CHILD AND ADOLESCENT LEARNERS 31.

Belief that developmental change takes place even in

adulthood as it does during childhood
MIDTERM REVIEWER 32. Enumerate characteristics of life-span perspective
33. Life-span perspective: Development has biological, cognitive
PART 1: HUMAN DEVELOPMENT and socioemotional dimensions
34. Does development follow a continuity or stages?
1. Belief that individuals show extensive change from birth to
Continuously and gradually or series of distinct stages?
adolescence, little or no change in adulthood and decline in
Why?
late old age
35. Head and body ratio of an adult
2. It includes growth and decline; it can be positive or negative
36. “As the twig is bent, so grows the tree.” Are the early
3. Developmental process is ______ because it is the product
experiences determining force or fading influence? Why?
of biological, cognitive and socioemotional processes
37. Does it have stability or change? A person’s characteristics
4. It refers to the increase in size
are primarily shaped by early influences and remain
5. Small muscle control – Fingers, tongue, lips, eyes, face
relatively stable thereafter throughout life.
6. It consists of three elements: Increase in size; Differentiation
38. Early experiences are formative, providing a strong or weak
in structure; and, Alteration of form.
foundation for later psychological growth
7. It is a pattern of movement or change that begins at
conception and continues throughout the lifespan PART 2: HAVIGHURST AND SANTROCK
8. A process resulting from a selective, time-related switching
on and off of genes 1. He elaborated on Developmental tasks theory in the most
9. Means increase in size due to an increase of existing systematic and extensive manner
structural (and functional) units 2. His main assertion is that development is continuous
10. Increase in size of cell throughout an individual’s entire lifespan, occurring in stages
11. Life-span perspective: No developmental stage dominates 3. Explain Havighurst’s Theory
development 4. Robert Havighurst proposed a _____________ model of
12. Enumerate the principles of human development development
13. Development from the central part to the peripheral 5. This influence depends on maturation and genetically
14. Life-span perspective: Individuals are changing beings in the determined factors
changing world. 6. This includes an individual’s physiological maturation and
15. Development where muscular control of the trunk and the genetic make-up
arms comes earlier as compared to the hands and fingers 7. This influence emerge from an individual’s maturing
16. Development from head to foot personality and psyche are embodied in personal values
17. Increase in the number of cells and goals
18. During infancy, the greatest growth always occurs at the 8. This is an individual’s personal values and goals
_______. 9. This includes the society that an individual belongs to.
19. Life-span perspective: The three goals of human 10. These may be observed in different forms in varying
development are growth, maintenance and regulation societies or, alternatively, may be observed is some cultures
Pattern of development seen in the earliest years of but not in others.
postnatal development specifically ranging from infancy into 11. Enumerate Havighurst’s Developmental Stages
toddlerhood 12. Although the theory has its roots in the _____, it continues
20. Is development nature or nurture? Does it operate to stimulate the insights of contemporary psychologists,
independently of each other or mutually influential? Why? prompting the publication of new manuscripts and books
