Ed 101 Final Test Reviewer PDF

**ED 101 FINAL TEST REVIEWER** **COGNITIVE** **\*** **Assimilation** occurs when children incorporate new information into existing cognitive schemas, making sense of new experiences in terms of what they already know. **\*** Vygotsky emphasized that cognitive development is deeply influenced by...

**ED 101 FINAL TEST REVIEWER** **COGNITIVE** **\*** **Assimilation** occurs when children incorporate new information into existing cognitive schemas, making sense of new experiences in terms of what they already know. **\*** Vygotsky emphasized that cognitive development is deeply influenced by social interactions and the cultural context in which learning occurs. Its central focus is the **influence of social interactions and culture on learning and development** **\* The range of tasks a child can perform with the help of a more knowledgeable other**\ **Explanation**: The **\"Zone of Proximal Development\"** (ZPD) is the **range of tasks a child can perform with the help of a more knowledgeable other.** It refers to the gap between what a child can do alone and what they can achieve with guidance, highlighting the role of social interaction in learning. **\* Language** **is the primary tool for cognitive development**. Vygotsky viewed language as a fundamental tool for thinking and learning, as it enables communication, the transmission of knowledge, and self-regulation. **\* To guide and support a child in completing tasks within their ZPD is the role of a \"more knowledgeable other\" (MKO)**. The MKO, such as a teacher, parent, or peer, provides scaffolding to help the child learn and grow, particularly in tasks they cannot yet complete independently. **\* Vygotsky\'s concept of scaffolding support learning by offering step-by-step guidance tailored to a child\'s current abilities**\ Scaffolding involves providing temporary support that matches the learner\'s needs and gradually withdrawing assistance as the child becomes more competent. **\*How children construct knowledge as they interact with their environment** is the primary focus of Jean Piaget\'s theory of cognitive development \*The **preoperational stage (ages 2--7)** is marked by the use of symbols (e.g., language and pretend play) but limited by egocentrism, where children have difficulty seeing perspectives other than their own. It is characterized by a child\'s ability to use symbols and engage in pretend play, but with egocentric thinking. **\*** During the **concrete operational stage (ages 7--11),** children develop logical thinking about concrete, tangible events but often struggle with abstract or hypothetical concepts. **\*Logical reasoning about abstract and hypothetical scenarios** is a key feature of the formal operational stage in Piaget\'s theory of cognitive development. It is characterized by the ability to think logically about abstract concepts, hypothetical situations, and systematic problem-solving. **\* The core principle of Atkinson and Shiffrin\'s Cognitive Information Processing Theory Memory operates through sensory memory, short-term memory, and long-term memory stages.**\ Their model outlines how information is encoded, processed, and stored across these stages for retrieval and learning. \***According to Noam Chomsky\'s Nativist Perspective, humans acquire language through an innate Language Acquisition Device (LAD) enabling them to understand grammar**\ Chomsky's theory posits that humans are biologically predisposed to acquire language, with an inherent understanding of grammatical structures. \* **B.F. Skinner's Behaviorist Perspective explains that Language is learned through reinforcement, imitation, and association.**\ Skinner's behaviorist theory highlights the role of environmental factors like rewards and punishments in shaping language behavior. \***Chomsky highlights the innate ability for language, while Skinner focuses on external reinforcement.**\ Chomsky and Skinner diverge on the primary mechanism of language acquisition, with one emphasizing innate capacities and the other environmental learning. **\* Working memory encodes information for transfer to long-term memory.**\ In the Atkinson-Shiffrin model, working memory actively processes information, facilitating its encoding into long-term memory. **\* Alfred Binet\'s primary goal in developing the first intelligence testis to identify children needing additional academic support**\ Binet\'s test was designed to help schools identify students requiring special education, focusing on practical educational needs rather than ranking. **\*Charles Spearman\'s concept of the \"g factor\" influence the understanding of intelligence implies that cognitive abilities are underpinned by a single general intelligence.**\ Spearman's \"g factor\" posits that a common general intelligence influences performance across various cognitive tasks. **\* Thurstone\'s Primary Mental Abilities challenge Spearman\'s \"g factor\" theory focuses on specific abilities like verbal comprehension and numerical reasoning, suggesting intelligence is multidimensional.**\ Thurstone\'s model identifies seven distinct abilities, challenging Spearman\'s idea of a singular \"g factor.\" **\* Howard Gardner's Multiple Intelligences theory identifies diverse types of intelligence, such as musical and interpersonal, beyond traditional IQ.**\ Gardner's theory broadens the definition of intelligence, incorporating non-academic domains like creativity and social skills. **\* Robert Sternberg's Triarchic Theory address practical intelligence by exploring the application of intelligence in real-world contexts**\ Sternberg's practical intelligence involves adapting to and shaping the environment to solve everyday problems effectively. **SOCIO-EMOTIONAL** **\*Socioemotional development and caring behaviors**\ Carol Gilligan\'s theory of moral development focuses on an ethic of care and emphasizes relational and emotional aspects of decision-making, particularly relevant in understanding the teacher\'s approach to empathy and care in her students. For example, **A teacher adjusts her approach to discipline after reflecting on how girls in her class prioritize empathy over strict rule-following** **\* Understanding and managing emotions, and developing relationships**\ Socio-emotional development in early childhood centers on the ability to recognize, express, and regulate emotions, as well as build and maintain interpersonal relationships, which are clearly evident in the described activity. For example, **During a classroom activity, the teacher notices that children are becoming better at expressing their feelings and forming friendships.