CSET Multiple Subject 3 Exam Rated
A+
Sensorimotor - Answer- 0-2 years Child is strongly egocentric. Begins to organize ideas
via schema. Explorers wanting to see, touch, hear, and taste everything around them.
Syntax not yet developed and use language for cataloguing (doggie) and demands.
object permanence is
Schema - Answer- rubric or way that we organize the idea of what something is. For
example a dog is furry and has four legs, a child may think that all animals that are furry
with four legs are a dog like a cow, so they will have to make an accommodation and
reorganize the way the think of a dog by adding more categories to the rubric of what a
dog is.
Accommodation - Answer- to modify or update the schema with new information and
reorganize the way the think of a thing by adding more categories to the rubric for
example of what a dog is when they learn a cow, another furry four legged animal is not
a dog
Pre operational stage - Answer- 2-7 yrs. holds incorrect *causal beliefs* so they think
that everything that happens is somehow due to them. *Centrates* meaning they really
focus on one thing at a time. symbolic thinking, use of proper syntax and grammar to
express full concepts. imagination and intuition are strong, but complete abstract
thought is still difficult. conservation developed. towards late phase child becomes *non-
egocentric*, uses fast-mapping, and understand *conservation*
fast-mapping - Answer- when you teach kids certain words and then they learn the
meanings of new words without ever being taught and figuring it out through context
conservation - Answer- meaning that if you take a glass of water and you pour it into a
taller container, before the late pre-operational stage, they would think there's more
water in the new taller glass even though they just saw you poor the same amount of
water from the shorter wider glass because its taller, but during the late pre-operational
stage they understand the quantity of that liquid is the same
concrete operations - Answer- 7-11 can *classify* and *seriate*, understands multiple
perspectives , capable of *transitive inference*-if a = b and b=c then a has to = c,
becomes *metacognitive*, concepts attached to real situations, more abstract thoughts
such as time, save and quantity are understood and can be applied, but not as
independent concepts
formal operations - Answer- 12-18. greater moral maturity, capable of theoretical and
counterfactual thinking, abstract logic and hypothetical reasoning. strategy and planning
become possible and concepts learned in one context can be applied to another. may
,experience *adolescent egocentrism* in the form of the *imaginary audience* and the
*personal fable*,
seriate - Answer- arrange and classify in a sequence according to prescribed criteria,
tallest
adolescent egocentrism - Answer- imaginary audience and personal fable
imaginary audience - Answer- the idea that everybody is watching me at all times, and
looking at me as I walk into a room thinking about what I'm wearing, or going to say
personal fable - Answer- they are somehow special and impervious to damage or
danger. it can't happen to me or i can't get hurt.
cognitive characteristics of play - Answer- play is a way to have fun, but its also a way
we can learn about our self, environment, other people, its a way of experimenting and
exploring. there is: repetitive play
repetitive play - Answer- young children tend to be *object oriented* an usually engage
in *body play* and *object play*
object oriented - Answer- play that involves manipulating an object. sucking on or
banging something. often repetitive play
constructive play - Answer- during this phase, children begin to use more advanced
planning and problem solving skills, often engaging in *transformational play* . It builds
on itself to increase competence of the child and increases the child's pleasure by
making even more creative acts possible. playing with legos
transformational play - Answer- trying to create something. to change or transform their
environment
students may be assisted in different stages of play starting at the constructive play
stage - Answer- through scaffolding
traditional views of intelligence emphasize - Answer- the ability to succeed academically
and focus on abilities such a memory, reasoning, spatial manipulation, vocabulary, and
analytical abilities in order to establish a score and intelligence quotient i.q.
spatial manipulation skills - Answer- may involve taking blocks with different patterns on
them and using them to create or duplicate other patterns, or picking out similarities
between patterns
Intelligence tests - Answer- Wechsler (WISC), Stanford-Binet (SB6 or 7) look at the
types of mental abilities that go towards academic success. how well will you be able to
think and reason in an academic environment
, Howard gardner - Answer- believed in a holistic view of intelligence that encompassed a
variety of abilities
Gardners 8 multiple intelligences - Answer- linguistic/verbal, logical/mathematical,
spatial, body/kinesthetic, musical, interpersonal, intrapersonal, naturalist
(last five are non tradition inventoriesl)
body/kinesthetic - Answer- knowing how hard to throw a ball to get it in a basket from a
certain distance
musical - Answer- being able to hear notes and know that this note goes well with this
note, knowing when you're on key
interpersonal - Answer- ability to interact with others and socially
Intrapersonal - Answer- how well we understand ourselves and our own motivations
naturalist - Answer- how we understand the way things behave in the natural world
Robert Sternberg's Triarchic Intelligence - Answer- believed in a more holistic view of
intelligence, but divided his system into three broad categories
Sternbergs triarchic intelligences - Answer- analytical, creative, practical
analytical triacrchic intelligence - Answer- on a normal intelligence test
creative triacrchic intelligence - Answer- how well you come up with new ideas
practical triacrchic intelligence - Answer- what are your pragmatic skills, your practical
street smarts
recognizing gender differences - Answer- girls tend to develop fine motor skills (neater
hand writing) earlier than boys, and boys tend to develop gross motor skills earlier than
girls. Boys also tend to have greater muscle max, particularly after the onset of puberty
recognize and consider personal and cultural differences - Answer- in sports, and use
sports as a way to teach students about history and other cultures and offer a variety of
sports and activities where children from difference and diverse backgrounds can all
participate and have chances to achieve in new and familiar things
basic concepts of personality and temperament - Answer- attachment, self concept,
autonomy, identity
attachment - Answer- secure/insecure ___,
A+
Sensorimotor - Answer- 0-2 years Child is strongly egocentric. Begins to organize ideas
via schema. Explorers wanting to see, touch, hear, and taste everything around them.
