CSET Subtest 3: Human Development

• 7-11 years old
• -Classification
• -Inductive Reasoning
• -Seriation
• -Transitive Inference
• -Metacognition

• 2-7 years old
• -Casual Reasoning
• -Centration
• -Fast Mapping
• -Conservation

• 0-2 years old
• -Scheme Organized Thoughts
• -Object Permanence

• 1 1/2 - 3 1/2 years old
• Virtue: Will
• -Exploration and experiment
• -Learns balance external control and self control
• -If punished harshly punished, toddlers become restrained or unwilling to try new things
• -Constructive play

• Mary Ainsworth
• -Shows insecurity upon parent's return, feels confused, misunderstood, others are unreliable, fears new situations
• After child is separated, the child shows behavioral signs of being contradictory upon caregiver's return

• Mary Ainsworth
• -Readily seperates from the parent and avoids parent upon return
• -Avoids playing with other children, difficulty trusting

• Mary Ainsworth
• -Caregiver is secure base, freely seperates from parent to play
• -Comfortable with others

• Mary Ainsworth
• -Anxious before caregiver leaves, upset when they return, cannot seperate to explore or play
• -Others can't be trusted, skeptical about new things, push those who try to get close

• 13+ years
• -Look within themselves for answers rather than external sources

• Kohlberg
• 4-10 years old
• -Children obey because adults tell them to obey

View each dilemma and consider the consequences before making a moral decision

• Trust vs. Mistrust (1 - 1 1/2)
• Autonomy vs. Shame and Doubt (1 1/2 - 3 1/2)
• Initiative vs. Guilt (3 1/2 - 6)
• Industry vs. Inferiority (6-11)
• Identity vs. Role Confusion (12-18)

• -Makes errors because they cannot understand that an operation moves in more than one direction
• -Cannot understand that original state can be recovered

• 12-18 years old
• Virtue: Fidelity
• -Builds on previous experiences to seek sense of identity in adult life
• -Difficulties result in confusion and delay mature life

• Gender differences
• Girls- future
• Boys- Autonomy and achievement

• 6-11 years old
• Virtue: Competence
• -Development of social self
• -Learns to work with others
• -Socializing helps self esteem
• -Rough and Tumble Play

• 3 1/2-6 years old
• View: Purpose
• -Willing to take risks
• -Imaginative Play

• Gender differences
• Girls- Start school
• Boys- Graduate high school testing high on SATs

• 1-1 1/2 years olds
• Virtue: Hope
• -Sees world is safe
• -Absence of trust leaves infant feeling guarded and suspicious
• -Functional Play

• Formulating a specific hypothesis from any given theory, the ability to form ideas about what might be
• Formal

• Concrete
• Reasoning logically instead of intuitively
• Drawing conclusions from specific examples to make a general conclusion, even when conclusion is not accurate

• 7-11 years old
• Game with rules
• Concrete Operational

• Ability to draw conclusions about a relationship to an object
• Concrete
• Drawing conclusions about 2 objects, knowing the third object
• Ex. A=B and B=C, A=C

• Preoperational
• Mentally connect specific experiences

An object does not change if appearance changes

• 2-4 years old
• Preoperational
• -Non living objects have lifelike qualities

• Preoperational
• Cannot think about cause and effect, believe their thoughts can cause action

• 2-7 years old
• Preoperational
• -The use of making objects into something
• -Toddlers and preschool

• 2-7 years old
• Piaget
• Preoperational
• -Limit a child's perspective of other people

• Birth-2 years old
• Sensorimotor
• -Repeating simple muscular movements

• Bandura
• Learning through observation
• -Bobo doll experiment

• Vygotsky
• -Temporary support system from someone to support the child until the task can be mastered alone

• Vygotsky
• Distance between between child's actual performance and a child's potential performance

• Constant vowel strings
• Da-da-da

Slow adaptions to new changes but slowly accepts them when repeatedly exposed

Cries often, slow to accept new situations, irregular daily routines

Positive mood, adapts easily

• Development determined by language
• Thought and language provide for each other

Uses words and images to form mental representations to remember objects without being physically present

• Preoperational
• Using context to determine the meaning of words

• Sensorimotor
• Preoperational
• Concrete Operations
• Formal Operations

Take existing schemes and adjust them to fit their experience

Match between child's temperament and environment demands

• Linguistic Verbal
• Logical Mathematical Spatial
• Bodily Kinesthetic
• Musical
• Interpersonal
• Intrapersonal
• Naturalist

Babbling sounds

Vowels

Incorporate info with existing schemes in order to form a new cognitive structure

• Sensorimotor
• Object exists even when not visible

• Preoperational
• Can only focus on one piece of info at a time

• Concrete
• Arrange objects in logical progression

• Concrete
• Divide objects in sets

• Concrete
• Thinking about thinking

Fantasy, dramatic, imaginative play, substituting imaginary situations for real ones

• 10-13 years old
• Kohlberg
• Concerned about opinions of peers and desire to win their acceptance

• 4-7 years old
• Rules are unchangeable

Ability to arrange objects in logical progression