WGU - D307 SUMMARY NOTES
1. Maslow's Hierarchy of Needs Theory: suggests that individuals must satisfy a basic series of
needs before they can reach their full potential.
2. The 8 Levels of Maslow's Hierarchy of Needs: (1) Physical/Biological, (2)
Safety, (3) Belonging and Love, (4) Esteem, (5) Cognitive, (6) Aesthetic, (7) Self-ac-
tualization, (8) Transcendence.
3. Deficiency Needs (Maslow): Composed of physical, safety, love and belonging, and esteem
needs
4. Growth Needs (Maslow): Composed of cognitive, aesthetic, self-actualization, and
transcendence needs
5. Arnold Gesell's Stages of Physical Development
(define the 4 stages and what physical development entails): Infancy, Early Childhood, Middle
Childhood, Adolescence
Physical development consists of gross motor skills (large muscles) and fine motor skills (small
muscles); development is "generally" similar between children of the same age until middle or
high school.
6. Stages of Physical Development (Infancy): Occurs between the ages of birth and 2 years old;
development of several motor skills; infants hold up their heads, roll over, reach for things, sit,
crawl, and walk, perform movements that require grasping.
By age 2, they can feed themselves using their hands, jump and run awkwardly, throw a ball, us
a zipper, and make towers out of blocks.
7. Stages of Physical Development (Early Childhood): Toddlers (ages 2 - 6) are typically in
preschool, kindergarten, or primary school; toddlers love to run, hop, tumble, play, swing.
Their fine motor skills continue to develop, they can string beads, and do small jigsaw puzzles.
By age 4, toddlers should be able to print their name, dress and undress themselves, and eat with
utensils.
8. Stages of Physical Development (Middle Childhood): Children (ages 6 - 10) are now in primary
or elementary school. Children slowly and steadily gain weight, their coordination improves
leading to participation in organized sports.
, WGU - D307 SUMMARY NOTES
Fine motor skills are refined; leading to improved handwriting; drawings also become more
accurate or representational.
9. Stages of Physical Development (Adolescence): Youth (ages 10 - 18) are now in middle and
high school, experiencing rapid growth (3 - 5 inches a year). Girls begin puberty earlier than
boys. Boys grow taller and more muscular, and continue growing into early adulthood whereas
girls' growth slows. Girls also reach sexual maturity around age 12.
10.Piaget's Theory of Cognitive Development: Believed that our desire to under- stand the world
comes from a need for cognitive equilibrium.
It is comprised of 4 stages -- sensorimotor, preoperational, concrete operational and formal
operational.
11.Schema (Piaget): Categories of knowledge; we develop these and modify old ones to better
understand the world
12.Adaptations (Piaget): Modifications to the schema that falls into two categories
-- assimilation and accommodation.
13.Cognitive Equilibrium (Piaget): an agreement or balance between what we sense in the
outside world and what we know in our minds.
14.Assimilation (Piaget): Making sense of new experiences by focusing on how they are similar
to what we already know.
15.Accommodation (Piaget): Making sense of new experiences by adding new schema (or by
modifying current schema)
16.Sensorimotor Stage (Piaget): Age: birth - 2 years old
Description: Children rely on the use of senses and motor skills; a hands-on types of knowledge
through tasting, smelling, touching, hearing, and moving objects around.
Examples: Includes reflexive movements, sucking, grabbing, looking, listening, crawling, and
object permanence
17.Object Permanence: the awareness that things continue to exist even when not seen
18.Preoperational Stage (Piaget): Age: 2 - 7 y/o
Grade Level: Children typically in preschool, kindergarten, or first grade
Description: become able to think about the world in symbols, can use language, words, and
gestures to "know" the world as well as communicating; are pre-opera- tional or pre logical, they
don't understand how the physical world operates
, WGU - D307 SUMMARY NOTES
Examples: playing and pretending, symbolic thinking through pictures, numbers, and letters;
language develops and they form many new schemes; they are egocentric, and can only focus
on one aspect at a time.
19.Concrete Operational Stage (Piaget): Age: 7 - 11 y/o
Grade Level: Elementary to Early Middle School
Description: Children develop the ability to think logically about the physical world;
understanding of concepts such as size, distance, constancy of matter, and cause and effect
relationships
Example: Children need concrete/hands-on experience, can do mental reversal (i.e. balloon
inflates and deflates), seriation, sorting, classifying, and "conservation" of matter (i.e. think of
water in different shaped glasses)
20.Formal Operational Stage (Piaget): Age: 12 y/o +
Grade Level: Middle - High School
Description: Adolescence are able to think logically about concrete and abstract events or ideas.
Examples: Includes abstract and critical thinking, ability to hypothesize and predict, understand
metaphors, perform mental manipulations, and systematic problem solving.
