bronfenbrenner’s ecological model
TRANSCRIPT
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Bronfenbrenner’s Ecological Model
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Arnold Gesell’s Theory
Based on cross-sectional research Studied children in different age
groups Concluded that individuals who are
the same age are more alike than they are different
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Personality Components (Freud)
Superego Ego Id
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Defense Mechanisms
Denial Rationalization Displacement Sublimation
Repression Regression Projection Reaction
Formation
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Stages of Psychosexual Development
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Human Figure Drawing
Correlation research based on psychoanalytic theory
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Draw a Person
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Draw a Tree
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Draw a House
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Family Drawing
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Key Piaget Terms
Schema Assimilation Accommodation
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Periods of Cognitive Development
Jean Piaget
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Sensorimotor Stage
Birth to nearly 2 years Infant uses senses and motor abilities to
understand the world. There is no conceptual or reflective thought.
Developmental Phenomenon Object Permanence Separation Anxiety
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Preoperational Stage
About 2 to 6 years of age Child uses symbolic thinking, including
language, to understand the world Child lacks logical reasoning
Developmental Phenomena Egocentrism Pretend play
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Concrete Operations Stage
About 7 to 11 years of age Child understands and applies logical
operations , or principles, to help interpret experiences objectively and rationally.
Developmental Phenomena Able to reverse operations Eliminates imaginative things that cannot
logically happen
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Formal Operations Stage
About 12 years of age through adulthood Able to think abstractly Can think in terms of possibilities Potential for mature moral reasoning
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Key Vygotsky Terms
Guided Participation Scaffolding Zone of Proximal Development
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Scaffolding
Recruit the child’s interest Simplify the task Maintain the child’s interest Guide the child’s performance by anticipating
and correcting errors Control frustration Model correct performance
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Zone of Proximal Development
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Reading Levels
Independent – the level at which a student can read material without assistance with 99% accuracy and 90% comprehension.
Instructional – the level at which, with assistance, a student can read material with 95% accuracy and 75% or higher comprehension.
Frustration – material which, even with assistance, a student is unable to read. Word recognition falls to <90% and comprehension is <50%.
Power – the level at which a student exhibits >90% comprehension when the material is read to the student.
The difference between a child’s independent and frustration
reading levels may be an example of Vygotsky’s ZPD.
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