D307 2 EXAM QUESTIONS AND ANSWERS (2023)
(VERIFIED ANSWERS BY EXPERT)
Order of Maslow's Hierarchy of Needs
Physiological, safety, love and belonging, esteem, cognitive, aesthetic, self-
actualization, transcendence
Physiological Needs
biological requirements for survival
EX) food, water, shelter clothing
Safety Needs
protection from the elements, financial and physical security, law and order, freedom of
fear
EX) bullying
Love and Belonging Needs
interpersonal relationships
EX) friendships, intimacy, trust, romance and love, being part of a group
Esteem Needs
self-respect, respect from others, achievement, independence, status prestige
Self-Actualization Needs
personal growth and fulfillment and the realization of one's personal potential as a
human being
EX) morality, creativity, spontaneity, problem solving, lack of prejudice, acceptance of
facts
WANT TO BE THE BEST AT SOMETHING
Deficiency Needs
physiological, safety, love and belonging, and esteem
Growth Needs
self-actualization
Transcendence
meeting spiritual needs or helping others achieve self-actualization
Aesthetic
search for and expression of beauty and balance
EX) painting, architecture, music
Cognitive
curiosity, knowledge, intellectual exploration
Infant
Birth - 2 years
Hold up heads, roll over, reach for things, sit, crawl, walk
Year Two: increased coordination, manipulation of small toys, feed themselves, make a
tower of blocks, jump and run awkwardly, throw a ball, use a zipper
Early Childhood
2 - 6 years
Toddlers: run, hop, tumble, play, swing, fine motor skills developing, string beads,
, jigsaw puzzles
By Four: print name, dress/undress self, eats with utensils
By Six: print letters and numbers, use pencils/crayons/paints with better control,
bounces & catches a ball
Middle Childhood
6 - 10 years
Slowly/steadily gain weight and height
Permanent teeth
Organized sports, speed and coordination skills improve
Fine: improved handwriting and drawing, sew, build models, crafts
Adolescence
10 - 18 years
Weight/Height increase rapidly
Puberty: girls earlier than boys, increase in hormones
Reject adult authority, think of themselves as adults
By late stage: boys taller and more muscular than girls
Older stage: reach sexual maturity
Who developed the maturational-development theory?
Arnold Gesell
Internal Factor of Growth Pacing
physical/mental development, genetics, personality, and temperament
External Factors of Growth Pacing
parenting styles, environment, peers, culture, and health
Sensorimotor Stage
0 - 2 years
know world through movement and sensation
Preoperational Stage
2 - 7 years
illogical, egocentric, pretend play
Concrete Operational Stage
7 - 11 years
factual, hands-on, concept of conservation
Formal Operational Stage
12 years and up
abstract thought
Scheme
category of knowledge and process of obtaining that knowledge
Assimilation
taking in new information into our already existing schema
Accommodation
changing schema because of new information
Equilibrium
balance between applying previous knowledge (assimilation) and changing behavior to
account for new knowledge (accommodation)
Vygotsky
environment and community play key role in children's meaning and making
(VERIFIED ANSWERS BY EXPERT)
Order of Maslow's Hierarchy of Needs
Physiological, safety, love and belonging, esteem, cognitive, aesthetic, self-
actualization, transcendence
Physiological Needs
biological requirements for survival
EX) food, water, shelter clothing
Safety Needs
protection from the elements, financial and physical security, law and order, freedom of
fear
EX) bullying
Love and Belonging Needs
interpersonal relationships
EX) friendships, intimacy, trust, romance and love, being part of a group
Esteem Needs
self-respect, respect from others, achievement, independence, status prestige
Self-Actualization Needs
personal growth and fulfillment and the realization of one's personal potential as a
human being
EX) morality, creativity, spontaneity, problem solving, lack of prejudice, acceptance of
facts
WANT TO BE THE BEST AT SOMETHING
Deficiency Needs
physiological, safety, love and belonging, and esteem
Growth Needs
self-actualization
Transcendence
meeting spiritual needs or helping others achieve self-actualization
Aesthetic
search for and expression of beauty and balance
EX) painting, architecture, music
Cognitive
curiosity, knowledge, intellectual exploration
Infant
Birth - 2 years
Hold up heads, roll over, reach for things, sit, crawl, walk
Year Two: increased coordination, manipulation of small toys, feed themselves, make a
tower of blocks, jump and run awkwardly, throw a ball, use a zipper
Early Childhood
2 - 6 years
Toddlers: run, hop, tumble, play, swing, fine motor skills developing, string beads,
, jigsaw puzzles
By Four: print name, dress/undress self, eats with utensils
By Six: print letters and numbers, use pencils/crayons/paints with better control,
bounces & catches a ball
Middle Childhood
6 - 10 years
Slowly/steadily gain weight and height
Permanent teeth
Organized sports, speed and coordination skills improve
Fine: improved handwriting and drawing, sew, build models, crafts
Adolescence
10 - 18 years
Weight/Height increase rapidly
Puberty: girls earlier than boys, increase in hormones
Reject adult authority, think of themselves as adults
By late stage: boys taller and more muscular than girls
Older stage: reach sexual maturity
Who developed the maturational-development theory?
Arnold Gesell
Internal Factor of Growth Pacing
physical/mental development, genetics, personality, and temperament
External Factors of Growth Pacing
parenting styles, environment, peers, culture, and health
Sensorimotor Stage
0 - 2 years
know world through movement and sensation
Preoperational Stage
2 - 7 years
illogical, egocentric, pretend play
Concrete Operational Stage
7 - 11 years
factual, hands-on, concept of conservation
Formal Operational Stage
12 years and up
abstract thought
Scheme
category of knowledge and process of obtaining that knowledge
Assimilation
taking in new information into our already existing schema
Accommodation
changing schema because of new information
Equilibrium
balance between applying previous knowledge (assimilation) and changing behavior to
account for new knowledge (accommodation)
Vygotsky
environment and community play key role in children's meaning and making
