OAE - 004 Assessment of Professional Knowledge PK-12 Exam 2023

OAE - 004 Assessment of Professional Knowledge PK-12 Exam 2023 Sigmund Frued's theory of Human Development - id, ego, and superego - psychosexual developmental stages Freud found occurred in children Ego - The ego presents itself in the child's anal stage, a sense of self and identity ID - impulses that are either recognized or suppressed (in elementary the ID is surpassed for social reasons in schools) Superego - The conscious - governs the ego and the ID Freud stages (1-3) - anal stage Freud stages (3-5) - phallic stage Freud stages (elementary age) - latency Freud stages (school-age) - genital stage - in puberty it begins, and continues through person's life Freud's beliefs on development of personality - People have their personality formed around puberty and doesn't change for the rest of their life. Major life events, nursing, toilet training, sexual drives, puberty Erik Erikson early childhood years main focus of personality - Psycho-social, focused on personal self image and social interactions - conflicts must be resolved at each of his stages. People are developing all throughout their life. Autonomy vs Shame (stage 1) - Toddlers; successful in toilet training, feel autonomy Initiative vs. Guilt (stage 2) - Preschoolers; Children who succeed in interacting with and manipulating their environments develop a sense of purpose, if children fail, they develop guilt from disapproval of their exploration Industry vs. Inferiority (stage 3) - School age; Successful children cope with new academic and social requirements Identity vs. Role Confusion (stage 4) - Adolescent; social relationships are the focus of this stage - if successful, teenagers find their true selves and their roles, if not, poor selfimage and weak roles Intimacy vs. Isolation - Young adults; loving relationships are the focus of this stage, successful individuals develop strong relationships and those who fail feel isolation and loneliness. Albert Bandura and social learning theory (reciprocal determinism) - 'Vicarious' or 'observational learning' by watching others, instead of having to directly experience something. He believes in reciprocal determinism, meaning we can learn form others like they can learn from watching us. Jerome Bruner - Constructivist - children construct their own learning by interacting with others - inventing our own cultures and realities (provide autonomous learners) model of spiral curriculum by Bruner (3) - Inactive representation (physical muscle memory), Iconic Representation, visual images, and Symbolic -storage of information symbolically (words, numbers, etc). Bruner // Scaffolding - Scaffolding - temporary, gradually withdrawn support matching student needs John Dewey and the social reform movement - He found importance in this movement, and transferred his beliefs of this movement to education and how he viewed teachers. Teacher are to prepare students whole well being, and knowledge based, not just limited skills for specific jobs. John Dewey believed - He believed students should learn to be independent as well as Bruner,and that students should learn as much content as they do as to be contributing members in society Dewey // learning by doing - Students need to be part of a democratic system, UNLIKE teachers with all the power and instructing students without student involvement Jean Piaget // Cognitive Development - Cognitive development stemmed from students being 'little scientist' from a young age, and interacting with their environments. Constructing their own knowledge! Stages of Cognitive Development (4) - 1. Sensorimotor: sensory input are responded with motor responses, 2. Pre operational: egocentric, unable to see things from others views, 3. Concrete Operations: school age children can complete mental operations as long as they have something concrete to reference, 4. Formal Operations: adolescents develop the ability to perform in higher level thinking without concrete support The stages of cognitive development helped teachers understand - Certain content should not be presented until an appropriate age, since students go through these stages of cognitive development at certain age ranges. Continues...