Aepa early childhood exam with answers
|\ |\ |\ |\ |\
Piaget - CORRECT ANSWERS ✔✔Cognitive constructivist
|\ |\ |\ |\ |\ |\
perspective of learning in explaining how children build or
|\ |\ |\ |\ |\ |\ |\ |\ |\
construct knowledge of their world |\ |\ |\ |\ |\
-childrens' development must necessarily precede their learning
|\ |\ |\ |\ |\ |\ |\
(stages of development) |\ |\
children construct knowledge through interactions with others
|\ |\ |\ |\ |\ |\ |\
and through their experience using thought process of
|\ |\ |\ |\ |\ |\ |\ |\
assimilation and accommodation |\ |\
ex: A child seeing a zebra for the first time and calling it a horse.
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
The child assimilates this information into her schema for a
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
horse.
Piaget: teaching implications - CORRECT ANSWERS ✔✔support
|\ |\ |\ |\ |\ |\ |\
children to explore their world and discover their knowledge
|\ |\ |\ |\ |\ |\ |\ |\
Assimilation (piaget) - CORRECT ANSWERS ✔✔What are the
|\ |\ |\ |\ |\ |\ |\ |\
processes that children used to construct knowledge they take
|\ |\ |\ |\ |\ |\ |\ |\ |\
new information into existing cognitive structure of score schema
|\ |\ |\ |\ |\ |\ |\ |\
ex: Assimilation is like adding air into a balloon. You just keep
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
blowing it up. It gets bigger and bigger. For example, a two year
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
,old's schema of a tree is "green and big with bark" -- over time
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
the child adds information (some trees lose their leaves, some
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
trees have names, we use a tree at Christmas, etc.)
|\ |\ |\ |\ |\ |\ |\ |\ |\
Accommodation (piaget) - CORRECT ANSWERS ✔✔The process |\ |\ |\ |\ |\ |\ |\
children used to construct knowledge refers to how children can
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
or will change existing understanding to adopt new knowledge
|\ |\ |\ |\ |\ |\ |\ |\ |\
and revise extend or expand their concepts Jones
|\ |\ |\ |\ |\ |\ |\
ex: When a child learns the word for dog, they start to call all
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
four-legged animals dogs. This is assimilation. People around |\ |\ |\ |\ |\ |\ |\ |\
them will say, no, that's not a dog, it's a cat. The schema for dog
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
then gets modified to restrict it to only certain four-legged
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
animals. That is accommodation. |\ |\ |\
Piaget's stages of cognitive development - CORRECT ANSWERS
|\ |\ |\ |\ |\ |\ |\ |\
✔✔1) Sensorimotor |\
2) preoperational
|\ |\
3)concrete operational |\ |\
4)formal operational |\
Sensorimotor - CORRECT ANSWERS ✔✔Birth- 2 |\ |\ |\ |\ |\
-experiencing the world through senses and actions |\ |\ |\ |\ |\ |\
-object permanence |\ |\
-stranger anxiety |\
, Preoperational - CORRECT ANSWERS ✔✔2 to 7 years old |\ |\ |\ |\ |\ |\ |\ |\ |\
- representing things with words and mental images
|\ |\ |\ |\ |\ |\ |\
-pretend play |\
-egocentrism
-language development |\
use a symbol or words (painting joint movements) to represent
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
experience and images in their mind |\ |\ |\ |\ |\ |\
draws a picture of the flower in the garden at home
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
see a tall glass of water having more water than the shorter
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
glass (when same amount)
|\ |\ |\
Concrete operational - CORRECT ANSWERS ✔✔7 to 11 years
|\ |\ |\ |\ |\ |\ |\ |\
-thinking logically about concrete evens and grasping concrete
|\ |\ |\ |\ |\ |\ |\ |\
anologies
-conservation
-mathematical transformation |\
no longer tricked by appearances think more logically but are
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
limited to thinking about concrete objects
|\ |\ |\ |\ |\ |\
the glasses of water the older children would say all you did was
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
pour the same water in the tall glass
|\ |\ |\ |\ |\ |\ |\
|\ |\ |\ |\ |\
Piaget - CORRECT ANSWERS ✔✔Cognitive constructivist
|\ |\ |\ |\ |\ |\
perspective of learning in explaining how children build or
|\ |\ |\ |\ |\ |\ |\ |\ |\
construct knowledge of their world |\ |\ |\ |\ |\
-childrens' development must necessarily precede their learning
|\ |\ |\ |\ |\ |\ |\
(stages of development) |\ |\
children construct knowledge through interactions with others
|\ |\ |\ |\ |\ |\ |\
and through their experience using thought process of
|\ |\ |\ |\ |\ |\ |\ |\
assimilation and accommodation |\ |\
ex: A child seeing a zebra for the first time and calling it a horse.
