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National Boards-EC
Set 3- Stages of Social/Emotional Development
| Term | Definition |
|---|---|
| social emotional development | These factors: family relationships, environment, play based learning, nuturing environment and verbal skills. These factors can impact |
| Play Based-Learning | Learning that fosters important skills and brain development when children observe adults demonstrating acceptable social behavior. |
| Physical Stages of Gross Motor Development | These are stages of infancy- crawling and walking ages 2-3 - transition from toddling to walking ages 3-4 - ride a bike, kick a ball ages 4-5 - going up and down stairs with ease ages 5-6 fine tuned previously learned motor skills |
| Fine Motor Skills | Skills focused on using hands and fingers |
| Fine Motor Stage ages 2-3 | At this stage, children should be able to use hands and fingers to build block towers, scribble with writing utensils, begin to demonstrate right/left hand dominance. |
| Fine Motor Stage ages 3-4 | At this stage, children should be able to button and fasten, dress, undress and use eating utensils. |
| Fine Motor Stage ages 4-5 | At this stage, children work on refining previously learned skills- drawing begins. |
| Fine Motor Stage ages 5-7 | At this stage,children start writing numbers and letter, creating shapes, and use writing utensils with greater ease. |
| social emotional skills | For students with behavioral/emotional disabilities, classroom strategies such as predictable routines, visual reminders , supportive environment promote the development of |
| intellectual disabilities | mild, severe and profound are the 3 levels of |
| cognitive research based assessments | Assessments used to determine the category of intellectual disabilities |
| Intellectual disability | Having significantly lower intellectual abilities, deficits in adaptive behaviors are signs of an |
| Mild to Moderate Category | This category of intellectual disability is the most common disability, students can usually perform daily tasks and have adaptive behaviors |
| Severe Intellectual Category | This category of intellectual disability demonstrates major developmental delays |
| Profound Intellectual Category | Students defined in this intellectual disability category cannot live independently and rely on others. May also have congenital defects that impact cognition. |
| using visuals, making connections with written language. | Instruction for ESL students who have learning disabilities should include |
| Socratic Method of Teaching | In this method of teaching, teachers guide students in their own discovery learning process. emphasizes information seeking and communication skills. (Good method for ASD) |
| infancy, early childhood, middle childhood, adolescence | Erikson's 4 social stages of human development (each stage characterized by crisis) |
| infancy stage | birth to 2 -( trust vs mistrust) Can I trust the world and the people in it- when needs are met the world is reliable and safe (consistent nurturing builds trust. (autonomy vs. shame) Can I do things myself? developing independence (exertion of will) |
| early childhood | ages 3 to 8-learning initiative vs guilt (purpose) Can I take initiative and make things happen? - beginning of developing interpersonal skills, industry vs. inferiority (competence) Am I capable and competent |
| middle childhood | ages 9 to 11- identity vs role confusion (fidelity) seek to form their own identities |
| adolescence | 12 to 18 identity vs role confusion (fidelity) seek to form their own identities- future goals, careers, questioning beliefs and values |
| Social Cognitive Theory | This theory suggests that behavioral factors, personal factors (intrinsic) and environmental factors (extrinsic) are connected and therefore promote learning. |
| The Social Cognitive Theory | observational learning, reproduction, self-efficacy and emotional coping are the 4 components of |
| Observational Learning | process by which people learn behaviors by observing others |
| Reproduction | repeating of modeled behaviors |
| Self-efficacy | when a person puts new knowledge or behaviors into action |
| Emotional Coping | learning process where people develop coping skills for dealing with stressful environments and negative influences. |
| Gardners Theory of Multiple Intelligences- Howard Gardner | This theory suggests there are 7 different methods in which people learn |
| MI- Visual-Spatial | This learning method inlcudes learning by visual means, awareness of environment. Learning occues best through visuals, graphs, diagrams etc. These learners excel at puzzles, drawing and reading maps. |
| MI- Bodily Kinesthetic | Students with this learning preference learn by using a hands-on approach. They process information by "doing" or physical activity. |
| MI- Musical | This learning method incorporates sound, rhythm and music. Students who prefer this method learn best best when concepts are turned into lyrics or songs. |
| MI- Interpersonal | Students with this learning method prefer group environments, interacting with others and lectures or seminars. |
| MI- Intrapersonal | This learning method is preferred by independent learners who learn best by introspection |
| MI- Lingusitic | Students with this intelligence are efficient and use words to express themselves. They are auditory learners who enjoy reading, word games, stories etc. |
| MI- logical/mathematical | Students who have this multiple intelligence prefer learning through patterns and relationships. They think conceptually and reasonably. |
| Cognitive Behavioral Therapy | This theory states people form their own negative or positive concepts that affect their behavior. It helps people understand how their thoughts, feelings, and behaviors are connected—and how changing unhelpful thoughts and behaviors can improve how they |
| Cognitive Triad | Human thoughts about self, world (environment) and future form the |
| Gross Motor Skills | larger motor skills that require body movement are |
| crawling and walking | Gross Motor Development in infancy includes |
| stair climbing, jumping and developing upper mobility | Gross Motor Development in ages 3 to 4 include |
| going up and down stairs with ease | Gross Motor Development in ages 4 to 5 include |
| Gross Motor Development in ages 5 to 6 | fine tuned previously learned skills |
| Piaget's 4 stages of cognitive development | sensorimotor, preoperational, concrete operational , formal operational |
| Sensorimotor Stage | This stage occurs from birth to 18 months. It emphasizes interactions with the environment and early language development. |
| Preoperational Stage | This stage occurs 18/24 months to age 7. In this stage language becomes more meaningful, imagination and memory are developing but cannot grasp cause and effect. |
| Concrete Operational Stage | This stage involves ages 7 to 12. Concrete reasoning occurs and child becomes less egocentric. |
| Formal Operational Stage | adolescence to adulthood -abstract and logical thinking |
| Acquisition Deficits | occur when a student demonstrates an absence of a skill |
| Performance deficits | occurs when a student does not implement or perform a social skill consistently |
| Fluency Deficits | If a student needs assistance with demonstrating social skills effectively or fluently, they have |
| Functional Skills | independent living skills needed for everyday life are considered |
| process where functional skills are taught and modeled with the goal of increasing positive behaviors. | Applied Behavioral Analysis |
| Pnuemonic for Piaget's 4 stages of Cognitive Development SPCF- Smart Preschoolers Can Fly | Sensorimotor → Senses & movement (babies learn by doing) Preoperational → Pretend & pictures (imagination, egocentric) Concrete → Practical thinking (real objects, math makes sense) Formal → Philosophical/abstract (hypotheticals, algebra, “what if?”) |
| Cognitive Dissonance | mental discomfort we feel when our beliefs, attitudes, or actions don’t match. |
| Egocentrism | the tendency to see the world only from your own perspective and have difficulty understanding that others may think, feel, or see things differently. |
Created by:
kchedden