FTC-1-reviewer.pdf

FTC 1 – ADOLESCENCE technology, and instructional practices. The Learner-Centered Psychological MOTIVATIONAL AND AFFECTIVE Principles were put together by the American Psychological Association 7. Motivational and emotional influences...

FTC 1 – ADOLESCENCE technology, and instructional practices. The Learner-Centered Psychological MOTIVATIONAL AND AFFECTIVE Principles were put together by the American Psychological Association 7. Motivational and emotional influences on learning The 14 principles are divided into those What and how much is learned is referring to: influenced by the learner's motivation. (1) cognitive and metacognitive (2) motivational and affective 8. Intrinsic motivation to learn (3) developmental and social The learner's creativity, higher-order (4) individual differences factors thinking, and natural curiosity all influencing learners and learning. contribute to motivation to learn. COGNITIVE AND METACOGNITIVE 9. Effects of motivation on effort 1. Nature of the learning process Acquisition of complex knowledge and The learning of a complex subject matter skills requires extended is most effective when it is an learner effort and guided practice. intentional process of constructing meaning from information and DEVELOPMENTAL AND SOCIAL experience. 10. Developmental influences on learning 2. Goals of the learning process As individuals develop, there are different The successful learner, over time and opportunities and constraints for learning with support and instructional guidance, can create meaningful, 11. Social influences on learning coherent representations of knowledge. Learning is influenced by social interactions, interpersonal relations 3. Construction of knowledge and communication with others The successful learner can link new information with existing knowledge in INDIVIDUAL DIFFERENCES meaningful ways. 12. Individual differences in learning 4. Strategic thinking Learners have different strategies, The successful learner can create and approaches and capabilities for use a repertoire of thinking and learning that are a function of prior reasoning strategies to achieve complex experience and heredity. learning goals. 13. Learning and diversity 5. Thinking about Thinking Learning is most effective when Higher-order strategies for selecting and differences in learners' linguistic, cultural monitoring mental operations facilitate and social backgrounds are taken into creative and critical thinking. account. 6. Context of learning 14. Standards and assessment Learning is influenced by environmental factors, including culture, Setting appropriately high and Development is defined as the process challenging standards and assessing the wherein a person's growth is visible learner as well as learning progress about the physical, environmental, and social factor ALEXANDER AND MURPHY GAVE A SUMMARY OF THE 14 PRINCIPLES AND Nature refers to all of the genes and DISTILLED THEM INTO FIVE AREAS hereditary factors that influence who we are 1. The knowledge base. One's existing knowledge serves as the foundation of Nurture refers to all the environmental all future learning. variables that impact who we are 2. Strategic processing and control. Plato and Descartes suggested that Learners can develop skills to reflect and certain things are inborn, or that they regulate their thoughts and behaviors in occur naturally regardless of order to learn more effectively. environmental influences 3. Motivation and affect. Factors such as intrinsic motivation John Locke believed in what is known as (from within), reasons for wanting to tabula rasa, which suggests that the learn, personal goals and enjoyment of mind begins as a blank slate. learning tasks all have a crucial role in the learning process. Behaviorism is a good example of a theory rooted in empiricism. John B. 4. Development and Individual Watson believed that people could be. Differences. Learning is a unique journey for each Continuity view says that change is person because each learner has his own gradual. unique combination of genetic and environmental factors that influence him Discontinuity view sees development as more abrupt-a succession of changes 5. Situation or context. that produce different behaviors in Learning happens in the context of a different age-specific life periods called society as well as within an individual stages. Child According to UNESCO, UNICEF and Stability implies personality traits present WHO, a child is a person 18 years or during infancy endure throughout the younger unless national law defines a lifespan. person to be an adult at earlier age Change theorists argue that personalities Adolescent when a person falls into the are modified by interactions with family, 10 to 19 age category/According to WHO, experiences at school, and acculturation adolescence is a period of life with specific health and developmental needs Human Development refers to the and rights physical, cognitive, and psychosocial development of humans throughout the Growth is defined as the development of lifespan a person in weight, age, size, and habits TYPES OF DEVELOPMENT  Development is influenced by both Physical development involves growth heredity and environment and changes in the body and brain, the senses, motor skills, and health and Development is predictable: The wellness difference in physiological and psychological potentialities can be Cognitive development involves learning, predicated by observation and attention, memory, language, thinking, psychological tests reasoning, and creativity Development: Development brings about Psychosocial development involves both structural and functional changes emotions, personality, and social relationships. There is a