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  • Which of the theorists suggests that children's thinking does not go entirely 'smooth'?
    Which of the theorists suggests that children's thinking does not go entirely 'smooth'?
    This refers to Vygotsky's theory of development. He emphasized the role of society in how children learn and develop. When there are tasks to be learned, these are not seen as quickly mastered. The term “proximal” refers those skills that the learner is “close” to mastering, and the zone of proximal development is that area where the child shows growing proficiency, may need adult or societal help, but is clearly going to achieve mastery before long. Vygotsky felt that when a child is at this stage giving just that small degree of help, or boost, or seeing that a more able peer might do this, will push the child with emergent skills towards mastery. These days, SATs will state 'working towards' when a child has not achieved a level, and a tinge of Vygotsy-thought can be detected from this.

  • What are the five theoretical perspectives to the study of the developmental processes?
    What are the five theoretical perspectives to the study of the developmental processes?
    First, and perhaps most importantly, there is Piagetian theory. It proposes that the child develops through five different stages, starting with the sensori-motor stage and ending with moral awareness. Then there is Freudian theory. This proposed five stages also, but based on his theory of the unconscious, these stages represent gratification of needs: beginning with the oral stage, sucking, and ending with the genital stage and forming of adult relationships. Third is Erikson who refined Freudian theory into eight stages, relating this to what conflict was relevant to each stage. Fourth is Gesell, easier to understand and useful in clearly outlining developmental skills and the average age that these might be achieved, such as climbing stairs one foot after the other. Lastly, and least importantly, is Bronfenbrenner who studied children in light of social changes and put their development into the context of community.

  • The theorists are linked to different learning theories. Vygotsky and Cognitive Developmental Theory, Piaget and Social Developmental Theory. Is this true or false.
    The theorists are linked to different learning theories. Vygotsky and Cognitive Developmental Theory, Piaget and Social Developmental Theory. Is this true or false.
    Allie B. False The answer is false. This is not true.

  • According to Piagets theory of Cognitive Development, at what age do children develop the ability for deferred imitation?
    According to Piagets theory of Cognitive Development, at what age do children develop the ability for deferred imitation?
    3. 18 to 24 months. The sensorimotor stage occurs from birth to age 2 and is characterized by the idea that infants "think" by manipulating the world around them.

  • Which of the following is not an important developmental outcome of playing (for children)?
    Which of the following is not an important developmental outcome of playing (for children)?
    Play is essential for children to build and grow a variety of skills. Children develop cognitive mastery of math and language concepts. They learn fine and gross motor skills, work on relationships with numbers, shapes, and with other people. As they play and ask about a variety of toys, they learn basic colors, labels for common items, and how such items are used. Also, many emotional skills are learned through sharing and playing alongside with other child. Noncompliance with adult requests is a bit different, although children do need to stop playing or clean up when asked.

  • How was the process of developing a sense of identity during adolescence highlighted?
    How was the process of developing a sense of identity during adolescence highlighted?
    Option A - Erikson's psychosocial development theory. Erik Eriksson was the psychologist that came up the psychosocial theory which is also known as psychoanalytic theory. At adolescence, which is from age 13 - 19. The psychosocial crisis for the stage is "identity vs Role confusion". Adolescent achieve a sense of identity regarding who they are and where their lives are headed. This stage marks the transition from childhood to adulthood.

  • What is the knowledge that ones biological gender cannot be altered by superficial transformations, such as wearing a wig (achieved by around 5-7 years), known as?
    What is the knowledge that ones biological gender cannot be altered by superficial transformations, such as wearing a wig (achieved by around 5-7 years), known as?
    This is about Kohlberg's theory of gender development. By the age of seven most children will recognise their own gender, other people's gender and understand the fact that a wig or a skirt does not change a man into a woman. They have then passed from the stage of gender consistency into the stage of gender constancy. Children learn the social meanings of gender from adults and culture. Beliefs about activities, interests, and behaviors associated with gender are called “gender norms,” and gender norms are not exactly the same in every community. The gender schema theory of 1981 started a rash of anxiety about providing gender determined toys, so that girls were pressed to play with tractors and boys with dollies to reverse 'societal pressures.' Most recently, field experiments with chimps clearly show that females gravitate towards dolly toys and males towards footballs and vehicles.

  • What is the difference between a childs capacity to perform a task independently and the potential to perform it with assistance known as?
    What is the difference between a childs capacity to perform a task independently and the potential to perform it with assistance known as?
    I am not sure what this question is asking. One of the alternatives gives terms I have never heard of and am not sure exist: heteronomity? What on earth is that? I can only write about autonomy in children's learning. Even in pre-school children it is far better for their cognitive development if they develop autonomy in approaching problems. For instance, faced with a diagram and a pile of lego bricks, it is of little or no use to a child to watch an adult build the car or building. The adult being on hand to assist is useful, but not to take over. In the same way, an adult might help sort jigsaw pieces into colour groups or even to put possible matches near to each other, but must allow the child the satisfaction of pressing the pieces together. This builds autonomous development. Having the child watch while adult(s) perform tasks puts the child into a state of perceived helplessness so that in the future when faced with a task he will feel incapable and look for another person to solve the problem.

  • What is a cohort?
    What is a cohort?
    1. A group of people born at about the same time

  • According to Piagets theory of Cognitive Development, at what age do children develop the ability for deferred imitation?
    According to Piagets theory of Cognitive Development, at what age do children develop the ability for deferred imitation?
    18-24 month when children try to learn forigh language other than native languge

  • #39;Maturation' and 'embryonic state' are two words used to describe Vygotsky's ZPD.
    #39;Maturation' and 'embryonic state' are two words used to describe Vygotsky's ZPD.
    Really?? Maturation is defined by Woolfolk & Margetts (2007) as 'genetically programmed, naturally occuring changes over time'.

  • According to Piagets theory of Cognitive Development, as part of a childs development of object permanence, what does perseverance error refer to?
    According to Piagets theory of Cognitive Development, as part of a childs development of object permanence, what does perseverance error refer to?
    The mistake of looking in the place the object was previously found

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