WGU D094

WGU D094 All Answers Correct 2023 Maslow's Hierarchy of NeedsPopular motivational theory proposed by Abraham Maslow in 1943. Maslow's Hierarchy of Needs Main IdeaIndividuals must satisfy a basic series of needs before they can reach their potential. Maslow's Deficiency NeedsPhysiological, Safety, Love and Belonging, and Esteem Maslow's Growth NeedsCognitive, Aesthetic, Self-Actualization, Transcendence Maslow's Physiological NeedBiological needs for survival, food, water, shelter Maslow's Safety NeedProtection from the elements, law and order, financial security, and freedom from fear. Maslow's Love and Belonging NeedNeed for interpersonal relationships - friendships, intimacy, being part of a group. Maslow's Esteem NeedSelf-respect, respect from others, achievement, status, and prestige. Maslow's Cognitive NeedCuriosity, knowledge, and intellectual exploration Maslow's Aesthetic NeedNeed focuses on the search for and expression of beauty and balance. Maslow's Self-Actualization NeedPersonal growth and fulfillment and the realization of one's personal potential as a human being. Maslow's Transcendence NeedMeeting spiritual needs or helping others achieve self-actualization. Arnold GesellFirst theorist to observe and document stages of physical development. Gesell's Maturational TheoryChild's growth & development are influenced by both their environment and genes in sequential order InfancyThe stage of development that begins at birth and lasts between 18 and 24 months. Dozens of motor skills are added. Early ChildhoodThe stage of development from 2 - 6 years old. Improvements occur in both fine and gross motor skills. Middle ChildhoodThe stage of development from 6 - 10 years old. Slow but steady gains in weight and height. AdolescenceThe stage of development from 10 - 18 years old. Weight and height increase rapidly and puberty begins. Jean PiagetSwiss psychologist known for his Theory of Cognitive Development. Piaget's Theory of Cognitive DevelopmentTheory that suggests children move through four different stages of development. Sensorimotor, Preoperational, Concrete Operational, and Formal Operational. Sensorimotor StageStage of development from birth to 2 years. Infants and toddlers acquire knowledge through sensory experiences and manipulating objects. Object PermanenceThe understanding that objects continue to exist even when they cannot be seen. Major development of sensorimotor stage. Preoperational StageStage of development from 2 to 7 years. Kids learn through pretend play. Egocentric and struggle to see others perspective. Concrete Operational StageStage of development from 7 to 11 years. Logical thought begins, and they understand the idea of conservation. Formal Operational StageStage of development for 12 years and up. Abstract thought begins. Higher order thinking and ability to systematically plan for future. SchemaCategories of knowledge that help us to interpret and understand the world. An organized pattern of behavior or thought. AssimilationProcess of using or transforming the environment so that it can be placed in preexisting cognitive structures (schema). AccomodationProcess of changing cognitive structures (schema) in order to accept something from the environment. Can also develop new schemas. EquilibrationThe attempt to strike a balance between assimilation and accommodation. The tendency to organize schemas. Vygotsky's Theory of Cognitive DevelopmentLev Vygotsky's sociocultural theory that emphasized the important role of social interactions in the development of children's cognition. Zone of Proximal Development (ZPD)The place where the most sensitive instruction or guidance should be given. It is the link between what we can do and what we can't do. More Knowledgeable Other (MKO)Someone who has a better understanding or a higher ability level than the learner. Vygotsky's Social Approach to Language DevelopmentLanguage develops through social interactions. Bandura's Social Learning TheoryLearning occurs through observation and modeling. 