WGU D167 Educational Psychology & Human
Development of Children & Adolescence OA
|Objective Assessment -Solved
self-actualization (Maslow) - ANS-This need involves personal growth and fulfillment
and the realization of one's personal potential as a human being. To become
everything one is capable of becoming.
esteem (Maslow) - ANS-This need includes self respect, respect from others,
achievement, independence, status, and prestige.
love and belonging (Maslow) - ANS-This need involves interpersonal relationships-
friendships, intimacy, trust, romance and love, and being part of a group.
safety (Maslow) - ANS-This need includes protection from the elements, financial
and physical security, law and order, and freedom from fear.
physiological (Maslow) - ANS-Needs that are biological requirements for survival,
such as food, water, shelter, and clothing.
Maslow's Hierarchy of Needs - ANS-Theorized that individuals must satisfy their
deficiency needs before growth needs can influence their behavior.
cognitive (Maslow) - ANS-Involves curiosity knowledge and intellectual exploration.
Referred to as "Brain" and "thinking."
aesthetic (Maslow) - ANS-This need focuses on the search for and expression of
beauty and balance, which can be found in nature or artistic pursuit such as
painting, architecture, and music.
Transcendence (Maslow) - ANS-This need involves meeting spiritual needs or
helping others achieve self-actualization.
Physical Development (Maslow) - ANS-A developmental process that refers to gross
motor skills and fine motor skills.
Arnold Gesell - ANS-The first theorist to observe and document the stages of
physical development. Coined the term: maturational-development theory of child
development.
Infancy (Birth to 2 yrs) (Maslow) - ANS-The stage of development where a child
holds up their head, rolls over, reaches for things, sets, crawls, and walks. Children
can feed themselves with their hands, make a small tower of cubes, jump and run
,awkwardly, throw a ball, and use a zipper. Children begin to walk with increased
coordination and manipulate small toys with their hands.
Early Childhood (2-6yrs) (Maslow) - ANS-The stage where children show significant
improvement in both gross and fine motor skills. They love to run, hop, tumble,
climb, and swing. Fine motor skill development allows them to string beads and put
together jigsaw puzzles. They can also dressed and undressed themselves and eat
with utensils.
Middle Childhood (6-10yrs) (Maslow) - ANS-The stage where older children
continue to gain weight and height. They have permanent teeth that also begins to
form. Children begin to participate in organized sports as their speed and
coordination skills advance. They experience a refinement of fine motor skills,
improved handwriting, and their drawings become increasingly representational.
They can also use fine motor skills to sew, build models, or do other crafts.
Adolescence (10-18yrs) (Maslow) - ANS-The stage where children's weight and
height begin to increase rapidly then puberty begins.There is an increase in
hormones that impacts behavior. Will think they are adults, reject adult authority.
Both boys and girls reach sexual maturity, girls physical growth slows, and boys will
continue to grow into early adulthood.
Cognitive or Brain Development (Maslow) - ANS-The learning process of memory,
language, thinking, and reasoning.
Tanner Staging System (Maslow) - ANS-When students write their own
development using schematic drawings of development.
BOT-2 (Maslow) - ANS-A standardize tool that measures physical development and
used between the ages of four and 21. The areas a physical development include
fine manual control, manual coordination, body coordination, and strength.
Piaget Theory of Cognitive Development - ANS-Theory of cognitive development
that suggests children move through four different stages of mental development.
Focus is not only on understanding how children acquire knowledge, but also on
understanding the nature of intelligence. Stages in this theory are: sensorimotor,
pre-operational, concrete operational, and formal operational.
Sensorimotor Stage (Birth-2yrs) (Piaget) - ANS-In this stage infants know the world
through their movements and sensations. Children learn about the world through
basic actions such as sucking, grasping, looking, and listening. Infants and toddlers
learn from sensory experiences and manipulating objects. Their earliest experience
occurs through basic reflexes, senses, and motor responses.
Pre-operational Stage (2-7yrs) (Piaget) - ANS-In this stage children begin to think
symbolically and learn to use words and pictures to represent objects. They tend to
be egocentric and struggle to see things from the perspective of others. They still
tend to think about things in very concrete terms. During this time there is an
,emergence of language, this is considered the hallmark of the stage. They are also
skilled at pretend play, but struggle with logic and point of views from others.
Lastly they struggle with the idea of constancy.
Concrete Operational Stage (7-11yrs) (Piaget) - ANS-In this stage children begin to
think logically about concrete events. They understand the concept of conversation.
