CSET Multiple Subject Subtest 3 (2023/2024) Graded A

CSET Multiple Subject Subtest 3 (2023/2024) Graded A Body Awareness Proprioception, which is how the body senses the parts of itself. Shape how the body can form different shapes Balance balance in the body, how you body can balance on one foot Quality concept of speed, contrast, force and relaxation Space space with others Exploring concept of moving over, under, around and through and leading with certain body parts. Locomotor Skills are basic movement skills that are performed in different directions and at different speeds. Ex- walking running, jumping, galloping and sliding. Nonlocomotor Skills passive movements performed while standing still. Ex-stretching, twisting, pushing Object Manipulation Skills Complex motor patterns that are basic to specialized sports and performed with an object. Ex- throwing, catching, kicking, striking Biomechanics contributes to the explanation and prediction of the mechanical characteristics of movement, exercise, play and sports. Newton's first law when an object is in motion, it will remain in motion until there is an outside force that acts upon it. Newtons second law the relationship between an objects mass, acceleration, and applied force. Newtons third law if one object excerpts a force on a second object, the second object exerts an equal force on the first object but in a different direction. Gravity the point at which the mass of the body is equally distributed. During movement the body adjusts to maintain its stability. Friction the resistance of motion of two moving objects. Ex-ball on grass moves slower than ball on asphalt. Muscular strength amount of force exerted with muscles. Upper grades will require strength for certain sports Endurance the ability to sustain physical effort for long periods of time. Flexibility Helps student prevent injury, improve posture. Should be part of warm ups activities Body Composition proportion of body fat to lean body mass. Cardio respiratory (aerobic) most important component of fitness. Target Heart Rate (THR) 220 - age x 70 to 85% Maximum Heart Rate 220-age FITT Frequency Intensity Time Type Physical Education Framework for California Pubic schools must include (5) Establish a safe environment,Include class management, employ effective teaching behaviors, transfer leaning, encourage practice Establish safe environment actual physical environment and psychological subjective environment. All activities should include students feel physically, emotionally and socially safe during instructional process. Include class management provoiding the time and opportunity for learning to occur. It is planned Employ Effective Teaching Behaviors refers to the decisions that teachers make regarding the use of time and their interaction with students. Transfer Learning the learning of one skill can have a positive or negative effect on the learning of another skill. Encourage Practice practice can be spaced over time or completed in one practice. Classroom fitness activity (5) warm up, instructional components, physical activity, cool down, discussion and evaluation. All activities should be safe, enjoyable, inclusive, developmentally appropriate. k-3 activities should be noncompetitive, 4-9 activities should be related to sports. Self Image Self responsibility, goal setting, social interaction, group interactions. Self responsibility promoting responsibility for ones self, including self appraisal Goal setting setting and acheiving realistic, personal fittness goals. Goals progressivly more toward more difficult levels. Social interactions communication, cooperation, encouraging and praising others. Group interactions sportsmanship, respecting rules, working together to form group decisions. Human Development ... Piaget Four stages of Cognitive development Sensorimotor, preoperational, concrete operations, formLoperations Conservation allows children to recognize that when altering the appearance of an object the basic properties do not change. Assimilation the ways children incorporate new information with existing schemes in order to form a new cognitive structure Accommodation children take existing schemes and adjust them to fit their experience. Stage 1:Sensorimotor period Birth to 2 yrs. Infants physical response to immediate surroundings. Stage 2: Preoperational period 2yrs to 7yrs. Egocentric, focuses on symbolic thought and imagination. Stage 3: Concrete Operations period 7 to 11 yrs. Mastery of conversation, child begins to think logically. Thinks about thinking, Stage 4: Formal Operations period 12 yrs to adult. Thinking based on abstract principles. Animism children believing that non-living objects have lifelike qualities. Casual Reasoning "Causality" children believe their thoughts can cause actions, whether or not the experiences have a casual relationship. Centration child only focus on only one piece of information at a time while disregarding all others. Egocentrism until about age five, young children cannot differentiate between their own perspectives and feelings and someone elses. Equilibrium 1)children begin in a state of balance 2)thought changes and conflict emerges 3) through the process of assimilation and accommodation a more sophisticated mode of thought surfaces Irreversibility children make errors in their thinking because they cannot understand that an operation moves in more than one direction. The orginal state can be recovered Metacognition children think about their own thinking Object performance Recognition that objects and events continue to exist even when they are not visible. Schemas the way children mentally represent and organize the world. Action equals reaction. Seriation childs ability to arrange objects in logical progression. Sticks largest to smallest Symbolic Function Substage the child uses words and images to form mental representations to remember objects without the objects being physically present. Transitive Inference If A equals B and B equals C, then A and C are equal Moral Development internalized set of subjective rules influencing the feelings, thoughts and behavior of an individual in deciding what is right and wrong. Piaget and Moral development he believes young children 4 to 7yrs see their moral world through the eyes of justice and rules which are unchangeable. As they get older they understand rules are made by people. MAny variables to what is right and wrong. 