CSET Multiple Subject 3 Exam Rated A+
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1. Sensorimotor: 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
2. Schema: 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.
3. Accommodation: 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
4. Pre operational stage: 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*
5. fast-mapping: 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
6. conservation: 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
7. concrete operations: 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
8. formal operations: 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*,
9. seriate: arrange and classify in a sequence according to prescribed criteria, tallest
10. adolescent egocentrism: imaginary audience and personal fable
11. imaginary audience: 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
, CSET Multiple Subject 3 Exam Rated A+
Study online at https://quizlet.com/_i55u5h
12. personal fable: they are somehow special and impervious to damage or danger. it can't happen to me or i
can't get hurt.
13. cognitive characteristics of play: 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
14. repetitive play: young children tend to be *object oriented* an usually engage in *body play* and *object
play*
15. object oriented: play that involves manipulating an object. sucking on or banging something. often
repetitive play
16. constructive play: 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
17. transformational play: trying to create something. to change or transform their environment
18. students may be assisted in different stages of play starting at the construc-
tive play stage: through scaffolding
19. traditional views of intelligence emphasize: 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.
20. spatial manipulation skills: may involve taking blocks with different patterns on them and using them
to create or duplicate other patterns, or picking out similarities between patterns
21. Intelligence tests: 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
22. Howard gardner: believed in a holistic view of intelligence that encompassed a variety of abilities
23. Gardners 8 multiple intelligences: linguistic/verbal, logical/mathematical, spatial, body/kinesthet-
ic, musical, interpersonal, intrapersonal, naturalist
(last five are non tradition inventoriesl)
24. body/kinesthetic: knowing how hard to throw a ball to get it in a basket from a certain distance
25. musical: being able to hear notes and know that this note goes well with this note, knowing when you're on
key
26. interpersonal: ability to interact with others and socially
27. Intrapersonal: how well we understand ourselves and our own motivations
28. naturalist: how we understand the way things behave in the natural world
, CSET Multiple Subject 3 Exam Rated A+
Study online at https://quizlet.com/_i55u5h
29. Robert Sternberg's Triarchic Intelligence: believed in a more holistic view of intelligence, but
divided his system into three broad categories
30. Sternbergs triarchic intelligences: analytical, creative, practical
31. analytical triacrchic intelligence: on a normal intelligence test
32. creative triacrchic intelligence: how well you come up with new ideas
33. practical triacrchic intelligence: what are your pragmatic skills, your practical street smarts
34. recognizing gender differences: 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
35. recognize and consider personal and cultural differences: 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
36. basic concepts of personality and temperament: attachment, self concept, autonomy,
identity
37. attachment: secure/insecure ___,
38. secure attachment: child feels that their parent or caregiver will be there to support them and create a
safe and nurturing environment, makes child feel autonomous
39. insecure attachement: fear of losing parent of guardian, become more clingy and less likely to become
autonomous
40. self concept: the idea of how one sees oneself. positive/negative sense of self esteem and efficacy.
41. positive self concept: comes from a nurturing and positive environment and feedback
42. self efficacy: the belief in one's own ability to do and accomplish things
43. autonomy: belief in one's ability to independently go out into the world and do things. if a child feel security
of family and therefor they can go out into the world on their own and explore
44. identity: how we see ourselves in the world, how do we fit in, what is our role. modeling is one way we find our
identity by watching those around us and comparing ourselves
45. Erikson's stages of social development: each is based on the idea of both a positive and negative
potential outcome. + outcome = child effectively gaining + and moving into the next stage, - outcome = child gets stuck
or gaining - and not progressing well in social development
ages 1-2 trust vs mistrust, ages 2-4 autonomy vs shame/doubt, ages 4-6, initiative vs guilt, ages 6-11 industry vs
inferiority, ages 12-18 identity vs role confusion
Study online at https://quizlet.com/_i55u5h
1. Sensorimotor: 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
2. Schema: 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.
3. Accommodation: 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
4. Pre operational stage: 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*
5. fast-mapping: 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
6. conservation: 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
7. concrete operations: 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
8. formal operations: 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*,
9. seriate: arrange and classify in a sequence according to prescribed criteria, tallest
10. adolescent egocentrism: imaginary audience and personal fable
11. imaginary audience: 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
, CSET Multiple Subject 3 Exam Rated A+
Study online at https://quizlet.com/_i55u5h
12. personal fable: they are somehow special and impervious to damage or danger. it can't happen to me or i
can't get hurt.
13. cognitive characteristics of play: 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
14. repetitive play: young children tend to be *object oriented* an usually engage in *body play* and *object
play*
15. object oriented: play that involves manipulating an object. sucking on or banging something. often
repetitive play
16. constructive play: 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
17. transformational play: trying to create something. to change or transform their environment
18. students may be assisted in different stages of play starting at the construc-
tive play stage: through scaffolding
19. traditional views of intelligence emphasize: 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.
20. spatial manipulation skills: may involve taking blocks with different patterns on them and using them
to create or duplicate other patterns, or picking out similarities between patterns
21. Intelligence tests: 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
22. Howard gardner: believed in a holistic view of intelligence that encompassed a variety of abilities
23. Gardners 8 multiple intelligences: linguistic/verbal, logical/mathematical, spatial, body/kinesthet-
ic, musical, interpersonal, intrapersonal, naturalist
(last five are non tradition inventoriesl)
24. body/kinesthetic: knowing how hard to throw a ball to get it in a basket from a certain distance
25. musical: being able to hear notes and know that this note goes well with this note, knowing when you're on
key
26. interpersonal: ability to interact with others and socially
27. Intrapersonal: how well we understand ourselves and our own motivations
28. naturalist: how we understand the way things behave in the natural world
, CSET Multiple Subject 3 Exam Rated A+
Study online at https://quizlet.com/_i55u5h
29. Robert Sternberg's Triarchic Intelligence: believed in a more holistic view of intelligence, but
divided his system into three broad categories
30. Sternbergs triarchic intelligences: analytical, creative, practical
31. analytical triacrchic intelligence: on a normal intelligence test
32. creative triacrchic intelligence: how well you come up with new ideas
33. practical triacrchic intelligence: what are your pragmatic skills, your practical street smarts
34. recognizing gender differences: 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
35. recognize and consider personal and cultural differences: 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
36. basic concepts of personality and temperament: attachment, self concept, autonomy,
identity
37. attachment: secure/insecure ___,
38. secure attachment: child feels that their parent or caregiver will be there to support them and create a
safe and nurturing environment, makes child feel autonomous
39. insecure attachement: fear of losing parent of guardian, become more clingy and less likely to become
autonomous
40. self concept: the idea of how one sees oneself. positive/negative sense of self esteem and efficacy.
41. positive self concept: comes from a nurturing and positive environment and feedback
42. self efficacy: the belief in one's own ability to do and accomplish things
43. autonomy: belief in one's ability to independently go out into the world and do things. if a child feel security
of family and therefor they can go out into the world on their own and explore
44. identity: how we see ourselves in the world, how do we fit in, what is our role. modeling is one way we find our
identity by watching those around us and comparing ourselves
45. Erikson's stages of social development: each is based on the idea of both a positive and negative
potential outcome. + outcome = child effectively gaining + and moving into the next stage, - outcome = child gets stuck
or gaining - and not progressing well in social development
ages 1-2 trust vs mistrust, ages 2-4 autonomy vs shame/doubt, ages 4-6, initiative vs guilt, ages 6-11 industry vs
inferiority, ages 12-18 identity vs role confusion