** \* **Sarah, a preschool teacher, notices that one of her students, Alex, often struggles to control his emotions during playtime. He frequently gets frustrated when things don\'t go his way and sometimes lashes out at other children. What should Sarah do to help Alex improve his socio-emotional skills?**\ **-Provide Alex with opportunities to express his feelings and teach him appropriate ways to manage his emotions.**\ Helping Alex recognize and manage his emotions is crucial for developing socio-emotional skills. **\* Lisa, a high school counselor, notices that many students are experiencing high levels of stress due to academic pressure and social expectations. How can Lisa support these students in developing self-motivation and resilience?**\ -**Provide students with opportunities to set and achieve personal goals.**\ Setting achievable goals helps students build resilience and self-motivation by fostering a sense of accomplishment **\* Michael, a parent, notices that his child lacks self-confidence and often doubts their abilities. How can Michael help his child develop a sense of competence and self-worth?**\ - **Encourage the child to set achievable goals and provide positive reinforcement for efforts.**\ Setting realistic goals and offering praise for effort fosters a growth mindset and confidence. **\* Maria, a parent, notices that her child often struggles with self-regulation and frequently gives in to impulses. How can Maria support her child in developing better self-regulation skills?**\ **-Provide consistent boundaries and routines for discipline.**\ Clear, consistent boundaries help children learn self-regulation by providing structure. **\*** According to Bandura\'s Social Learning Theory, observation begins with attention, as individuals must focus on the modeled behavior to learn effectively. For example, **A teacher observes her students during a role-playing activity. She notices that one child seems particularly engaged in watching her peers and mimics their actions almost perfectly.** In this scenario, the child is actively observing and engaging with peers\' actions, indicating the *attention* stage. **\*Exposure to aggressive behavior can increase the likelihood of aggressive behavior in children.**\ Bandura\'s Bobo doll experiment demonstrated that children who observed aggressive models were more likely to imitate those aggressive behaviors, emphasizing the role of environment in shaping behavior. For example, **A caregiver observes that children in her daycare who witness aggressive behaviors in their peers often replicate such behaviors during playtime.** \*Maslow\'s theory has been critiqued for suggesting that individuals must completely meet lower-level needs, such as financial stability (physiological and safety needs), before pursuing higher-order goals like education (self-actualization). **A student is frustrated because they cannot focus on their studies due to financial difficulties at home.** **This scenario assumes that needs must be fully satisfied before progressing to higher levels.** **\* David, a middle school teacher, observes that some of his students lack empathy towards their peers and often engage in bullying behavior. What is the best way for David to address this issue?**\ - **Implement activities that promote perspective-taking and understanding others.**\ Activities fostering empathy and perspective-taking help students understand others\' feelings, reducing bullying. **BEHAVIORAL** **\*** **Max Wertheimer introduced Gestalt psychology**, emphasizing the holistic perception of experiences. He is the psychology professor explains that we perceive experiences as unified wholes rather than isolated parts. **\*** **David Kolb developed Experiential Learning Theory**, emphasizing learning through experience and reflection. **\*** **Experiential Learning Theory** focuses on the importance of experience in the learning process highlights how direct experiences foster deeper understanding and skill development.\ **\*Social constructivism** emphasizes the role of collaboration and cultural influences in learning. For example, **A teacher encourages collaborative group projects, where students build knowledge through discussions and shared experiences.** **\*** **Connectionism** views mental processes as networks of connections similar to synapses (mental processes) in the brain, strengthening through repetition and reinforcement. \* **A teacher notices that her students quickly learn classroom routines when rewarded with praise or stickers for completing tasks. Which learning theory best explains this behavior?**\ - **Environmental stimuli and reinforcement**\ Behavioral learning theory focuses on how environmental stimuli and reinforcement shape behavior. Praise and stickers act as reinforcers that encourage routine behavior. **\* A teacher uses repetition to strengthen associations between stimuli and responses in learning.**\ -**Edward Thorndike proposed *Connectionism*,** which emphasizes the role of associations between stimuli and responses in learning. **\*A psychologist conducts an experiment in which dogs salivate when they hear a bell that has been repeatedly paired with food. Who is credited with this discovery?