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
The child assimilates this information into her schema for a
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
horse.
Piaget: teaching implications - CORRECT ANSWERS ✔✔support
|\ |\ |\ |\ |\ |\ |\
children to explore their world and discover their knowledge
|\ |\ |\ |\ |\ |\ |\ |\
Assimilation (piaget) - CORRECT ANSWERS ✔✔What are the
|\ |\ |\ |\ |\ |\ |\ |\
processes that children used to construct knowledge they take
|\ |\ |\ |\ |\ |\ |\ |\ |\
new information into existing cognitive structure of score schema
|\ |\ |\ |\ |\ |\ |\ |\
ex: Assimilation is like adding air into a balloon. You just keep
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
blowing it up. It gets bigger and bigger. For example, a two year
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
,old's schema of a tree is "green and big with bark" -- over time
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
the child adds information (some trees lose their leaves, some
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
trees have names, we use a tree at Christmas, etc.)
|\ |\ |\ |\ |\ |\ |\ |\ |\
Accommodation (piaget) - CORRECT ANSWERS ✔✔The process |\ |\ |\ |\ |\ |\ |\
children used to construct knowledge refers to how children can
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
or will change existing understanding to adopt new knowledge
|\ |\ |\ |\ |\ |\ |\ |\ |\
and revise extend or expand their concepts Jones
|\ |\ |\ |\ |\ |\ |\
ex: When a child learns the word for dog, they start to call all
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
four-legged animals dogs. This is assimilation. People around |\ |\ |\ |\ |\ |\ |\ |\
them will say, no, that's not a dog, it's a cat. The schema for dog
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
then gets modified to restrict it to only certain four-legged
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
animals. That is accommodation. |\ |\ |\
Piaget's stages of cognitive development - CORRECT ANSWERS
|\ |\ |\ |\ |\ |\ |\ |\
✔✔1) Sensorimotor |\
2) preoperational
|\ |\
3)concrete operational |\ |\
4)formal operational |\
Sensorimotor - CORRECT ANSWERS ✔✔Birth- 2 |\ |\ |\ |\ |\
-experiencing the world through senses and actions |\ |\ |\ |\ |\ |\
-object permanence |\ |\
-stranger anxiety |\
, Preoperational - CORRECT ANSWERS ✔✔2 to 7 years old |\ |\ |\ |\ |\ |\ |\ |\ |\
- representing things with words and mental images
|\ |\ |\ |\ |\ |\ |\
-pretend play |\
-egocentrism
-language development |\
use a symbol or words (painting joint movements) to represent
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
experience and images in their mind |\ |\ |\ |\ |\ |\
draws a picture of the flower in the garden at home
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
see a tall glass of water having more water than the shorter
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
glass (when same amount)
|\ |\ |\
Concrete operational - CORRECT ANSWERS ✔✔7 to 11 years
|\ |\ |\ |\ |\ |\ |\ |\
-thinking logically about concrete evens and grasping concrete
|\ |\ |\ |\ |\ |\ |\ |\
anologies
-conservation
-mathematical transformation |\
no longer tricked by appearances think more logically but are
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
limited to thinking about concrete objects
|\ |\ |\ |\ |\ |\
the glasses of water the older children would say all you did was
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
pour the same water in the tall glass
|\ |\ |\ |\ |\ |\ |\