constant interaction between all factors of development: Development PRINCIPLES OF HUMAN GROWTH AND in one area is highly related to DEVELOPMENT: development in other areas. Development is continuous: The process TWO APPROACHES ON HUMAN of growth and development continues DEVELOPMENT from the conception till the individual reaches maturity Traditional approach emphasizes extensive change from birth to Development is gradual: It does not adolescence come all on a sudden Life-span approach Emphasizes Development is sequential: Most developmental change throughout psychologists agree that development is adulthood as well as childhood. sequential or orderly LIFE SPAN PERSPECTIVE Rate of development varies from person ✓ Development is Lifelong to person: Rate of development is not ✓ Development is Multidimensional. uniform. Individuals differ in the rate of ✓ Development is Multidirectional growth and development ✓ Development is Plastic Development proceeds from general to ✓ Development is Multidisciplinary specific: Development proceeds from ✓ Development is Contextual general to specific. In all areas of ✓ normative age-graded influences; development, general activity always ✓ normative history graded influences; precedes specific activity. and ✓ non-normative life events. Most traits are correlated in development ✓ -Development involves Growth, it is seen that the child whose mental Maintenance, and Regulation capacities development is above average is also superior in so many other aspects like STAGES OF HUMAN DEVELOPMENT health, sociability, and special aptitudes. Prenatal Stage Conception occurs and Growth and development is a product of development begins. There are three both heredity and environment: stages of prenatal development: germinal, embryonic, and fetal periods  knowledge as they explore and Infancy and toddlerhood The first year manipulate the world around them. and a half to two years of life are ones of dramatic growth and change. Sensorimotor stage occurs from birth to age 2. It is characterized by the idea that Early childhood referred to as the infants “ think” by manipulating the preschool years, consisting of the years world around them. that follow toddlerhood and precede formal schooling, roughly from around Preoperational stage occurs from age 2 ages 2 to 5 or 6. As a preschooler to age 7. During this stage, children can use symbols to represent words, images, Middle childhood The ages of 6-11 and ideas, which is why children in this comprise middle childhood and much of stage engage in pretend play. what children experience at this age is connected to their involvement in the Concrete operational stage occurs from early grades of school. age 7 to age 11. It is characterized by the idea that children’ s reasoning becomes Adolescence is a period of dramatic focused and logical physical change marked by an overall physical growth spurt and sexual Formal operational stage occurs from maturation, known as puberty age 11 to adulthood. It is characterized by the idea that children develop the Early Adulthood Late teens, twenties, and ability to think in abstract ways. thirties are often thought of as early adulthood. It is a time when we are at our PSYCHOSOCIAL DEVELOPMENT physiological peak but are most at risk for involvement in violent crimes and Erik Erikson developed his eight stages substance abuse of psychosocial development based on Freud’ s psychosexual theory. Middle Adulthood The late thirties (or age 40) through the mid-60s are referred Trust vs. Mistrust From birth to 12 to as middle adulthood. This is a period months of age, infants must learn that in which physiological aging that began adults can be trusted. This occurs when earlier becomes more noticeable and a adults meet a child’ s basic needs for period at which many people are at their survival. peak of productivity in love and work. Autonomy vs. Shame/Doubt As toddlers Late Adulthood This period of the (ages 1– 3 years) begin to explore their lifespan, late adulthood, has increased in world, they learn that they can control the last 100 years, particularly in their actions and act on their industrialized countries, as average life environment to get results. expectancy has increased. Initiative vs. Guilt Once children reach the COGNITIVE DEVELOPMENT THEORY preschool stage (ages 3– 6 years), they are capable of initiating activities and Jean Piaget developed his asserting control over their world through cognitive-development theory based on social interactions and play the idea that children actively construct Industry vs. Inferiority During the elementary school stage (ages 6– 12), children face the task of industry vs. inferiority. Children begin to compare themselves with their peers to see how they measure up. Identity vs. Role Confusion In adolescence (ages 12– 18), children face the task of identity vs. role confusion. According to Erikson, an adolescent’ s main task is developing a sense of self. Intimacy vs. Isolation People in early adulthood (20s through early 40s) are concerned with intimacy vs. isolation. After we have developed a sense of self in adolescence, we are ready to share our life with others Generativity vs. Stagnation When people reach their 40s, they enter the time known as middle adulthood, which extends to the mid-60s. The social task of middle adulthood is generativity vs. stagnation Integrity vs. Despair From the mid-60s to the end of life, we are in the period of development known as late adulthood. Erikson’ s task at this stage is called integrity vs. despair. PSYCHOSEXUAL DEVELOPMENT Sigmund Freud proposed that personality development in childhood takes place during five psychosexual stages, which are the oral, anal, phallic, latency, and genital stages.