**\ **-Ivan Pavlov's classical conditioning** experiments demonstrated how a neutral stimulus (bell) could elicit a conditioned response (salivation) when paired with an unconditioned stimulus (food). **\*A teacher designs a reward system to improve student behavior, where positive actions are rewarded with points. The main focus of behavior analysis is Teaching based on rewards and punishments**\ Behavior analysis focuses on using reinforcement and punishment to shape desired behaviors. **\*When a student receives a reward for completing homework on time and is more likely to repeat this behavior in the future, illustrates the principle of operant a more likely to be repeated**\ Positive reinforcement increases the likelihood of repeating a behavior by providing a desirable consequence. **\*Classical conditioning** involves associating a neutral stimulus (bell) with an unconditioned stimulus (food) to produce a conditioned response (salivation). Example, an experiment of a researcher pairs the sound of a bell with food to train a dog to salivate at the sound alone **\*Cognitive constructivism** emphasizes the learner's active role in constructing knowledge through exploration and problem-solving. **\*The Law of Exercise** states that practice strengthens connections between stimuli and responses, enhancing learning. For example, A student improves at Math by practicing problems daily, strengthening the association between effort and success. **\*The Law of Effect** suggests that behaviors followed by rewards are more likely to be repeated. For example, A teacher rewards students for good behavior, reinforcing positive habits. **\*** **Social cognitive theory** emphasizes observational learning and modeling as key processes in acquiring knowledge. For example, A teacher demonstrates problem-solving techniques, and students replicate these methods to solve similar problems. **\*Behaviorism** focuses on learning through reinforcement and conditioning, emphasizing external influences over internal processes. When a teacher uses rewards and punishments to shape student behavior, this is a process of reinforcement and conditioning **\*** **Social constructivism** highlights the role of social and cultural contexts in learning, differing from the more individualistic focus of **cognitive constructivism**. **\*Classical conditioning** involves associating a neutral stimulus with an unconditioned stimulus, while **operant conditioning** involves modifying behavior through reinforcement or punishment**.**\ Classical conditioning associates stimuli to evoke responses, whereas operant conditioning modifies behavior through consequences like rewards or punishment **\*Thorndike's Law of Effect** highlights the role of reinforcement in learning, where positive consequences reinforce behaviors, making them more likely to recur, and negative consequences weaken behaviors. **\* The Law of Exercise** states that associations become stronger with frequent practice and weaker with infrequent use. This principle explains the importance of repetition in learning and skill development. **SAFETY AND SECURITY** \* **A government official discusses the scope of Presidential Decree No. 603.** It defines a child or youth as anyone below 21 years of age, except when legally emancipated. \* **A school principal asks the Department of Education (DepEd) about its responsibility under the Anti-Bullying Act of 2013. What is DepEd primarily tasked with?**\ - **Promulgating rules and regulations for implementation**\ The DepEd is responsible for formulating and disseminating guidelines to ensure the effective implementation of the Anti-Bullying Act in schools. **\*A legal aid volunteer educates communities on Republic Act No. 7610.** It focuses on protecting children from abuse, exploitation, and discrimination in various contexts. **\* A parent training program highlights Positive Discipline. What does it aim to achieve?**\ - **To build stronger relationships between parents/guardians and children**\ Positive Discipline emphasizes understanding and addressing children's needs, strengthening relationships rather than punishment. **\* A community leader holds a seminar on the significance of Presidential Decree No. 603. What key point should she highlight?**\ \* **It establishes comprehensive rights and welfare for children and youth in the country.**\ Presidential Decree No. 603 provides a framework for ensuring the holistic development and protection of children and youth. **\* A social worker educates parents about Republic Act No. 7610. Its goal is to provide stronger deterrence against child abuse and exploitation**\ Republic Act No. 7610 aims to protect children from abuse, exploitation, and discrimination by establishing strict penalties and protective measures. **\* Jane is a social worker assisting families in understanding their responsibilities under the Child and Youth Welfare Code in the Philippines. What should she emphasize as the primary role of the family?**\ -**Upbringing of children**\ The Child and Youth Welfare Code (Presidential Decree No. 603) identifies the family as primarily responsible for the upbringing of children, ensuring their moral, physical, and social development. **\*A school principal is implementing policies to comply with the Anti-Bullying Act of 2013. Which situation best exemplifies bullying under this act?**\ - **Any severe or repeated use of written, verbal, electronic expression, or physical act/gesture directed at another student causing harm or disruption**\ The Anti-Bullying Act defines bullying broadly, including severe or repeated behavior that harms, humiliates, or disrupts a student's learning environment. **\* A lawmaker discusses the reasons why the Positive Discipline Bill was vetoed in 2019. Which reason would best support the veto?**\ - **Objections to the \"sweeping condemnation\" of corporal punishment**\ The President cited the overly broad condemnation of corporal punishment as a reason for vetoing the bill, emphasizing the need for balanced legislation. \* **During a conference on child welfare, a speaker emphasizes an approach to protect children's rights during the COVID-19 pandemic. What is the focus of her recommendation?**\ - **Implementing Positive Discipline as a national policy**\ Positive Discipline is seen as crucial for ensuring children's rights, protecting them from violence, and fostering effective development, especially during crises.