Their thinking becomes more logical and organized, but still concrete meaning
literal. They use inductive logic, reasoning from specific information to general
principal. This often means that their thinking can also be rigid. They struggle with
abstract and hypothetical concepts. They begin to think about how other people
might think and feel. They realize their thoughts are unique to them, and that not
everyone will share their thoughts feelings and opinions.
Formal Operational Stage (12 & Up) (Piaget) - ANS-In this stage children are
considered adolescent or young adult. They begin to think abstractly and reason
about hypothetical problems. They begin to think about moral, philosophical,
ethical, social, and political issues. All of those require theoretical and abstract
reasoning. They also begin to use deductive logic/reasoning from a general
principle to specific information. They are capable of seeing multiple potential
solutions and think scientifically. They have the ability to plan for the future.
Schemas (Piaget) - ANS-Describes both mental and physical actions involved in
understanding and knowing. Includes categories of knowledge that help us interpret
and understand the world.
Assimilation (Piaget) - ANS-The process of taking new information into our already
existing schemas. The process is subjective because we tend to modify experiences
and information slightly to fit in with our pre-existing beliefs.
Accommodation (Piaget) - ANS-Involves changing or altering our existing schemas
in light of new information. We modify existing schemas, or ideas, as a result of
new experiences.
Equilibration (Piaget) - ANS-When children try to balance between assimilation and
accommodation. Through the process of cognitive development: it is important to
maintain a balance between applying previous knowledge (assimilation) and
changing behavior to account for new knowledge (accommodation).
Vygotsky's Theory of Cognitive Development (AKA: Sociocultural Theory) - ANS-
Emphasize the important role of social interactions in the development of children's
cognition. The environment and community play a key role in children's "meaning
making." Children's social learning must come before their cognitive development.
Theorized that children are born with "elementary mental functions."
Social Speech (Vygotsky) - ANS-Speech that involves talking to other people.
Private Speech (Vygotsky) - ANS-Speech that involves talking to self.
, More Knowledgeable Other (Vygotsky) - ANS-A person who is more skilled or more
knowledgeable. (MKO)
Zone of Proximal Development (Vygotsky) - ANS-The concept that states a child
may be able to achieve a skill on his or her own, but when offered guidance from a
more knowledgeable person, the child may acquire the skill much more quickly.
Defined as the difference between a child attains independently and what a child
attains with the support of someone who is more skilled. (ZPD)
Silent Inner Speech (Vygotsky) - ANS-Speech that involves self regulation. Your
inner voice talking to self. Talking to yourself in your mind.
Scaffolding (Vygotsky) - ANS-Is a form of adult assistance that enables a child or
novice to solve a problem, carry out a task, or achieve a goal which would be
beyond their unassisted efforts.
Erickson's Stages of Psychosocial Development - ANS-A theory proposed that
people are motivated by the need to achieve competence in certain areas of their
life. People experience eight stages of development over their lifespan, from infancy
through late adulthood. At each stage there is a crisis or test that people need to
resolve. Successful completion of each developmental test results in a sense of
confidence and healthy personality. Failure would lead to feelings of inadequacy.
Stages are based on and expanded from Freud's Psychosexual Theory.
1st Stage: Trust vs. Mistrust (Erikson) - ANS-From birth to 12 months: Infants
must learn that adults can be trusted. Infants are dependent upon their caregivers.
Caregivers that respond and are sensitive to the infants needs, helps the baby build
a sense of trust. The baby will see the world as safe and as a predictable place.
Unresponsive caregivers can cause feelings of anxiety, fear, and mistrust. Babies
will see the world as unpredictable and if they are treated cruelly they will mistrust
people.
2nd Stage: Autonomy vs. Shame (Erikson) - ANS-Toddlers ages 1 to 3 explore their
world. They learn that they can control their actions and act on their environment
to get results. They show preferences for food, toys, and clothing. A toddler's main
task is to work on being independent. This stage is often known as the "me do it"
stage. If a toddler is denied an opportunity to be independent, he or she may feel
doubtful about their abilities. Which often leads to low self-esteem and feelings of
shame.
3rd Stage: Initiative vs. Guilt (Erikson) - ANS-Preschool stage ages 3 to 6, they are
capable of initiating activities and asserting control over their world through social
interactions and play. In this stage children learn to plan and achieve goals while
interacting with others. Initiative, ambition, and responsibility can occur if parents
allow children to explore within limits and support the child's choice. This is what
will help children develop self-confidence. An over controlling parent leads to
developing guilt.
