PPR EC-12 Exam Questions and Answers
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Terms in this set (210)
Early Childhood gross ages 3.5-5: climbing stairs, catching, kicking, throwing
motor skills ball, peddling, standing on one leg, jumping, skipping
drawing a circle, triangle, square, basic people, large
Early Childhood fine
letters; zippering and buttoning, use of scissors,
motor skills
twisting door knobs and lids
Girl's Puberty Stage happens between 9.5 and 14.5 years, peaking at 12
happens between 10.5 and 11, and 16 to 18 peaking at
Boy's Puberty Stage
14
Conducted studies in the 20th century over
intelligence, learning, and memory.
Jean Piaget
Transitions occur at 2, 7, and 11
1.) Sensorimotor (0-2)
Piaget's Stages of 2.) Preoperational Stage (2-7)
Cognitive Development 3.) Concrete Operational Stage (7-11)
4.) Formal Operation Stage (11-adult)
learns through 5 senses
Sensorimotor develops object permanence
beginning of goal-directed actions
how individuals process info into generalizations
Organization (Piaget)
(schemes)
, how individuals adapt their thinking to an environment
Adaptation (Piaget)
or situation in which their schemes change
Assimilate (Piaget) add new to existing schemes
Accommodate (Piaget) revise their schemes as they evaluate new info
2-7 years
semiotic function: ability to use symbols
one-way logic, can't think backwards
Preoperational Stage
difficulty with the principle of conversation (2 different
cups with same volume H20)
egocentric
Egocentric (Piaget) assumes everyone thinks like they do
use concrete objects/ visual aids and hands on
Tips for Preoperational activities
Stage short instructions that's concrete
use action with words
"hands on" thinking
Concrete Operational identity, compensation, reversibility
Stage classification
seriation
identity (Piaget) material remains same despite changes
change in one thing can be compensated by change
Compensation (Piaget)
in another
Reversibility (Piaget) ability to reverse a process
Seriation (Piaget) the ability to sequence items in orderly arrangments
continue concrete props
Tips for Concrete encourage critical thinking
Operational Stage ask open ended questions
riddles-brain teasers
, 11-adult
focus shifts from "what is" to "what might be"
hypothetico-deductive reasoning
Formal Operations Stage abstract thinking
"scientific" reasoning
adolescent egocentrism
seeks approval of peers
overly introspective and self-conscious and assume
Adolescent Egocentrism
their thoughts are as important to others as they are to
(Piaget)
themselves
Issues with stage model (catastrophe theory)
Limitations to Piaget's
underestimates children's abilities
Theory
overlooks influence in cultural social groups
gives understanding of how students think
since learners construct knowledge, teachers can
Implications of Piaget's build on what is learned
Theory for teachers
learners learn through play
disequilibrium motivates learning
a very common behavior of emotionally neglected
Aggression
children
regularly lying, cheating, stealing, or fighting may be
Emotional Distress
indicative of distress
4 dimensions of physical, emotional, social, and cognitive
development
physiological, safety,
Maslow's Hierarchy of love/belonging, esteem, self-
needs actualization
Save
Terms in this set (210)
Early Childhood gross ages 3.5-5: climbing stairs, catching, kicking, throwing
motor skills ball, peddling, standing on one leg, jumping, skipping
drawing a circle, triangle, square, basic people, large
Early Childhood fine
letters; zippering and buttoning, use of scissors,
motor skills
twisting door knobs and lids
Girl's Puberty Stage happens between 9.5 and 14.5 years, peaking at 12
happens between 10.5 and 11, and 16 to 18 peaking at
Boy's Puberty Stage
14
Conducted studies in the 20th century over
intelligence, learning, and memory.
Jean Piaget
Transitions occur at 2, 7, and 11
1.) Sensorimotor (0-2)
Piaget's Stages of 2.) Preoperational Stage (2-7)
Cognitive Development 3.) Concrete Operational Stage (7-11)
4.) Formal Operation Stage (11-adult)
learns through 5 senses
Sensorimotor develops object permanence
beginning of goal-directed actions
how individuals process info into generalizations
Organization (Piaget)
(schemes)
, how individuals adapt their thinking to an environment
Adaptation (Piaget)
or situation in which their schemes change
Assimilate (Piaget) add new to existing schemes
Accommodate (Piaget) revise their schemes as they evaluate new info
2-7 years
semiotic function: ability to use symbols
one-way logic, can't think backwards
Preoperational Stage
difficulty with the principle of conversation (2 different
cups with same volume H20)
egocentric
Egocentric (Piaget) assumes everyone thinks like they do
use concrete objects/ visual aids and hands on
Tips for Preoperational activities
Stage short instructions that's concrete
use action with words
"hands on" thinking
Concrete Operational identity, compensation, reversibility
Stage classification
seriation
identity (Piaget) material remains same despite changes
change in one thing can be compensated by change
Compensation (Piaget)
in another
Reversibility (Piaget) ability to reverse a process
Seriation (Piaget) the ability to sequence items in orderly arrangments
continue concrete props
Tips for Concrete encourage critical thinking
Operational Stage ask open ended questions
riddles-brain teasers
, 11-adult
focus shifts from "what is" to "what might be"
hypothetico-deductive reasoning
Formal Operations Stage abstract thinking
"scientific" reasoning
adolescent egocentrism
seeks approval of peers
overly introspective and self-conscious and assume
Adolescent Egocentrism
their thoughts are as important to others as they are to
(Piaget)
themselves
Issues with stage model (catastrophe theory)
Limitations to Piaget's
underestimates children's abilities
Theory
overlooks influence in cultural social groups
gives understanding of how students think
since learners construct knowledge, teachers can
Implications of Piaget's build on what is learned
Theory for teachers
learners learn through play
disequilibrium motivates learning
a very common behavior of emotionally neglected
Aggression
children
regularly lying, cheating, stealing, or fighting may be
Emotional Distress
indicative of distress
4 dimensions of physical, emotional, social, and cognitive
development
physiological, safety,
Maslow's Hierarchy of love/belonging, esteem, self-
needs actualization
