PROF ED

• Cognitive Process

  It involves changes in the individual’s thought, intelligence, and language.
• Human Development

  It is the pattern of movement or change that begins at conception and continues through the life span.
• Obedience and Punishment

  In this stage, the child has a desire to obey rules and avoid being punished. Those in authority have superior power and should be obeyed. If a person is punished, he or she must have done wrong.
• Sigmund Freud

  According to him, we are driven by motives and conflicts of which we are largely unaware and that our personalities are shaped by our early life experiences.
• Oedipus Complex

  Freud’s studies led him to believe that during this stage boys develop unconscious sexual desire for their mother. Boys then see their father as rival for her mother’s affection. This feeling is called?
• Learning - The process through which one’s experiences produce relatively permanent changes in our feelings, thoughts, and behaviors.
• Explanation - Developmentalists hope to determine why people develop as they typically do and why some people develop differently than others.
• Cognitive Development - It is concerned with the thought process of a person and how they are used to understand and interact with the environment.
• • Proximodistal - The muscular control of the trunk and the arms comes earlier as compared to the hands and fingers.
• Formal Operational Stage - This is the ability to come up with different hypotheses about a problem and to gather and weigh data in order to make a final decision or judgment. This can be done in the absence of concrete objects. The individuals can now deal with “what if” questions.
• Maturation - It refers to the developmental changes in the body or behavior that result from the aging process rather than from learning, injury, illness, or some other life experience.
• Socioemotional Development - It includes changes in emotions, and changes in personality.
• Optimization - Developmentalists apply what they have learned in attempts to help people develop in positive directions.
• Irreversibility - Pre-operational children still have the inability to reverse their thinking.
• Object Permanence - It is the ability of the child to know that an object still exists even when out of sight. This ability is attained in the sensory motor stage.
• Cognitive Disequilibrium - When our experiences do not match our schema or cognitive structures, we experience this. It means there is a discrepancy between what is perceived and what is understood.
• Epigenetic Principle (Erikson) - This principle states that “anything that grows has a ground plan, and out of this ground plan the parts arise, each having its time of special ascendancy, until all parts have arisen to form a functioning whole.”
• Readiness - It is the individual’s state of preparedness with respect to one or more areas of his or her functioning.
• Deductive Reasoning - It is the ability to think logically by applying a general rule to a particular instance or situation.
• Sensorimotor Stage - It is a stage when a child who is initially reflexive in grasping, sucking, and reaching becomes more organized in his movement and activity.
• He is an American psychologist who became fascinated by Piaget’s studies of moral development. Lawrence Kohlberg
• Description - Human developmentalists carefully observe the behavior of people of different ages, seeking to specify how people change over time.
• Concrete Operational

  In this stage thinking becomes more logical. The child in the concrete operational stage deals with the present, the here and now; the child who can use formal operational thought can think about the future, the abstract, the hypothetical.
• Psychosocial Theory - The main focus of this theory is the conflict or crisis one experiences through social interaction.
• Scaffolding - Vygotsky’s term for the appropriate assistance given by the teacher to assist the learner accomplishes a task.
• Biological Development - It involves changes in the individual’s physical nature. All these show the biological processes in development.
• Cephalocaudal - The growth always occurs at the top – the head, weight and future differentiation gradually working its way down from top to bottom.
• Slow Development - The rate of development starts from six years to adolescence.
• Traditional - It believes that individuals will show extensive change from birth to adolescence, little or no change in adulthood and decline in late old age.
• Industry vs. Inferiority - The fundamental skills of reading, writing, and arithmetic are mastered. The child is formally exposed to the larger world and its culture. Achievement becomes a more central theme of the child’s world and self-control increases.
• Chronosystem - This includes the transitions and shifts in one's lifespan. This may also involve the socio-historical contexts that may influence a person
• Formal Operational - In what stages of cognitive development does adolescents’ cognitive operations are reorganized in a way that permits them to operate on operations (think about thinking). Thought is now systematic and abstract.
• • Infancy - A time of extreme dependence on adults. Many psychological activities are just beginning- language, symbolic thought, sensorimotor coordination, and social learning.
• Rapid Development - observed during the prenatal period and continues throughout babyhood up to the first six years.
• • Life-Span It believes that even in adulthood, developmental change takes place as it does during childhood.
• • Lev Vygotsky - He believed that individual development could not be understood without looking into the social and cultural context within which development happens.
• Prenatal - This period involves tremendous growth from a single cell to an organism complete with brain and behavioral capabilities.
• Adolescence - Begins with rapid physical changes- dramatic gains in height and weight, changes in body contour, and the development of sexual characteristics such as enlargement of the breast, development of pubic hair and facial hair, and deepening of the voice.
• Centration - It refers to the tendency of the child to only focus on the aspect of a thing or event and exclude other aspects.
• Analogical Reasoning - It refers to the ability to perceive the relationship in one instance and then use the relationship to narrow down possible answers in another similar situation or problem. The individual in the formal operations stage can make an analogy.