Development of Children & Adolescence OA
|Objective Assessment -Solved
self-actualization (Maslow) - ANS-This need involves personal growth and fulfillment
and the realization of one's personal potential as a human being. To become
everything one is capable of becoming.
esteem (Maslow) - ANS-This need includes self respect, respect from others,
achievement, independence, status, and prestige.
love and belonging (Maslow) - ANS-This need involves interpersonal relationships-
friendships, intimacy, trust, romance and love, and being part of a group.
safety (Maslow) - ANS-This need includes protection from the elements, financial
and physical security, law and order, and freedom from fear.
physiological (Maslow) - ANS-Needs that are biological requirements for survival,
such as food, water, shelter, and clothing.
Maslow's Hierarchy of Needs - ANS-Theorized that individuals must satisfy their
deficiency needs before growth needs can influence their behavior.
cognitive (Maslow) - ANS-Involves curiosity knowledge and intellectual exploration.
Referred to as "Brain" and "thinking."
aesthetic (Maslow) - ANS-This need focuses on the search for and expression of
beauty and balance, which can be found in nature or artistic pursuit such as
painting, architecture, and music.
Transcendence (Maslow) - ANS-This need involves meeting spiritual needs or
helping others achieve self-actualization.
Physical Development (Maslow) - ANS-A developmental process that refers to gross
motor skills and fine motor skills.
Arnold Gesell - ANS-The first theorist to observe and document the stages of
physical development. Coined the term: maturational-development theory of child
development.
Infancy (Birth to 2 yrs) (Maslow) - ANS-The stage of development where a child
holds up their head, rolls over, reaches for things, sets, crawls, and walks. Children
can feed themselves with their hands, make a small tower of cubes, jump and run
,awkwardly, throw a ball, and use a zipper. Children begin to walk with increased
coordination and manipulate small toys with their hands.
Early Childhood (2-6yrs) (Maslow) - ANS-The stage where children show significant
improvement in both gross and fine motor skills. They love to run, hop, tumble,
climb, and swing. Fine motor skill development allows them to string beads and put
together jigsaw puzzles. They can also dressed and undressed themselves and eat
with utensils.
Middle Childhood (6-10yrs) (Maslow) - ANS-The stage where older children
continue to gain weight and height. They have permanent teeth that also begins to
form. Children begin to participate in organized sports as their speed and
coordination skills advance. They experience a refinement of fine motor skills,
improved handwriting, and their drawings become increasingly representational.
They can also use fine motor skills to sew, build models, or do other crafts.
Adolescence (10-18yrs) (Maslow) - ANS-The stage where children's weight and
height begin to increase rapidly then puberty begins.There is an increase in
hormones that impacts behavior. Will think they are adults, reject adult authority.
Both boys and girls reach sexual maturity, girls physical growth slows, and boys will
continue to grow into early adulthood.
Cognitive or Brain Development (Maslow) - ANS-The learning process of memory,
language, thinking, and reasoning.
Tanner Staging System (Maslow) - ANS-When students write their own
development using schematic drawings of development.
BOT-2 (Maslow) - ANS-A standardize tool that measures physical development and
used between the ages of four and 21. The areas a physical development include
fine manual control, manual coordination, body coordination, and strength.
Piaget Theory of Cognitive Development - ANS-Theory of cognitive development
that suggests children move through four different stages of mental development.
Focus is not only on understanding how children acquire knowledge, but also on
understanding the nature of intelligence. Stages in this theory are: sensorimotor,
pre-operational, concrete operational, and formal operational.
Sensorimotor Stage (Birth-2yrs) (Piaget) - ANS-In this stage infants know the world
through their movements and sensations. Children learn about the world through
basic actions such as sucking, grasping, looking, and listening. Infants and toddlers
learn from sensory experiences and manipulating objects. Their earliest experience
occurs through basic reflexes, senses, and motor responses.
Pre-operational Stage (2-7yrs) (Piaget) - ANS-In this stage children begin to think
symbolically and learn to use words and pictures to represent objects. They tend to
be egocentric and struggle to see things from the perspective of others. They still
tend to think about things in very concrete terms. During this time there is an
,emergence of language, this is considered the hallmark of the stage. They are also
skilled at pretend play, but struggle with logic and point of views from others.
Lastly they struggle with the idea of constancy.
Concrete Operational Stage (7-11yrs) (Piaget) - ANS-In this stage children begin to
think logically about concrete events. They understand the concept of conversation.
