SW 3711 STUDY GUIDE EXAM WITH
CORRECT SOLUTIONS
Piagets Theory of Cognitive Development - ANSWER Sensorimotor period
Preoperational Thought period
The period of concrete operations
Period of formal operations
Sensorimotor Period - ANSWER 0-2 years
1. Children lear that they have various senses through which they can recieve
information. They get to received different info about same object
2. Exibition of goal-direcerd behavior. Child will purposefully put together several
behaviors in order to accomplish a simple goal
3. Object permanence
Preoperational Thought Period - ANSWER 2-7 years old
Children can think in terms of symols or mental represtations of objects or
circumstances.
Barriers:
Egocentrism
Centration
Irreversibility
Developing Cognitive Ability:
Classification
Seriation
Conservation
Egocentrism (Piaget) - ANSWER Child is unable to see things from anybody else's point
of view. The child is aware only of himself or herself
Centration (Piaget) - ANSWER Child's tedency to concentrate on only one detail of an
object or situation and ignore all other aspects.
,Irreversibility (Piaget) - ANSWER Irreverisibility refer to a child's ability to follow an think
something trough in one direction without bieng able to imagine the realtionship in
reverse.
Classification - ANSWER Child's ability to sort items into various categories accordingto
certain characeteristics. The charecteristics might include shape, color, texture, or
size.
Seriation - ANSWER Seriation refers to a child's ability to arrange objects in order
according to certain characteristcs. These characteirst might include size, weight,
volume. Or length.
Conservation - ANSWER Child ability to grasp the idea that while once aspect of a
substance (quantity or weight) remains the same, another aspect of that same
substance (shape or position) cann be changed.
Period of Concrete Operations - ANSWER 7-11 or 12 years old. Child develops the ability
to think logically at a concrete level. In other words, a child has mastered the major
inpediments to lotical thinking that were evident during earlier stated of cognitive
development. Child develops the capacity to see things from other people's points of
view.
Period of Formal Operations - ANSWER 11-16. Children become capable of taking
numerous variables into consideration and cratively formulating abstract hypotheses
about thow things work or about why things are the way they are. They begin to analyze
why things aren't always as they should be.
Assessment - ANSWER Information about the problem or sitation needs to be gathered,
analyzed, and interpreted. Assessment also involves basic knowledge and assumptions
about human behavior. There are always reasons why people behave the way they do.
Who Developed Attachment Theory - ANSWER John Bowlby 1969 - children who form an
attachemtn to an adult that is, an eduring socio-emotional relatioship are more likely to
survive.
4 States of attachment - ANSWER Stage 1. Preattachement
Stage 2. Attachement in the making
Stage 3. True Attachement
Stage 4. Reciprocal relationships
Preattachment - ANSWER First two months of life, infants learn to distinguish between
people and things. Subsequently they repsond increasingly more to people in general by
smiling and vocalizing.
Attachment in the making - ANSWER Ages 2 to 8 months, infants learn to distinguis
between primary caregivers and strangers. They repsond more pisitvely to caregivers
, and display enthusiasm and excitement during tehir interactions. They also demonstrate
upset when the caregiver leaves. The complex process of emotional attachment
develops as the infant and caregiver learn how to respon to each other.
True Attachment - ANSWER 8-18 months, infants search out their caregivers and try to
stay close to them. As crawling and mobility increase, infants maintain periodic eye
cotnact with their caregiver as they explore thier environment. Infants continue to
develop a more detailed internal picutre of the caregiver, his or her behavior, and his or
her expectations. Infants become more adept at interpreting the caregiver's reactions
and anticipating how the caregivers will respond to their distress.
reciprocal relationship - ANSWER 18 months, children develop increased sensitivity to
their dynamic interaction with the caregiver. Children begin showing affection while
seeking the love, attention and physuical contact they need.
Qualities of Attachment - ANSWER 1. Significant amount of time spent together
2. Alert reactions to the child's needs and the provision of attentive care.
3. The caregiver's emotional responsiveness and depth of commitment to the child.
4. Being readily available in the child's life over a long period of time.
Patterns of Attachment - ANSWER 1. Secure Attachment
2. Anxious-avoidant attachment
3. Anxious-resistant attachemnt
4. Disorageized attachment
Secure Attachment - ANSWER Children actively explore their environment and interact
with strangers while thier mothers are present. After seperation, the babies actively
greet their mothers or seek interaction. If the babies were distressed during seperation,
the mothes' return reduces their distress and teh babies return to exploration of the
environement
Anxious-avoidant attachment - ANSWER Children avoid contact with their mother during
the reunion segment follwoing seperation or ignore their efforts to interact. They appear
to expect that their mothers will not be there when needed. They show less distress at
being alone than other babies. It is almost as if they were angry at the ir babies. They
spend less time holding and cuddling their babies than other mothers, and more of their
interactions are unpleasant or even hurtful
Anxious-resistant attahment - ANSWER Children are very cautious in the presence of
the stranger. Their exporatory behaviour is noticeable disrupted by the caregivers
departure. When the caregiver returns, the infants appear to want to be clsoe to ther
caregiver, but they are also angry, so that they are very hard to soothe or comfort.