3 Types of ModelingLive models, direct instruction, and symbolic instruction. Carol Gilligan's Theory of Gender and Moral DevelopmentBased her work on Kohlberg's theories, but states gender might influence ethical development. Ethics of CareWomen's moral and ethical decisions often focus on way decisions will affect people and relationships. Kohlberg's Theory of Moral DevelopmentMoral development takes place in stages. Preconventional StageMoral development stage where your behavior is influenced by rewards and punishments Conventional StageMoral development stage where your behavior is influenced by peer pressure/society Postconventional StageMoral development stage where your behavior is influenced by your own ethics Erikson's Stages of Psychosocial Development8 stages of identify development where people are motivated by the need to achieve competence in certain areas of their lives. Trust vs. MistrustInfants need for comfort and safety. Autonomy vs. Shame and DoubtToddlers need for independence and doing things on their own. Initiative vs. GuiltPreschoolers need for initiating activities. Pushing physical and social boundaries. Industry vs. InferiorityElementary need to compare themselves to peers and see how they measure up. Identity vs Role ConfusionAdolescents need to develop a sense of self. Intimacy vs. IsolationYoung adults need to share their lives with others. Chomsky's Theory of Language DevelopmentChomsky's theory holds that children learn to use language because of an innate capacity for language and communication; they do not need to be explicitly taught but, rather, pick it up instinctively Universal GrammarTheory states that because most children acquire and use language in a consistent way, there is a common structure or grammar within language. Skinner's Theory of Language DevelopmentLanguage use is conditioned or influenced by the responses you receive from others around you. Operant ConditioningChildren learn language based on reinforcement. Skinner's Three Language ProcessesImitating, prompting, and sharing. Cognitive Development BarriersInnate challenges within students. Intellectual disabilities, autism, traumatic brain injuries, and ADHD. Intellectual DisabilityA condition where a person has certain limitations like communicating, taking care of themselves, and impaired social skills. Brain Injury ImplicationsPersonality and mood changes, mental health difficulties, visual or memory impairments, attention difficulties, headaches. Autism Spectrum DisorderNeurodevelopment disorder that affects how children process certain types of information. Signs of trauma in childrenTrouble forming relationships, poor self-regulation, hypervigilance, and executive function challenges. Behavioral DisordersPersistent pattern of behaviors that disrupt a student's functioning or that of the class. Language DisorderPersistent difficulties in the acquisition and use of language due to deficits in comprehension or production. Social (pragmatic) Communication DisorderDifficulties in the social use of verbal and non-verbal communication. Childhood-onset Fluency Disorder (Stuttering)Disruption in the flow of speech and includes repetitions of speech sounds, hesitations, or prolongations of speech sounds. Articulation DifficultiesChallenges in pronouncing words understandably. Voice DisordersDifficulties with the quality, pitch, and loudness of the voice. Language BarriersStudents struggle to understand and remember verbal information. Central Auditory Processing DisorderImpairment of the auditory processing, resulting in deficiencies in the recognition and interpretation of sounds by the brain. Expressive Language DisorderTrouble getting message across when talking. Receptive Language DisorderStruggle to get the meaning of what others are saying. Mixed Receptive-expressive Language IssuesStruggle with both using and understanding language. Physical Development BarriersMotor delays, or difficulty hearing or seeing, physical conditions such as nutrition, poverty, and homelessness. Orthopedic ImpairmentsImpairment that adversely affects a child's educational performance. Neuromotor ImpairmentAbnormality of the brain, spinal cord, or nervous system that sends impulses to the muscles. Degenerative DiseaseVarious diseases that affect motor development. Musculoskeletal DisorderConditions that can result in various levels of physical limitations. Multiple Intelligence TheoryIntelligence consists of several abilities and talents that are independent and unrelated to each other. Spearman's g FactorA general intelligence factor is the basis of all cognitive processes and performance. Triarchy Theory of IntelligenceRobert Stenberg's theory of three intelligences. Verbal-Linguistic IntelligenceAbility to analyze info and produce work that involves oral and written language. Logical-Mathematical IntelligenceAbility to develop equations and proofs, make calculations, and solve abstract problems. Visual-Spatial IntelligenceComprehend maps and other graphical information. Musical IntelligenceEnables individuals to produce and make meaning of different sounds