg's Stages of Moral Development - Answer-The theory that holds moral
reasoning, the basis for ethical behavior, has six identifiable developmental stages,
each more adequate at responding to moral dilemmas than its predecessor.
.Kohlberg's Levels - Answer-Level 1. Preconventional Morality
Level 11. Convetional Morality
Level 111. Postconvetional Morality
.Kohlberg's 6 Stages - Answer-Stage 1. Obedience and Punishment Orientation
Stage 2. Individualism and Exchange
Stage 3. Good Interpersonal Relationships
Stage 4. Maintaining the Social Order
Stage 5. Social Contract and Individual Rights
Stage 6. Universal Principles
.Stage 1. Obedience and Punishment Orientation - Answer-The child usually responds
in terms of the consequences involved, explaining that stealing is bad "because you'll
get punished." See morality as something external to themselves, as that which the big
people say they must do.
.Stage 2. Individualism and Exchange - Answer-Children recognize that there is not just
one right view that is handed down by authorities. Different individuals have different
viewpoints. Punishment is simply a risk that one naturally wants to avoid.
.Stage 3. Good Interpersonal Relationships - Answer-Children entering their teens see
morality as more than simple deals. They believe that people should live up to the
expectations of the family and community and behave in "good" ways.
.Stage 4. Maintaining the Social Order - Answer-The respondent becomes more broadly
concerned with society as a whole. Emphasis is on obeying laws, respecting authority,
and performing one's duties so that the social order is maintained.
.Stage 5. Social Contract and Individual Rights - Answer-People begin to ask, "What
makes for a good society?" They begin to think about society in a very theoretical way,
stepping back from their own society and considering the rights and values that a
society ought to be uphold.
.Stage 6. Universal Principles - Answer-Protect certain individual rights and settle
disputes through democratic processes.
,.Piaget's 4 Stages of Cognitive Development - Answer-1. Sensorimotor: (birth to about
age 2)
2. Preoperational: ( begins about the time the child starts to talk to about age 7)
3. Concrete: ( about first grade to early adolescence)
4. Formal Operations (adolescence)
.Sensorimotor: (birth to about age 2) - Answer-Child learns about himself and his
environment through motor and and reflex actions. Thought derives from sensation and
movement. Learns that he is separate from his environment and that aspects of his
environment--his parents or favorite toy-- continue to exist even though they may be
outside the reach of his senses.
.Teaching Children at the Sensorimotor Stage - Answer-Should be geared to the sensor
motor system. You can modify behavior by using the senses: a frown, a stern, or
soothing voice.
.Preoperational: ( begins about the time the child starts to talk to about age 7) - Answer-
Child begins to use symbols to represent objects and also personifies objects. Better
able to think about things and events that aren't immediately present. Oriented to the
present, the child has difficulty conceptualizing time. Thinking is influenced by fantasy--
the way would like things to be--and he assumes that others see situations from his
viewpoint. They take in information and then change it in their mind to fit their ideas
.Teaching Children at the Preoperational Stage - Answer-Must take into account the
child's vivid fantasies and undeveloped sense of time. Using neutral words, body
outlines and equipment a child can touch gives him an active role in learning.
.Concrete: (about first grade to early adolescence) - Answer-Accommodation increases.
The child develops an ability to think abstractly and to make rational judgements about
concrete or observable phenomena, which in past he needed to manipulate physically
to understand,
.Teaching Children at the Concrete Stage - Answer-Giving him the opportunity to ask
questions and to explain things back to you allows them to mentally manipulate
information.
.Formal Operations (adolescence) - Answer-Brings cognition to its final form. This
person no longer requires concrete objects to make rational judgements. In their point,
they are capable of hypothetical and deductive reasoning.
.Teaching Children at the Formal Operations Stage - Answer-Maybe wide-ranging
because he'll be able to consider many possibilities from several perspectives.
,.Piaget - Answer-Viewed cognitive development from biological perspective. Proposed
that two major principles operate in intellectual growth and development: adaption and
organization.
.Adaptation - Answer-Believed that humans desire a state of cognitive conflict (a
discrepancy between what the child believes the state of the world to be and what they
are experiencing). Adaptation is achieved through assimilation or accommodation.
.Assimilation - Answer-Involves incorporating new information into previously existing
structures or schema (e.g., a child encounters a Dalmatian for the first time and
incorporates Dalmatians into her existing schema for "dogs").
.Accommodations - Answer-Involves the formation of new mental structures or schema
when new information does not fit into existing structures (e.g., a child encounters a
skunk for the first time and learns that is different from "dogs" and "cats." They must
create new representation for "skunks").
.Organization - Answer-Refers to the mind's natural tendency to organize information
into related, interconnected structures. The most basic structure is the scheme.
.Vygotsky - Answer-Believed that development begins at the social level and moves
towards individual internalization.
.How is information from the external world transformed and internalized? - Answer-1.