21.Vygotsky's Theory of Cognitive Development: Vygotsky believed that a per- son has not only
a set of abilities, but a set of potential abilities (ZPD) that could be realized with the proper
support (MKO/P). This involves social interactions with someone more knowledgeable.
22.Private Speech (Vygotsky): When a child speaks to themselves to solve prob- lems and
clarify their thoughts
23.Silent Inner Speech (Vygotsky): When a child's private speech transitions to thoughts
accompanied by internal speech.
24.Social Speech (Vygotsky): Communication with others
25.Scaffolding (Vygotsky): Guided participation with. teacher or capable peer
26.Zone of Proximal Development (Vygotsky): Represents the space between what a child can
do without support and what a child cannot do even with support ("goldilock zone").
, WGU - D307 SUMMARY NOTES
In other words, ZPD is the level of development just above where a leaner currently is.
27.MKO/MKP: A more knowledgeable other or peer
28.Criticisms of Piaget: Piaget's theory does not account for the role of culture or experience in
cognitive development.
29.Erikson's Stages of Psychosocial Development: Proposes that people are motivated to
achieve competence in certain aspects of their lives.
30.Erikson's 8 Stages of Identity Development: 1. Trust v. Mistrust
2. Autonomy v. Shame & Doubt
3. Initiative v. Guilt
4. Industry v. Inferiority
5. Identity v. Role Confusion
6. Intimacy v. Isolation
7. Generativity v. Stagnation
8. Integrity v. Dispair
*Conflicts of Adulthood
31.Trust v. Mistrust (Erikson): Stage: #1 Age:
birth - 12 m/o
Description: Infants must learn that adults can be trusted; occurs when adults meet the basic
needs of the baby. Caregivers that are responsive help the baby develop a sense of trust.
Bad caregivers can foster feelings of fear and mistrust in the baby which could affect them in
adulthood.
32.Autonomy v. Shame and Doubt (Erikson): Stage: #2
Age: 1 - 3 y/o
Description: Toddlers begin to explore their world and learn that they can control their actions
and that acting on their environments yields results. Toddlers must resolve the issue of
autonomy v. shame & doubt by being allowed to make basic decisions; if they are denied these
opportunities, the child may feel shame and doubt in their ability to make choices for themselves
in the future. Ultimately, this may lead to feelings of low self-esteem and shame as they
continue into adolescence and adulthood.
1. Maslow's Hierarchy of Needs Theory: suggests that individuals must satisfy a basic series of
needs before they can reach their full potential.
2. The 8 Levels of Maslow's Hierarchy of Needs: (1) Physical/Biological, (2)
Safety, (3) Belonging and Love, (4) Esteem, (5) Cognitive, (6) Aesthetic, (7) Self-ac-
tualization, (8) Transcendence.
3. Deficiency Needs (Maslow): Composed of physical, safety, love and belonging, and esteem
needs
4. Growth Needs (Maslow): Composed of cognitive, aesthetic, self-actualization, and
transcendence needs
5. Arnold Gesell's Stages of Physical Development
(define the 4 stages and what physical development entails): Infancy, Early Childhood, Middle
Childhood, Adolescence
Physical development consists of gross motor skills (large muscles) and fine motor skills (small
muscles); development is "generally" similar between children of the same age until middle or
high school.
6. Stages of Physical Development (Infancy): Occurs between the ages of birth and 2 years old;
development of several motor skills; infants hold up their heads, roll over, reach for things, sit,
crawl, and walk, perform movements that require grasping.
By age 2, they can feed themselves using their hands, jump and run awkwardly, throw a ball, us
a zipper, and make towers out of blocks.
7. Stages of Physical Development (Early Childhood): Toddlers (ages 2 - 6) are typically in
preschool, kindergarten, or primary school; toddlers love to run, hop, tumble, play, swing.
Their fine motor skills continue to develop, they can string beads, and do small jigsaw puzzles.
By age 4, toddlers should be able to print their name, dress and undress themselves, and eat with
utensils.
8. Stages of Physical Development (Middle Childhood): Children (ages 6 - 10) are now in primary
or elementary school. Children slowly and steadily gain weight, their coordination improves
leading to participation in organized sports.
, WGU - D307 SUMMARY NOTES
Fine motor skills are refined; leading to improved handwriting; drawings also become more
accurate or representational.
9. Stages of Physical Development (Adolescence): Youth (ages 10 - 18) are now in middle and
high school, experiencing rapid growth (3 - 5 inches a year). Girls begin puberty earlier than
boys. Boys grow taller and more muscular, and continue growing into early adulthood whereas
girls' growth slows. Girls also reach sexual maturity around age 12.