Their thinking becomes more logical and organized, but still concrete meaning
literal. They use inductive logic, reasoning from specific information to general
principal. This often means that their thinking can also be rigid. They struggle with
abstract and hypothetical concepts. They begin to think about how other people
might think and feel. They realize their thoughts are unique to them, and that not
everyone will share their thoughts feelings and opinions.
Formal Operational Stage (12 & Up) (Piaget) - ANS-In this stage children are
considered adolescent or young adult. They begin to think abstractly and reason
about hypothetical problems. They begin to think about moral, philosophical,
ethical, social, and political issues. All of those require theoretical and abstract
reasoning. They also begin to use deductive logic/reasoning from a general
principle to specific information. They are capable of seeing multiple potential
solutions and think scientifically. They have the ability to plan for the future.
Schemas (Piaget) - ANS-Describes both mental and physical actions involved in
understanding and knowing. Includes categories of knowledge that help us interpret
and understand the world.
Assimilation (Piaget) - ANS-The process of taking new information into our already
existing schemas. The process is subjective because we tend to modify experiences
and information slightly to fit in with our pre-existing beliefs.
Accommodation (Piaget) - ANS-Involves changing or altering our existing schemas
in light of new information. We modify existing schemas, or ideas, as a result of
new experiences.
Equilibration (Piaget) - ANS-When children try to balance between assimilation and
accommodation. Through the process of cognitive development: it is important to
maintain a balance between applying previous knowledge (assimilation) and
changing behavior to account for new knowledge (accommodation).
Vygotsky's Theory of Cognitive Development (AKA: Sociocultural Theory) - ANS-
Emphasize the important role of social interactions in the development of children's
cognition. The environment and community play a key role in children's "meaning
making." Children's social learning must come before their cognitive development.
Theorized that children are born with "elementary mental functions."
Social Speech (Vygotsky) - ANS-Speech that involves talking to other people.
Private Speech (Vygotsky) - ANS-Speech that involves talking to self.
, More Knowledgeable Other (Vygotsky) - ANS-A person who is more skilled or more
knowledgeable. (MKO)
Zone of Proximal Development (Vygotsky) - ANS-The concept that states a child
may be able to achieve a skill on his or her own, but when offered guidance from a
more knowledgeable person, the child may acquire the skill much more quickly.
Defined as the difference between a child attains independently and what a child
attains with the support of someone who is more skilled. (ZPD)
Silent Inner Speech (Vygotsky) - ANS-Speech that involves self regulation. Your
inner voice talking to self. Talking to yourself in your mind.
Scaffolding (Vygotsky) - ANS-Is a form of adult assistance that enables a child or
novice to solve a problem, carry out a task, or achieve a goal which would be
beyond their unassisted efforts.
Erickson's Stages of Psychosocial Development - ANS-A theory proposed that
people are motivated by the need to achieve competence in certain areas of their
life. People experience eight stages of development over their lifespan, from infancy
through late adulthood. At each stage there is a crisis or test that people need to
resolve. Successful completion of each developmental test results in a sense of
confidence and healthy personality. Failure would lead to feelings of inadequacy.
Stages are based on and expanded from Freud's Psychosexual Theory.
1st Stage: Trust vs. Mistrust (Erikson) - ANS-From birth to 12 months: Infants
must learn that adults can be trusted. Infants are dependent upon their caregivers.
Caregivers that respond and are sensitive to the infants needs, helps the baby build
a sense of trust. The baby will see the world as safe and as a predictable place.
Unresponsive caregivers can cause feelings of anxiety, fear, and mistrust. Babies
will see the world as unpredictable and if they are treated cruelly they will mistrust
people.
2nd Stage: Autonomy vs. Shame (Erikson) - ANS-Toddlers ages 1 to 3 explore their
world. They learn that they can control their actions and act on their environment
to get results. They show preferences for food, toys, and clothing. A toddler's main
task is to work on being independent. This stage is often known as the "me do it"
stage. If a toddler is denied an opportunity to be independent, he or she may feel
doubtful about their abilities. Which often leads to low self-esteem and feelings of
shame.
3rd Stage: Initiative vs. Guilt (Erikson) - ANS-Preschool stage ages 3 to 6, they are
capable of initiating activities and asserting control over their world through social
interactions and play. In this stage children learn to plan and achieve goals while
interacting with others. Initiative, ambition, and responsibility can occur if parents
allow children to explore within limits and support the child's choice. This is what
will help children develop self-confidence. An over controlling parent leads to
developing guilt.