Second Signal System
2. Social Interaction
.Second Signal System - Answer-Vygotsky believed that we encode and represent our
world through language.
a. Language is a symbolic system by which we communicate.
b. Language is a cultural tool. History and culture are transmitted through language.
c. Our thoughts are based on language---"inner speech."
.Social Interaction - Answer-Plays an important role in the transformation and
internalization processes.
a. Social plane
b. Internal plane
.Social Plane - Answer-Vygotsky argued that development first takes place on a social
plane. The child observes the parents' behavior, listens to the parents' speech, and tries
to imitate. The parents guide the child in their efforts, making corrections when needed
and providing greater challenges when appropriate.
.Internal Plane - Answer-As the child becomes more competent information becomes
internalized. For example, language is now represented in the mind as thought or inner
speech.
, .Vygotsky also was interested in human intellectual development - Answer-Zone of
Proximal Development (ZPD)
.Zone of Proximal Development (ZPD) - Answer-The distance between the actual
developmental level as determined by independent problem solving and the level of
potential as determined through problem solving under adult guidance or in
collaboration with a more capable peer.
.Scaffolding - Answer-The process of guiding the learner from what is presently known
to what is to be known. This occurs in ZPD. The more competent person supports the
learner in their endeavor to reach the new level of development.
.What is the role of language in cognitive development? - Answer-Vygotsky believed
that language has two purposes: communication and regulation.
.Communication - Answer-Is important in the transmission of culture and history
between individuals.
.Regulation - Answer-Refers to one's control over one's own cognitive processes (e.g.,
thoughts, memory, etc.). A goal of development is to make the transition from being
other-regulated to becoming self-regulated.
.Abraham Maslow - Answer-Developed a theory for understanding human motivation,
management training, and personal development.
.Maslow's Hierarchy of Needs - Answer--Biological and Physiological needs
-Safety needs
-Belongingness and Love needs
-Esteem needs
-Self-actualization
.Biological and Physiological needs - Answer-Basic life needs- air, food, drink, shelter,
warmth, sex, sleep, etc.
.Safety needs - Answer-Protection, security, order, law, limits, stability, etc.
.Belongingness and Love needs - Answer-Family, affection, relationships, work group,
etc.
.Esteem needs - Answer-Achievement, status, responsibility, reputation
.Self-actualization - Answer-Personal growth and fulfillment
.Knowledge: Recall data or information. - Answer-Ex: Recite a policy. Quote prices from
memory to a customer. Knows the safety rules.
Questions With Complete Solutions
Kohlberg's Stages of Moral Development - Answer-The theory that holds moral
reasoning, the basis for ethical behavior, has six identifiable developmental stages,
each more adequate at responding to moral dilemmas than its predecessor.
.Kohlberg's Levels - Answer-Level 1. Preconventional Morality
Level 11. Convetional Morality
Level 111. Postconvetional Morality
.Kohlberg's 6 Stages - Answer-Stage 1. Obedience and Punishment Orientation
Stage 2. Individualism and Exchange
Stage 3. Good Interpersonal Relationships
Stage 4. Maintaining the Social Order
Stage 5. Social Contract and Individual Rights
Stage 6. Universal Principles
.Stage 1. Obedience and Punishment Orientation - Answer-The child usually responds
in terms of the consequences involved, explaining that stealing is bad "because you'll
get punished." See morality as something external to themselves, as that which the big
people say they must do.
.Stage 2. Individualism and Exchange - Answer-Children recognize that there is not just
one right view that is handed down by authorities. Different individuals have different
viewpoints. Punishment is simply a risk that one naturally wants to avoid.
.Stage 3. Good Interpersonal Relationships - Answer-Children entering their teens see
morality as more than simple deals. They believe that people should live up to the
expectations of the family and community and behave in "good" ways.
.Stage 4. Maintaining the Social Order - Answer-The respondent becomes more broadly
concerned with society as a whole. Emphasis is on obeying laws, respecting authority,
and performing one's duties so that the social order is maintained.
.Stage 5. Social Contract and Individual Rights - Answer-People begin to ask, "What
makes for a good society?" They begin to think about society in a very theoretical way,
stepping back from their own society and considering the rights and values that a
society ought to be uphold.
.Stage 6. Universal Principles - Answer-Protect certain individual rights and settle
disputes through democratic processes.
,.Piaget's 4 Stages of Cognitive Development - Answer-1. Sensorimotor: (birth to about
age 2)
2. Preoperational: ( begins about the time the child starts to talk to about age 7)
3. Concrete: ( about first grade to early adolescence)
4. Formal Operations (adolescence)
.Sensorimotor: (birth to about age 2) - Answer-Child learns about himself and his
environment through motor and and reflex actions. Thought derives from sensation and
movement. Learns that he is separate from his environment and that aspects of his
environment--his parents or favorite toy-- continue to exist even though they may be
outside the reach of his senses.
