Educational Psychology Essay assignment Ch1
Unit One Review
A. Chapter One and Appendix A Learning Objectives
1. Describe teaching as a decision-making process.
2. Describe the nature of psychological theories and their role in guiding classroom practice.
3. Compare and contrast three types of research studies—descriptive, correlational, and experimental—and identify the kinds of conclusions that can be drawn from each one.
4. Recognize components necessary to being an effective educator
5. Explain strategies that can enhance a teacher’s professional growth.
Vocabulary: educational psychology, quantitative, qualitative, replication, case study, scientific observation, survey, descriptive studies, correlational studies, experimental studies, correlation (coefficient), treatment and control groups, independent and dependent variables, cross-sectional, longitudinal and cross-sequential studies
B. Objectives for Chapter 2
Note: the information on information processing views (pg 42-49) will be addressed in chapter 6
1. Identify four general principles of development and their educational implications.
2. Describe developmental changes in the brain over the course of childhood and adolescence, and derive appropriate implications of these changes for educational practice.
3. Explain basic assumptions and concepts of Piaget's and Vygotsky’s theories of cognitive development and apply them to classroom practice.
4. Describe children’s language development, and identify ways to promote children’s vocabulary, syntactic development, listening and speaking skills, and metalinguistic awareness.
5. Identify several benefits of learning a second language, and explain the conditions under which each of two different forms of bilingual education is effective. (text only)
6. Compare and contrast behaviorist, nativist and social-pragmatic theories of language acquisition. Identify evidence which supports these theories.
Vocabulary: maturation, sensitive period (or critical period), neuron, cell body, dendrite, synapse, neurotransmitter, cortex, myelin (sheath), synaptogenesis, synaptic pruning, myelination, frontal lobe, occipital lobe, parietal lobe, temporal lobe, lateralization, plasticity, schemes, assimilation, accommodation, constructivism, discovery learning, equilibrium, disequilibrium, piaget’s stages of development, egocentric speech, conservation, deductive reasoning, ZPD, scaffolding, cognitive tools, phonology, morphemes, semantics, syntax, pragmatics, babbling, underextension, overextension, overregularization, metalinguistic awareness
C. Objectives for Chapter 3
1. Describe two contemporary perspectives on socioemotional development: Bronfenbrenner’s
ecological theory* and Erikson’s life-span development theory.
2. Describe the general influences of parenting practices, culture, and peer influences on children’s development and behavior.
3. Describe the multifaceted nature of children’s sense of self, explain how sense of self is apt to change over the course of childhood and adolescence, and identify several effective ways to enhance children’s self-esteem.
4. Explain how peer relationships promote children’s personal and social development.
5. Define social cognition, and explain how it affects children’s interpersonal behaviors and relationships.
6. Describe several strategies for helping children develop appropriate social skills and interact effectively with peers, including those who are very different from themselves.
7. Describe at least four developmental trends in morality and/or prosocial behavior.
8. Apply Kohlberg’s theory in analyzing children’s moral reasoning.
Vocabulary: attachment, parenting styles, culture, self-esteem, self-concept, self-efficacy, imaginary audience, personal fable, popular, controversial*, neglected and rejected students, prosocial behavior, morality, moral and conventional transgression, distributive justice, empathy, moral dilemma,
*class only
Miscellaneous:
Socioeconomic Status (SES): combines 3 interrelated, but not completely overlapping variables:
(1) Years of education and
(2) the prestige of and skill required by one's job, both of which measure social status and
(3) income, which measures economic status.
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