21. Cephalocaudal development applies to both _________ and based on the concepts of the developmental task theory.
________ development 13. Enumerate Santrock’s developmental stages
22. Head and body ratio of a child
23. Gross motor competence precedes fine motor competence WHAT DEVELOPMENTAL STAGE IS BEING DESCRIBED?
24. Large muscle control – Arms, hands, legs, trunk (torso),
head HAVIGHURST
25. Principle of development where people may develop at
different rates; some are faster and others lagging due to 1. Adjust to retirement
differences/influences of heredity and environment 2. Age range of 6-12 years old
26. Different individuals encounter factors that will make them 3. Maintain relationship with spouse
different form others 4. Learn to walk
27. Life-span perspective: Development is possible throughout 5. Achieve gender-based social roles
life-span 6. Learn to use the toilet
28. Enumerate factors affecting development 7. Age range of 13-17 years old
29. Though some changes can occur overnight, more often it 8. Learn school-related skills such as reading
takes weeks, months, or years for a person to undergo 9. Age range of 36-60 years old
changes that result in the display of developmental 10. Learn to form relationship with others
characteristics 11. Learn about conscience and values
30. Stopping of cell growth 12. Meet social and civic obligations
13. Learn to be independent 1. Boys’ unconscious sexual desire for their mother; seeing
14. Establish a family their father as a rival for her mother’s affection
15. Perform civic and social responsibilities 2. Superego can be likened to a _______; it exerts influence
16. Establish mature relationships with peers on what one considers right and wrong
17. Age range of 0-5 years old 3. We may wish to scream, yell, or hit, and yet “this” normally
18. Maintain a standard of living tells us to wait, reflect, and choose a more appropriate
19. Adjust to physiological changes response
20. Age range of over 60 years old 4. Boys usually relate more with boys and girls with girls during
21. Establish emotional independence this stage
22. Choose a life partner 5. He believed that a personality develops through a series of
23. Learn skills needed for productive occupation childhood stages in which the pleasure-seeking energies of
24. Adjust to deteriorating health the id become focused on certain erogenous areas.
25. Take care of a home 6. Results of fixation in Phallic stage
26. Adjust to loss of spouse 7. A child is born with it, it operates on the pleasure principle
27. Age range of 18-35 years old 8. Theoretical strong libidal attachment to a person or object,
28. Establish a career formed during early childhood, that results into neurotic
29. Learn to talk psychosexual behavior in adulthood
9. Characterized as an area/part of the body that is particularly
SANTROCK sensitive to stimulation
10. Begins to emerge as the baby turns into a toddler and then
1. Mastered the 3Rs into a preschooler, when one relates more with the
2. ‘threshold between two worlds’ environment
3. ‘life is lived forward but understood backward’ 11. These are called psychosexual stages because each stage
4. Career development represents the fixation of libido on a different area of the
5. Increase self-control body.
6. Tremendous growth from cell to organism 12. Roughly translated as sexual drives or instincts
7. ‘A journey of a thousand miles begin with a single step’
8. End of infancy to 5 or 6 years 13. Occurs when the needs of a psychosexual stage are not
9. Spend many hours of play with peers adequately met
10. 6-11 years 14. Only comprises a very small part of who we are so that, in
11. Fertilization until before birth our everyday life, we are only aware of a very small part of
12. Birth to 2 years what makes up our personality
13. Exposure to larger world and culture 15. Occurs when there is over satisfaction over the needs of a
14. Achievement becomes central theme person which makes him/her reluctant to leave the benefits
15. Beginning of psychological activities e.g. language, symbolic of a psychosexual stage
thought, sensorimotor coordination and social learning 16. Resulted from needs being not met in the stage of
16. Maintain satisfaction in one’s career development
17. 10-12 to 18-22 years old 17. Largely conscious controller or decision-maker of
18. Life review personality
19. Develop school readiness skills 18. Refers to the theoretical notion that a portion of the
20. Expanding personal and social involvement and individual's libido has been permanently 'invested' in a
responsibility particular stage of his development
21. Logical, abstract and idealistic thought 19. Enumerate the stages of Psychosexual development
22. More time outside the family 20. It represents our sense of morality
21. The stage that occurs during birth to 18 months,
23. New social roles characterized by dependence on others, easily fooled and
24. Retirement lack of leadership
25. Late teens or early 20s up to 20-30s 22. Most of what we go through in our lives, emotions, beliefs,
26. Personal economic independence feelings, and impulses deep within are not available to us at
27. Selecting mate, start a family, rear a child a conscious level
28. Middle adulthood 40-60 years old 23. Erogenous zone of Oral stage