.Teaching Children at the Sensorimotor Stage - Answer-Should be geared to the sensor
motor system. You can modify behavior by using the senses: a frown, a stern, or
soothing voice.
.Preoperational: ( begins about the time the child starts to talk to about age 7) - Answer-
Child begins to use symbols to represent objects and also personifies objects. Better
able to think about things and events that aren't immediately present. Oriented to the
present, the child has difficulty conceptualizing time. Thinking is influenced by fantasy--
the way would like things to be--and he assumes that others see situations from his
viewpoint. They take in information and then change it in their mind to fit their ideas
.Teaching Children at the Preoperational Stage - Answer-Must take into account the
child's vivid fantasies and undeveloped sense of time. Using neutral words, body
outlines and equipment a child can touch gives him an active role in learning.
.Concrete: (about first grade to early adolescence) - Answer-Accommodation increases.
The child develops an ability to think abstractly and to make rational judgements about
concrete or observable phenomena, which in past he needed to manipulate physically
to understand,
.Teaching Children at the Concrete Stage - Answer-Giving him the opportunity to ask
questions and to explain things back to you allows them to mentally manipulate
information.
.Formal Operations (adolescence) - Answer-Brings cognition to its final form. This
person no longer requires concrete objects to make rational judgements. In their point,
they are capable of hypothetical and deductive reasoning.
.Teaching Children at the Formal Operations Stage - Answer-Maybe wide-ranging
because he'll be able to consider many possibilities from several perspectives.
,.Piaget - Answer-Viewed cognitive development from biological perspective. Proposed
that two major principles operate in intellectual growth and development: adaption and
organization.
.Adaptation - Answer-Believed that humans desire a state of cognitive conflict (a
discrepancy between what the child believes the state of the world to be and what they
are experiencing). Adaptation is achieved through assimilation or accommodation.
.Assimilation - Answer-Involves incorporating new information into previously existing
structures or schema (e.g., a child encounters a Dalmatian for the first time and
incorporates Dalmatians into her existing schema for "dogs").
.Accommodations - Answer-Involves the formation of new mental structures or schema
when new information does not fit into existing structures (e.g., a child encounters a
skunk for the first time and learns that is different from "dogs" and "cats." They must
create new representation for "skunks").
.Organization - Answer-Refers to the mind's natural tendency to organize information
into related, interconnected structures. The most basic structure is the scheme.
.Vygotsky - Answer-Believed that development begins at the social level and moves
towards individual internalization.
.How is information from the external world transformed and internalized? - Answer-1.
Second Signal System
2. Social Interaction
.Second Signal System - Answer-Vygotsky believed that we encode and represent our
world through language.
a. Language is a symbolic system by which we communicate.
b. Language is a cultural tool. History and culture are transmitted through language.
c. Our thoughts are based on language---"inner speech."
.Social Interaction - Answer-Plays an important role in the transformation and
internalization processes.
a. Social plane
b. Internal plane
.Social Plane - Answer-Vygotsky argued that development first takes place on a social
plane. The child observes the parents' behavior, listens to the parents' speech, and tries
to imitate. The parents guide the child in their efforts, making corrections when needed
and providing greater challenges when appropriate.
.Internal Plane - Answer-As the child becomes more competent information becomes
internalized. For example, language is now represented in the mind as thought or inner
speech.
, .Vygotsky also was interested in human intellectual development - Answer-Zone of
Proximal Development (ZPD)
.Zone of Proximal Development (ZPD) - Answer-The distance between the actual
developmental level as determined by independent problem solving and the level of
potential as determined through problem solving under adult guidance or in
collaboration with a more capable peer.
.Scaffolding - Answer-The process of guiding the learner from what is presently known
to what is to be known. This occurs in ZPD. The more competent person supports the
learner in their endeavor to reach the new level of development.
.What is the role of language in cognitive development? - Answer-Vygotsky believed
that language has two purposes: communication and regulation.
.Communication - Answer-Is important in the transmission of culture and history
between individuals.
.Regulation - Answer-Refers to one's control over one's own cognitive processes (e.g.,
thoughts, memory, etc.). A goal of development is to make the transition from being
other-regulated to becoming self-regulated.
.Abraham Maslow - Answer-Developed a theory for understanding human motivation,
management training, and personal development.
.Maslow's Hierarchy of Needs - Answer--Biological and Physiological needs
-Safety needs
-Belongingness and Love needs
-Esteem needs
-Self-actualization
.Biological and Physiological needs - Answer-Basic life needs- air, food, drink, shelter,
warmth, sex, sleep, etc.
.Safety needs - Answer-Protection, security, order, law, limits, stability, etc.
.Belongingness and Love needs - Answer-Family, affection, relationships, work group,
etc.
.Esteem needs - Answer-Achievement, status, responsibility, reputation
.Self-actualization - Answer-Personal growth and fulfillment
.Knowledge: Recall data or information. - Answer-Ex: Recite a policy. Quote prices from
memory to a customer. Knows the safety rules.