10.Piaget's Theory of Cognitive Development: Believed that our desire to under- stand the world
comes from a need for cognitive equilibrium.
It is comprised of 4 stages -- sensorimotor, preoperational, concrete operational and formal
operational.
11.Schema (Piaget): Categories of knowledge; we develop these and modify old ones to better
understand the world
12.Adaptations (Piaget): Modifications to the schema that falls into two categories
-- assimilation and accommodation.
13.Cognitive Equilibrium (Piaget): an agreement or balance between what we sense in the
outside world and what we know in our minds.
14.Assimilation (Piaget): Making sense of new experiences by focusing on how they are similar
to what we already know.
15.Accommodation (Piaget): Making sense of new experiences by adding new schema (or by
modifying current schema)
16.Sensorimotor Stage (Piaget): Age: birth - 2 years old
Description: Children rely on the use of senses and motor skills; a hands-on types of knowledge
through tasting, smelling, touching, hearing, and moving objects around.
Examples: Includes reflexive movements, sucking, grabbing, looking, listening, crawling, and
object permanence
17.Object Permanence: the awareness that things continue to exist even when not seen
18.Preoperational Stage (Piaget): Age: 2 - 7 y/o
Grade Level: Children typically in preschool, kindergarten, or first grade
Description: become able to think about the world in symbols, can use language, words, and
gestures to "know" the world as well as communicating; are pre-opera- tional or pre logical, they
don't understand how the physical world operates
, WGU - D307 SUMMARY NOTES
Examples: playing and pretending, symbolic thinking through pictures, numbers, and letters;
language develops and they form many new schemes; they are egocentric, and can only focus
on one aspect at a time.
19.Concrete Operational Stage (Piaget): Age: 7 - 11 y/o
Grade Level: Elementary to Early Middle School
Description: Children develop the ability to think logically about the physical world;
understanding of concepts such as size, distance, constancy of matter, and cause and effect
relationships
Example: Children need concrete/hands-on experience, can do mental reversal (i.e. balloon
inflates and deflates), seriation, sorting, classifying, and "conservation" of matter (i.e. think of
water in different shaped glasses)
20.Formal Operational Stage (Piaget): Age: 12 y/o +
Grade Level: Middle - High School
Description: Adolescence are able to think logically about concrete and abstract events or ideas.
Examples: Includes abstract and critical thinking, ability to hypothesize and predict, understand
metaphors, perform mental manipulations, and systematic problem solving.
21.Vygotsky's Theory of Cognitive Development: Vygotsky believed that a per- son has not only
a set of abilities, but a set of potential abilities (ZPD) that could be realized with the proper
support (MKO/P). This involves social interactions with someone more knowledgeable.
22.Private Speech (Vygotsky): When a child speaks to themselves to solve prob- lems and
clarify their thoughts
23.Silent Inner Speech (Vygotsky): When a child's private speech transitions to thoughts
accompanied by internal speech.
24.Social Speech (Vygotsky): Communication with others
25.Scaffolding (Vygotsky): Guided participation with. teacher or capable peer
26.Zone of Proximal Development (Vygotsky): Represents the space between what a child can
do without support and what a child cannot do even with support ("goldilock zone").
, WGU - D307 SUMMARY NOTES
In other words, ZPD is the level of development just above where a leaner currently is.
27.MKO/MKP: A more knowledgeable other or peer
28.Criticisms of Piaget: Piaget's theory does not account for the role of culture or experience in
cognitive development.
29.Erikson's Stages of Psychosocial Development: Proposes that people are motivated to
achieve competence in certain aspects of their lives.
30.Erikson's 8 Stages of Identity Development: 1. Trust v. Mistrust
2. Autonomy v. Shame & Doubt
3. Initiative v. Guilt
4. Industry v. Inferiority
5. Identity v. Role Confusion
6. Intimacy v. Isolation
7. Generativity v. Stagnation
8. Integrity v. Dispair
*Conflicts of Adulthood
31.Trust v. Mistrust (Erikson): Stage: #1 Age:
birth - 12 m/o
Description: Infants must learn that adults can be trusted; occurs when adults meet the basic
needs of the baby. Caregivers that are responsive help the baby develop a sense of trust.
Bad caregivers can foster feelings of fear and mistrust in the baby which could affect them in
adulthood.
32.Autonomy v. Shame and Doubt (Erikson): Stage: #2
Age: 1 - 3 y/o
Description: Toddlers begin to explore their world and learn that they can control their actions
and that acting on their environments yields results. Toddlers must resolve the issue of
autonomy v. shame & doubt by being allowed to make basic decisions; if they are denied these
opportunities, the child may feel shame and doubt in their ability to make choices for themselves
in the future. Ultimately, this may lead to feelings of low self-esteem and shame as they
continue into adolescence and adulthood.