29. Period of extreme dependence on adult 24. These are the "pleasure areas; focal points for the particular
30. More self-sufficient, care for oneself stage
31. Assist next generation to become competent 25. A personality characterized to have a higher tendency to
32. Late adulthood 60 and above smoke, alcohol and overeat
33. Pursuit of independence and identity 26. Boys may develop castration anxiety; develop masculine
34. Decreasing strength, health, characteristics and identify themselves as males and
35. Rapid physical change represses their sexual feelings toward their mother

PART 3: SIGMUND FREUD

27. Because of this, whatever feels good now is what it will
pursue with no consideration for the reality, logicality or
practicality of the situation
28. A personality characterized by nail-biting, cursing with words
and even gossiping
29. The stage that occurs during 18 months to 3 years old
wherein child finds satisfaction in eliminating and retaining
feces
30. Freud also said that “this” refers to all that we are aware of
31. Erogenous zone of Anal stage
32. Its function is based on the reality principle
33. Too much or too little satisfaction can lead to _________
which is shown in an increased focus on oral activities
34. It strives for perfection, and when we fail to live up to its
demands we feel guilty
35. The success of this stage depends on the parents’ approach
towards their child’s potty training
36. A personality characterized as stringent, orderly, rigid and
obsessive
37. It is practical because it knows that being impulsive or
selfish can result to negative consequences later so it
reasons and considers the best response to situations
38. Part of us that we can reach if prompted, but is not in our
active conscious
39. Girls’ unconscious sexual attraction towards their father
40. In the earlier stages, adolescents focus their sexual urges
towards the opposite sex peers, with the pleasure centered
on the genitals
41. This is why we smoke cigarettes, drink alcohol, view
pornography, tell mean jokes about people, and engage in
other fun or harmful behaviors, often at the cost of doing
more productive activities
42. Its right below the surface, but still "hidden" somewhat
unless we search for it
43. Deciding agent of the personality
44. A personality characterized as messy, wasteful or
destructive
45. The stage that occurs during 3 to 6 years wherein the child
discovers differences between males and females;
undergoes the identification process
46. Immature psychosexual behavior
47. Erogenous zone of Phallic stage
48. The process of internally adopting the values, attitudes and
behavior of another person especially your father and
mother
49. It derives from the Greek myth where Oedipus, a young
man, kills his father and marries his mother. Hence in our
topic, the boy wants to get rid of his father in order to
possess his mother exclusively.
50. Develops near the end of the preschool years, or the end of
the phallic stage
51. The opposite of Oedipus complex; experienced by girls
52. He the most popular psychologist that studied the
development of personality
53. The stage that occurs during 6 years old to puberty
54. Repression of the libido; and sexual energy can be
sublimated towards school work, hobbies, and friendships.
Much of the child's energy is channeled into developing new
skills and acquiring new knowledge.
55. Proponent of the theory of psychosexual development
56. Erogenous zone of Latency stage
57. The stage that occurs during puberty onwards
58. Awakening of the libido for heterosexual pleasure; the onset
of puberty causes it to become active once again
59. Erogenous zone of Genital Stage
60. Sexual arousal or strong sexual interests in the opposite sex
PART 4: PIAGET
1. Three most influential psychologists
2. The capability to copy behaviors.
3. Aside from cognitive, Piaget was also a pioneer of what
theory?
4. His early work with ______ intelligence tests had led him to
conclude that children think differently than adults
5. A cognitive framework/ mental frameworks or concept that
helps organize and interpret information.
6. The child can make mental representations and is able to
pretend.
7. It can be useful because they allow us to take shortcuts in
interpreting the vast amount of information that is available
in our environment
8. Piaget had a tremendous influence on the emergence of
______________ as a field
9. Piaget would hide a toy under a blanket in full view of the
participating child, then watch whether the child looked for
the toy.
10. Piaget called his general theoretical framework
_______________ because he was interested in how
knowledge developed in human organisms
11. Piaget was initially into _______ and he also had a
background in _______.
12. Refers to the cognitive structures by which individuals
intellectually adapt to and organize their environment
13. Also called semiotic function
14. An individual's way to understand or create meaning about a
thing or experience
15. The tendency of the child to only focus on one aspect of a
thing or event and exclude other aspects
16. It is both the category of knowledge as well as the process
of acquiring that knowledge
17. Piaget's theory asserts that children go through all the same
developmental stages, however they do so at different rates.