Syntax not yet developed and use language for cataloguing (doggie) and demands.
object permanence is
Schema - Answer- rubric or way that we organize the idea of what something is. For
example a dog is furry and has four legs, a child may think that all animals that are furry
with four legs are a dog like a cow, so they will have to make an accommodation and
reorganize the way the think of a dog by adding more categories to the rubric of what a
dog is.
Accommodation - Answer- to modify or update the schema with new information and
reorganize the way the think of a thing by adding more categories to the rubric for
example of what a dog is when they learn a cow, another furry four legged animal is not
a dog
Pre operational stage - Answer- 2-7 yrs. holds incorrect *causal beliefs* so they think
that everything that happens is somehow due to them. *Centrates* meaning they really
focus on one thing at a time. symbolic thinking, use of proper syntax and grammar to
express full concepts. imagination and intuition are strong, but complete abstract
thought is still difficult. conservation developed. towards late phase child becomes *non-
egocentric*, uses fast-mapping, and understand *conservation*
fast-mapping - Answer- when you teach kids certain words and then they learn the
meanings of new words without ever being taught and figuring it out through context
conservation - Answer- meaning that if you take a glass of water and you pour it into a
taller container, before the late pre-operational stage, they would think there's more
water in the new taller glass even though they just saw you poor the same amount of
water from the shorter wider glass because its taller, but during the late pre-operational
stage they understand the quantity of that liquid is the same
concrete operations - Answer- 7-11 can *classify* and *seriate*, understands multiple
perspectives , capable of *transitive inference*-if a = b and b=c then a has to = c,
becomes *metacognitive*, concepts attached to real situations, more abstract thoughts
such as time, save and quantity are understood and can be applied, but not as
independent concepts
formal operations - Answer- 12-18. greater moral maturity, capable of theoretical and
counterfactual thinking, abstract logic and hypothetical reasoning. strategy and planning
become possible and concepts learned in one context can be applied to another. may
,experience *adolescent egocentrism* in the form of the *imaginary audience* and the
*personal fable*,
seriate - Answer- arrange and classify in a sequence according to prescribed criteria,
tallest
adolescent egocentrism - Answer- imaginary audience and personal fable
imaginary audience - Answer- the idea that everybody is watching me at all times, and
looking at me as I walk into a room thinking about what I'm wearing, or going to say
personal fable - Answer- they are somehow special and impervious to damage or
danger. it can't happen to me or i can't get hurt.
cognitive characteristics of play - Answer- play is a way to have fun, but its also a way
we can learn about our self, environment, other people, its a way of experimenting and
exploring. there is: repetitive play
repetitive play - Answer- young children tend to be *object oriented* an usually engage
in *body play* and *object play*
object oriented - Answer- play that involves manipulating an object. sucking on or
banging something. often repetitive play
constructive play - Answer- during this phase, children begin to use more advanced
planning and problem solving skills, often engaging in *transformational play* . It builds
on itself to increase competence of the child and increases the child's pleasure by
making even more creative acts possible. playing with legos
transformational play - Answer- trying to create something. to change or transform their
environment
students may be assisted in different stages of play starting at the constructive play
stage - Answer- through scaffolding
traditional views of intelligence emphasize - Answer- the ability to succeed academically
and focus on abilities such a memory, reasoning, spatial manipulation, vocabulary, and
analytical abilities in order to establish a score and intelligence quotient i.q.
spatial manipulation skills - Answer- may involve taking blocks with different patterns on
them and using them to create or duplicate other patterns, or picking out similarities
between patterns
Intelligence tests - Answer- Wechsler (WISC), Stanford-Binet (SB6 or 7) look at the
types of mental abilities that go towards academic success. how well will you be able to
think and reason in an academic environment
, Howard gardner - Answer- believed in a holistic view of intelligence that encompassed a
variety of abilities
Gardners 8 multiple intelligences - Answer- linguistic/verbal, logical/mathematical,
spatial, body/kinesthetic, musical, interpersonal, intrapersonal, naturalist
(last five are non tradition inventoriesl)
body/kinesthetic - Answer- knowing how hard to throw a ball to get it in a basket from a
certain distance
musical - Answer- being able to hear notes and know that this note goes well with this
note, knowing when you're on key
interpersonal - Answer- ability to interact with others and socially
Intrapersonal - Answer- how well we understand ourselves and our own motivations
naturalist - Answer- how we understand the way things behave in the natural world
Robert Sternberg's Triarchic Intelligence - Answer- believed in a more holistic view of
intelligence, but divided his system into three broad categories
Sternbergs triarchic intelligences - Answer- analytical, creative, practical
analytical triacrchic intelligence - Answer- on a normal intelligence test
creative triacrchic intelligence - Answer- how well you come up with new ideas
practical triacrchic intelligence - Answer- what are your pragmatic skills, your practical
street smarts
recognizing gender differences - Answer- girls tend to develop fine motor skills (neater
hand writing) earlier than boys, and boys tend to develop gross motor skills earlier than
girls. Boys also tend to have greater muscle max, particularly after the onset of puberty
recognize and consider personal and cultural differences - Answer- in sports, and use
sports as a way to teach students about history and other cultures and offer a variety of
sports and activities where children from difference and diverse backgrounds can all
participate and have chances to achieve in new and familiar things
basic concepts of personality and temperament - Answer- attachment, self concept,
autonomy, identity
attachment - Answer- secure/insecure ___,