10yrs old when children view each dilemma and consider the consequences before making moral decision.(cooperation) Kohlberg's Moral Development level 1) preconventional 4-10yrs, children obey because adults tell them to, fear of being punished for bad actions. 2) 10-13 yrs Conventional, most concerned with the opinions of peers. Want tp please and help others while developing their own idea of what it means to be a good person. 3) 13-adult, postconventioal, morality is judged by abstract principles and not by existing rules that govern society. ethical choices rise above the laws of society, individuals look within themselves. Language Development instinctive mental ability that emerges as the brain develops and matures. Complex process that interfaces with every aspect of a child's development. Infant LD Milestones 0-12 months cooing, babbling sounds phonemes begin with sounds more like patterned speech with consonant vowel strings da-da-da Toddler 1yr first words spoken mama or bye bye. 18-24mo, first two word sentences. can understand grammatical relationships but cannot express them. Uses the, a, on in, and but, am, are, is. Early Childhood 3-4yrs learns 8-9 words each day. vocabulary consist of 1,00 words. Can talk about things not present and uses plural and possessive. Child also starts private speech. 5-7yrs ask many why questions, can understand metaphors. at six vocaulary is 2,500 but speaks about 8,00 to 14,00 words. Speech is more adult like. Intelligence individuals general mental abilities to reasoning, problem solving, knowledge, memory, and successful adaptation to the environment. Is also the collection of abilities that allow the child to learn, think and experience and adapt. IQ is a score on an intellegence test. Different than intelligence. Stanford-Binet Intelligence Scales Test Used for ages 2-85. most widely used. Measures patterns and levels of cognitive development, including verbal, nonverbal, quantitive and memory. Is useful to help identify childhood developmental disabilities Wechsler Intelligence Scale for Children Ages 6yrs-16. used to measure verbal and performance abilities, verbal comprehension, perceptual organization, working memory and processing speed. Classical Conditioning Pavlov and Watson- behavior is learned and based on repetition, association and anticipation. Operant Conditioning Skinner- children learn from operating in the environment. When they operate in their environment their behavior response produces a consequence of either a reinforced reward or a punishment. Personality uniques characteristic patterns of a persons thoughts, emotions and behavior. Eriksons personality development he belives personality develops through a series of conflicts that are influenced by society during are related time periods. It is a lifelong process. Stage 1 Basic trust and mistrust 0-18 months. Attentive caregiver gives the infant a lifelong feeling of security and predictability. Stage 2 18mo -3 1/2 yrs. Autonomy v. shame and doubt. Children like to explore, test limits in order to gain a sense of independence. If they are punished to harshly they will feel shame and dislike themselves. Be reluctant to try new things. Stage 3 6-12yrs. Learning to work with others while developing skills and feeling a sense of achievement. If inferiority outweighs industry they will have low self esteem. May appear lazy and lack motivation. Stage 4 12-18yrs. identity v. role confusion Vygotsky's Sociocultural Theory children actively construct their knowledge through society . Language is an essential aspect of this development and that cognitive growth and language are socially based. Zone of Proximal Development (ZPD) the distance between a childs actual performance and a childs potential performance. Scaffolding the temporary support system from a teacher to support the child until this task can be mastered alone. Bandura's Social Learning theory emphasizes the value of learning through observation. Children imitate behavior through socialization by learning gender roles, self reinforcement, self efficacy and all other aspects of personality. Secure Attachment infant uses the caregiver as the secure base to explore the environment. children who are securely attached are comfortable with others and trustworthy Anxious resistant Attachment infant becomes anxious before the caregiver leaves, and is upset when caregiver is gone. Children may feel skeptical about new things, can't trust others, angry and push away others. Anxious Avoident Attachment infant readily separates from the parent and actively avoids the parent upon reunion. Children have difficulty trusting others, avoids playing with others and becomes anxiuos if too close to others Disorganized-Disoriented Attachment infant shows insecurity and confused. Sometimes fearful when parent returns. Fearful about new situations. Temperament is collective set of inborn traits that help to construct a childs approach to the world. It is based on the childs mood, environment, activity and threshold for reacting to stimulation. Play is a social activity children engage in just for its own sake, is critical to cognitive advancement in children. It can help children release physical energy, gain mastery over their bodies, acquire new motor skills, form better relationships with peers.