Because of this, teachers must make special effort to
arrange classroom activities for individuals and groups of
children rather than for the whole class group.
18. The ability to represent objects and events
19. The process of fitting a new experience into an existing or
previously created cognitive structure or schema
20. Instead of simply checking for a correct answer, teachers
should emphasize the student's understanding and process
they used to get the answer The process of creating a new
schema.
21. Child's type of reasoning that is neither inductive nor
deductive
22. When new information is acquired, it can either be
_________ into existing schemas or ________ through
revising an existing schema or creating an entirely new
category of information
23. It is achieving proper balance between assimilation and 55. Complex intellectual functions, such as abstract thinking,
accommodation. logical processes, conceptualization, and judgment, develop
24. A discrepancy between what is perceived and what is 56. Can solve abstract problems and can hypothesize
understood. 57. The ability to come up with different hypothesis about a
25. The first stage corresponds from birth to infancy. problem and to gather and weigh data in order to make a
26. This is the stage when a child who is initially reflexive in final decision or judgment
grasping, sucking and reaching becomes more organized in 58. Deal with “What if" questions
his movement and activity. 59. The ability to perceive the relationship in one instance and
27. The child can understand that 2 + 3 is 5, but cannot then use that relationship to narrow down possible answers
understand that 5-3 is 2. in another similar situation or problem
28. Sensori-motor stage focuses on the ________ and _______ 60. The ability to think logically by applying a general rule to a
through which the infant comes to learn about himself and particular instance or situation
the world 61. All countries near the north pole have cold temperatures.
29. A child might reason that pizza is triangular in shape rather Greenland is near the North pole, therefore, Greenland has
than round, if they have only seen single slices cold temperature.
30. The ability of the child to know that an object still exists even 62. FOUR MAIN TEACHING IMPLICATIONS DRAWN FROM
when out of sight. PIAGET'S THEORY
31. Famously known for his theory of cognitive development 63. In a Piagetian classroom, children are encouraged to
32. Watching someone perform an act and then performing that discover themselves through spontaneous interaction with
action at a later date the environment, rather than the presentation of ready-made
33. The stage about 2 to 7 years old (preschool years) and knowledge
intelligence at this stage is intuitive in nature 64. Comprehend the commutative property of addition, and that
34. The child is now ever closer to the use of symbols subtraction is the reverse of addition
35. A thing that represents something else 65. This refers to what Piaget referred to as the "American
36. The tendency of the child to only see his point of view and to question" which is "How can we speed up development?".
assume that everyone also has his same point of view His belief is that trying to speed up and accelerate children's
37. The child cannot take the perspective of others process through the stages could be worse than no teaching
38. Children sort the knowledge they acquire through their at all.
experiences and interactions into groupings known as 66. The ability to know that certain properties of objects like
_______. number, mass, volume, or area do not change even if there
39. Piagetian task: children are asked to choose a picture that is a change in appearance
showed the scene they had observed 67. It allows opportunities for students to explore and
40. The inability to reverse their thinking experiment, while encouraging new understandings
41. The tendency of children to attribute human like traits or
characteristics to inanimate objects
42. Allows the child to be more logical when dealing with
concrete objects and situations
43. When at night, the child is asked, where the sun is, she will
reply, “Mr. Sun is asleep.”
44. Reasoning appears to be from particular to particular, i.e. a
child reasons from case to case
45. This can be done in the absence of concrete object
46. Based on concrete instances, i.e., if A causes B, then B
causes A
47. Characterized by the ability of the child to think logically but
only in terms of concrete objects
48. Covers approximately the ages between 8-11 years or the
elementary school years
49. The ability of the child to perceive the different features of
objects and situations
50. No longer is the child focused or limited to one aspect or
dimension
51. The child can follow that certain operations can be done in
reverse
52. Understand that a ball of clay shaped into a dinosaur can
again be rolled back into a ball of clay.
53. The ability to order or arrange things in a series based on
one dimension such as weight, volume or size
54. The final stage of formal operations covering ages between
12 and 15 years