Mothers are inconsistent in their responsiveness.
CORRECT SOLUTIONS
Piagets Theory of Cognitive Development - ANSWER Sensorimotor period
Preoperational Thought period
The period of concrete operations
Period of formal operations
Sensorimotor Period - ANSWER 0-2 years
1. Children lear that they have various senses through which they can recieve
information. They get to received different info about same object
2. Exibition of goal-direcerd behavior. Child will purposefully put together several
behaviors in order to accomplish a simple goal
3. Object permanence
Preoperational Thought Period - ANSWER 2-7 years old
Children can think in terms of symols or mental represtations of objects or
circumstances.
Barriers:
Egocentrism
Centration
Irreversibility
Developing Cognitive Ability:
Classification
Seriation
Conservation
Egocentrism (Piaget) - ANSWER Child is unable to see things from anybody else's point
of view. The child is aware only of himself or herself
Centration (Piaget) - ANSWER Child's tedency to concentrate on only one detail of an
object or situation and ignore all other aspects.
,Irreversibility (Piaget) - ANSWER Irreverisibility refer to a child's ability to follow an think
something trough in one direction without bieng able to imagine the realtionship in
reverse.
Classification - ANSWER Child's ability to sort items into various categories accordingto
certain characeteristics. The charecteristics might include shape, color, texture, or
size.
Seriation - ANSWER Seriation refers to a child's ability to arrange objects in order
according to certain characteristcs. These characteirst might include size, weight,
volume. Or length.
Conservation - ANSWER Child ability to grasp the idea that while once aspect of a
substance (quantity or weight) remains the same, another aspect of that same
substance (shape or position) cann be changed.
Period of Concrete Operations - ANSWER 7-11 or 12 years old. Child develops the ability
to think logically at a concrete level. In other words, a child has mastered the major
inpediments to lotical thinking that were evident during earlier stated of cognitive
development. Child develops the capacity to see things from other people's points of
view.
Period of Formal Operations - ANSWER 11-16. Children become capable of taking
numerous variables into consideration and cratively formulating abstract hypotheses
about thow things work or about why things are the way they are. They begin to analyze
why things aren't always as they should be.
Assessment - ANSWER Information about the problem or sitation needs to be gathered,
analyzed, and interpreted. Assessment also involves basic knowledge and assumptions
about human behavior. There are always reasons why people behave the way they do.
Who Developed Attachment Theory - ANSWER John Bowlby 1969 - children who form an
attachemtn to an adult that is, an eduring socio-emotional relatioship are more likely to
survive.
4 States of attachment - ANSWER Stage 1. Preattachement
Stage 2. Attachement in the making
Stage 3. True Attachement
Stage 4. Reciprocal relationships
Preattachment - ANSWER First two months of life, infants learn to distinguish between
people and things. Subsequently they repsond increasingly more to people in general by
smiling and vocalizing.
Attachment in the making - ANSWER Ages 2 to 8 months, infants learn to distinguis
between primary caregivers and strangers. They repsond more pisitvely to caregivers
, and display enthusiasm and excitement during tehir interactions. They also demonstrate
upset when the caregiver leaves. The complex process of emotional attachment
develops as the infant and caregiver learn how to respon to each other.
True Attachment - ANSWER 8-18 months, infants search out their caregivers and try to
stay close to them. As crawling and mobility increase, infants maintain periodic eye
cotnact with their caregiver as they explore thier environment. Infants continue to
develop a more detailed internal picutre of the caregiver, his or her behavior, and his or
her expectations. Infants become more adept at interpreting the caregiver's reactions
and anticipating how the caregivers will respond to their distress.
reciprocal relationship - ANSWER 18 months, children develop increased sensitivity to
their dynamic interaction with the caregiver. Children begin showing affection while
seeking the love, attention and physuical contact they need.
Qualities of Attachment - ANSWER 1. Significant amount of time spent together
2. Alert reactions to the child's needs and the provision of attentive care.
3. The caregiver's emotional responsiveness and depth of commitment to the child.
4. Being readily available in the child's life over a long period of time.
Patterns of Attachment - ANSWER 1. Secure Attachment
2. Anxious-avoidant attachment
3. Anxious-resistant attachemnt
4. Disorageized attachment
Secure Attachment - ANSWER Children actively explore their environment and interact
with strangers while thier mothers are present. After seperation, the babies actively
greet their mothers or seek interaction. If the babies were distressed during seperation,
the mothes' return reduces their distress and teh babies return to exploration of the
environement
Anxious-avoidant attachment - ANSWER Children avoid contact with their mother during
the reunion segment follwoing seperation or ignore their efforts to interact. They appear
to expect that their mothers will not be there when needed. They show less distress at
being alone than other babies. It is almost as if they were angry at the ir babies. They
spend less time holding and cuddling their babies than other mothers, and more of their
interactions are unpleasant or even hurtful
Anxious-resistant attahment - ANSWER Children are very cautious in the presence of
the stranger. Their exporatory behaviour is noticeable disrupted by the caregivers
departure. When the caregiver returns, the infants appear to want to be clsoe to ther
caregiver, but they are also angry, so that they are very hard to soothe or comfort.
Mothers are inconsistent in their responsiveness.
