Praxis 5531: Pre-Kindergarten Actual Exam Practice Questions with Expert Graded A+ Answers | Latest Edition

Praxis 5531: Pre-Kindergarten Actual Exam Practice Questions with Expert Graded A+ Answers | Latest Edition 1. Piaget's sensorimotor stage of cognitive development - ANSWER Infants learn through environmental input they receive through their senses; motor actions the environment about their actions. 2. object permanence - ANSWER Concrete objects are not "out of sight, out of mind," things still continue to exist even when they are out of our sight. Babies generally develop this realization around 8 to 9 months old. A sign that they have developed object permanence is if they search for the object after it is moved or hidden. 3. schema - ANSWER Piaget proposed we form mental constructs or concepts, representing elements of the environment, beginning in infancy. It does not represent an individual object, but a category or class of things. 4. pseudorealistic stage - ANSWER From ages 11-13, children reflect their ability to reason 5. decision stage - ANSWER From ages 14+, children are reflecting the adolescent identity crisis. 6. Viktor Lowenfeld - ANSWER He taught art to elementary school students and sculpture to blind students. He published several book on using creative arts activities therapeutically. He named the stages the six stages reflecting the development of children's art as Scribble, Preschematic, Schematic, Dawning Realism, Pseudorealistic, and Period of Decision. His psychological emphasis in this text gave scientific foundations to creative and artistic expression and identified developmentally age-appropriate art media and activities. 7. print awareness - ANSWER Children's first preparation for literacy and when they realize that spoken language is represented by the markings on paper. They understand that the information in printed books adults reads comes from the words, not the pictures. 8. alphabetic principle - ANSWER The concept that letters and letter combinations represent speech sounds. 9. self-concept - ANSWER Children come to identify characteristics, abilities, values, and attitudes that they feel define them. 10. Categorical Self - ANSWER From 18-36 months, children develop this about themselves and it is a concrete view of oneself, usually related to observably opposite characteristic. Example: child vs. adult 11. Remembered Self - ANSWER Develops with long-term memory, including autobiographical memories and things adults have told them, to compromise one's life story. 12. Inner Self - ANSWER The child's private feelings, desires, and thoughts. 13. Albert Bandura - ANSWER Social learning theory, children learn through what is observed through social interactions by observing other people's behavior, (vicarious learning) observing certain behaviors of others that are rewarded, and then imitating those behaviors to obtain similar rewards. He also proposed four conditions required for this learning: attention, retention, reproduction, and motivation. 14. self-efficacy - ANSWER One's ability to perform a given task sometimes called achievement-related attribution. 15. Julian Rotter - ANSWER Originated the term and concept of locus of control. It refers to the place (locus) where we attribute causes for outcomes we experience, either or externally or internally. 16. external locus of control - ANSWER Control is something outside of us--- another person and/or his/her actions; an environmental event; or an unknown but exterior influence, like good/bad luck or random chance. Blaming another for failing, for example "Johnny was bothering me." 17. internal locus of control - ANSWER Control is something inside of us--- our native ability, our motivation, our effort. Blaming conditions, for example "the sun was in my eyes." 18. assimilation - ANSWER When we can fit something new into an existing schema. 19. accommodation - ANSWER When something new cannot be assimilated into an existing schema, we either modify that schema or form a new schema. 20. conservation - ANSWER The cognitive ability to understand that objects or substances retain their properties of numbers or amounts even their appearance, shape, or configuration changes. Piaget found from the experiments with children that this ability develops around the age of 5 years. He also found children develop conservation of numbers, length, mass, weight, volume, and quantity respectively at slightly different ages. 21. Piaget's preoperational stage of cognitive development - ANSWER Most children aged 2-6 years cannot perform mental operations, manipulate information mentally including following concrete logic or manipulating information mentally. Their thinking is intuitive. These children are also "egocentric" in that they literally cannot adopt another point of view concretely. They view everything as revolving around themselves. Children now further develop this ability during pretend/make-believe play. 22. Piaget's concrete operational stage of cognitive development - ANSWER At around 6-7 years old, children as this stage has the key ability to think logically. This ability first develops relative to concrete objects and events. These children still have trouble understanding abstract concepts or hypothetical situations, but they can apply logical sequences and cause and effect to things they can see, feel, and manipulate physically. 23. animism - ANSWER Assigning human qualities, feelings, and actions to inanimate objects. For example, a child may say "the tree didn't like that leaf and pushed it off of its branch. 24. magical thinking - ANSWER Attributing cause and effect relationships between their own feelings and thoughts and environmental events where none exists. For example, if a child says "I hate you" to another person or secretly dislikes and wishes the other gone, and something bad then happens to that person, the child is likely to believe what she/he said felt thought caused the other's unfortunate event. This is related to egocentrism---seeing everything is revolving around oneself.