Term
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Definition
| Infancy (birth to 18 months)- Children develop a sense of trust when caregivers provide reliabilty, care, and affection. A lack of this will lead to mistrust. |
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Term
| Autonomy vs. Shame and Doubt |
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Definition
| Early childhood (2 to 3 years old)-Children need to develop a sense of personal control over physical skills and a sense of independence. Success leads to feelings of autonomy, failure results in feelings of shame and doubt. |
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Term
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Definition
| Preschool (3 to 5 years)-Children need to begin asserting control and power over the environment. Success in this stage leads to a sense of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt. |
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Term
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Definition
| School age ( 6 to 11)-Children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority. |
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Term
| Identity vs. Role Confusion |
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Definition
| Adolescence (10 to 20)-Teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self. |
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Term
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Definition
| Early adulthood (20's and 30's)-Young adults need to form intimate, loving relationships with other people. Success leads to strong relationships, while failure results in loneliness and isolation. |
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Term
| Generativity vs. Stagnation |
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Definition
| Middle Adulthood (40's and 50's)-Adults need to create or nurture things that will outlast them, often by having children or creating a positive change that benefits other people. Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world. |
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Term
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Definition
| Late adulthood-Older adults need to look back on life and feel a sense of fulfillment. Success at this stage leads to feelings of wisdom, while failure results in regret, bitterness, and despair. |
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Term
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Definition
| a tendency to adjust or become more attuned to the conditions imposed by the environment |
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Term
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Definition
| the tendency for intellectual structures and processes to become more systematic and understandable |
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Term
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Definition
| change through two complimentary processes; our knowledge and frame of reference: including stereotypes and biases |
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Term
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Definition
| the interpretation of an experience using an existing schema |
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Term
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Definition
| the modification in behavior and thinking that takes place when old schemes or old ways of understanding no longer fit the situation |
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Term
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Definition
| (birth to 2 years)-During this stage, the child learns about himself and his environment through motor and reflex actions. Thought derives from sensation and movement. The child learns that he is separate from his environment and that aspects of his environment -- his parents or favorite toy -- continue to exist even though they may be outside the reach of his senses. Teaching for a child in this stage should be geared to the sensorimotor system. |
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Term
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Definition
| (2 to 7 years) -Applying his new knowledge of language, the child begins to use symbols to represent objects. Early in this stage he also personifies objects. He is now better able to think about things and events that aren't immediately present. Oriented to the present, the child has difficulty conceptualizing time. His thinking is influenced by fantasy -- the way he'd like things to be -- and he assumes that others see situations from his viewpoint. He takes in information and then changes it in his mind to fit his ideas. Teaching must take into account the child's vivid fantasies and undeveloped sense of time. Using neutral words, body outlines and equipment a child can touch gives him an active role in learning. |
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Term
| Concrete operational stage |
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Definition
| (7 to 11 years) -During this stage, accommodation increases. The child develops an ability to think abstractly and to make rational judgements about concrete or observable phenomena, which in the past he needed to manipulate physically to understand. In teaching this child, giving him the opportunity to ask questions and to explain things back to you allows him to mentally manipulate information. |
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Term
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Definition
| (11 years and up) -This stage brings cognition to its final form. This person no longer requires concrete objects to make rational judgements. At his point, he is capable of hypothetical and deductive reasoning. Teaching for the adolescent may be wideranging because he'll be able to consider many possibilities from several perspectives. |
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