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FDNS 2140 Chapter 2

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by

Jesse Broussard

on 22 May 2012

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Transcript of FDNS 2140 Chapter 2

Development Changes that we go through from conception to death Physical
Personal
Social
Cognitive Maturation Genetically programmed naturally occuring changes over time What is the source? How does it function? How important is Timing? nature vs nurture BIG IDEAS TO KNOW!!! People develop at different rates
Development is relatively orderly
Development takes place gradually Piaget Basic tendencies in thinking Organization - on going process of arranging information and experiences into schemes or schema (systems or categories)

Adaptation - adjusting schema to the current environment
Assimilation - fitting new information in to schemes
Accomodation - altering schema or creating new ones Equilibrium - Piaget assumes that people search for blance between ideas and current schemes.

Disequilibrium - happens when a person realizes that current patterns are not functional Four stages of Development Infancy: Sensory Motor 0-2 years Begins to use imitation, memory and thought
Begin to develop object permanence (peekaboo)
Moves from reflex (hungry, lonely, tired) to goal-directed 1st step 2nd step Spark Start (cc) image by nuonsolarteam on Flickr Preoperational 2-7 years old Develop the use of language and symbolic though
Think operations through in one direction
Ego centric Concrete operational 7-11 years old Able to solve concrete problems logically
Understands laws of conservation
Understands reversibility Formal Operations 11 - Adult Able to solve abstract problems logically
Hypothetico-deductive reasoning
Develops concerns about social issues and identity Vygotsky Vygotsky assumes Every function in a child's development appears twice: first on the social level and later on the individual level first between people then inside the child. Student already knows this information:
this is boring to them and causes misbehavior THE ZPD: Zone of Proximal Development The student isn't ready for this: don't teach this either, also causes misbehavior because its too hard TEACH THIS: new information that is appropriate and with appropriate level of guidance Qualitative change - changes the basic qualities of a person like hitting puberty
Quantitative change - changes in height etc Sensitive period - time when someone is ready to experience something piaget - learning happens before development Vygotsky - development happens because something is learned, learning is social CREATE -A-SCHEMA Using the words in this list make a schema or several schemata see if you encounter any disequilibrium honor
Ireland
Brooklyn
Memphis
Jameson
q
sailor
august
Paris
phoenix
Angel
justics
pirate
zepplin
kid
daisy
Satchel
liberty
Charleston
Sparrow
midnight
violet
ever
winter
tulip
buddy
bear
petal
boo
rainbow
apple
dolly
Bronx 1

According to Piaget, ______ is how the child handles new information that seems to conflict with what s/he already knows.
A)adaptation
B)organization
C)conservation
D)equilibration


2

______, the constant striving for a stable balance, dictates a shift for children from assimilation to accommodation.
A)Adaptation
B)Organization
C)Conservation
D)Equilibration


3

According to Piaget, children would proceed through which sequence of stages in their cognitive development?
A)sensorimotor, concrete operations, formal operations, preoperations
B)sensorimotor, preoperations, concrete operations, formal operations
C)preoperations, concrete operations, formal operations, sensorimotor
D)sensorimotor, preoperations, formal operations, concrete operations


4

Ten-year-old Maya would be expected to be in which stage of cognitive development?
A)formal operations
B)preoperations
C)concrete operations
D)sensorimotor all around the room "quiz" 13

Vygotsky's term for the process of constructing an internal representation of external physical actions or mental operations is _______________________.
A) community of learners
B) internalization
C) scaffolding
D) zone of proximal development


14

Which of the following is a difference between the theories of Piaget and Vygotsky?Which of the following is a difference between the theories of Piaget and Vygotsky?
A) Piaget places greater importance on the role of language in cognitive development.
B) Vygotsky places greater importance on the role of language in cognitive development.
C) Piaget did not believe in distinct stages of cognitive development.
D) Piaget was a social constructivist.


15

Which of the following is true according to Vygotsky?
A) Knowledge is individually constructed.
B) Knowledge is constructed between people as they interact.
C) Knowledge is gained through reinforcement.
D) Knowledge is gained in a passive manner.
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