STUDY GUIDE – EXAM 4 (FINAL EXAM)

updated 12/7/2007

Although I make every effort to stay within the parameters of the study guide when making up the exam, I do reserve the right to include any and all material from lecture, videos, or assigned readings.

Exam BONUS Questions

Choose 2 of the following (1 from each Group); bring completed answers (typed, double spaced) to the exam. Be sure to put your name on each page. 6 points each (total 12 possible bonus points)

General guidance: to get full credit, you should probably type one page (double spaced) for each question that directly addresses what was asked.

Instructions:

TYPE AND PRINT YOUR RESPONSE – 12 PT FONT, DOUBLE SPACED. INCLUDE YOUR NAME AT THE TOP OF EACH PAGE.

YOU WILL LOSE POINTS IF YOU WRITE OUT YOUR ANSWER, AND YOU WILL LOSE ADDITIONAL POINTS IF I HAVE DIFFICULTY READING YOUR ANSWERS.

PLEASE DO NOT E-MAIL YOUR ESSAYS TO ME. PRINT THEM IN ADVANCE AND BRING THEM WITH YOU TO THE EXAM. If you do not have the bonus questions with you, I will not accept them hand-written the day of the exam, and I will NOT ACCEPT THEM IF YOU SUBMIT THEM ELECTRONICALLY.

Tip: work out answers to the essay questions first before moving on to the rest of the study guide. Your answers should integrate knowledge gained from the text and from lecture.

Please use your own words. Using someone else's words without crediting them is plagiarism, which is academic misconduct. More to the point, copying from any source does not convince me that you understand the material, which is the point of any take home writing assignment. I will check the textbook when I grade.

Points will be deducted for (a) not answering the question asked or not fully answering the question (pay attention to words like *explain* in any essay question), (b) not using your own words, but copying or closely paraphrasing from any source including the textbook, and (c) grammar/spelling/awkward or unclear wording.

CHOOSE 1 QUESTION TO ANSWER FROM EACH GROUP BELOW. Make sure you indicate which questions you have chosen to answer.

Group 1:

Imagine you’re planning a health education program specifically aimed at 8-10 year old children. List 3 things you would do (be specific) to encourage more healthful behaviors in this group of children (1 pt. each). Explain your answers (1 pt for each explanation—be as descriptive as possible). Be creative! This is your opportunity to show that you can apply your knowledge! Be sure to demonstrate your knowledge of information in text regarding both physical development and cognitive development in middle childhood. (Remember the tips on teaching children based on Piaget’s theory? They might be helpful: Piaget & Education. Scroll down to find the part relevant to middle childhood)

What are the 4 (four) types of peer evaluations of each other (i.e. “peer acceptance”--1 pt each), and how are they related to later psychological adjustment (1 pt for each explanation)?

Mrs. Malone is a 1^st grade teacher. She would like to facilitate academic learning, especially in reading. She is confused about the various methods of teaching reading. What advice or information could you give her? (be sure to describe two major approaches discussed in text (2 pts. each) and contrast them (2 pts.) to come up with your recommendation (2 pts.)

Group 2:

1. Describe two theories of intelligence discussed in class and in your text (4 pts). What aspects of intelligence do these theories include that are missing from

traditional ideas about intelligence? (2 points)

2. List the two major intelligence tests discussed in class (IQ tests most often used in school settings). What do such tests tell us about children (1 pt.)? List five (5) things (1 pt. each) that need to be kept in mind when interpreting the information gained from such tests.

3. What is a multiage classroom, and what is its purpose (2 pts)? Explain two theories on which this classroom strategy is based or which can be used as a rationale for these approaches—see lecture notes handed out in class for some guidance. (2 pts each).

Physical Development in Middle Childhood

Health Problems

CDC Study on Health Status of Children (lecture)

% of parents reported children’s health as very good
relationship of health status to family income
% of children living below the poverty line
% of children limited in their activities due to chronic health problems

% of poor children limited….

increase in asthma & possible causes

Health Education

· characteristics of middle childhood that present challenges for health education

· developmentally appropriate health education practices (as discussed in class)

· ways to take into account the influence of television (and other media), family, peers

Health Problems continued (from text & lecture):

· increase in childhood obesity

· relationship to adulthood obesity

· risk for cardiovascular disease

· type II diabetes

· possible causes of obesity

FYI:

Links re: how bad eating habits get started/ couch potato kids (Scientific American Frontiers):

PBS - Scientific American Frontiers:Fat and Happy?:Index

Health problems & education

Know information from video, Misunderstood Minds.

http://www.pbs.org/wgbh/misunderstoodminds/

characteristics and common treatments for: ADHD, Reading Disabilities/Phonemic Awareness, and Expressive Language Deficiency

Disabilities per public law
inclusion/mainstreaming
learning disabilities (definition)

% children affected

ADD/ADHD

most common learning disability
treatment
gender differences
effectiveness of Ritalin/side effects

FYI: more on medication and ADHD

http://www.pbs.org/wgbh/pages/frontline/shows/medicating/

Cognitive Theories

Piaget: Concrete Operations

· characteristics of thought

· def of operations

· Limitations of Concrete Thought

Information Processing

2 basic changes:

· information processing capacity

· inhibitory control

· changes in attention

· Memory Strategies (3)

· Knowledge Base & Memory

· Metacognition

Explain the three educational themes inspired by Vygotsky’s sociocultural theory. How are these themes applied in the classroom?

Intelligence & IQ Testing

· Intelligence Quotient

· Mental Age

· 2 Theories of (Gardner’s & Sternberg’s)

o components of each theory

o Strengths & weaknesses

o Educational applications

o Learning Style Self Test

o general intelligence test on-line

(interpret with a grain of salt…)

· IQ testing

o reasons for

o types of IQ tests

o culture and ethnicity

o heredity-environment/nature-nurture

o criticisms

o use and misuse of

Education/Applying theories

Information Processing Theories/ Implications for Teaching Children

§ teach memory strategies

§ rehearsal, organization, elaboration

· “meaningful context” / themes

· Cognitive inhibition

· Selectivity/adaptability

· planning

· Reading Instruction

whole language (text) vs. phonics instruction

Piaget’s Cognitive Theory on Teaching: (text and class discussion)/ CONSTRUCTIVIST CLASSROOMS

· Independent learning

· child-centered learning

· every child learns at his own pace

· hands-on activities

· encourage critical thinking

Vygotsky/ Implications for Teaching Children (class discussion):

· social-constructivist classrooms

· reciprocal teaching

· heterogeneous learning groups

· small class sizes

· teacher-student interaction

· peer tutoring

· assistive & instructional technology

· teachers & parents as partners

· symbolic communication & meaningful activities

· child centered/ individualized approach

· working with culturally diverse children

FYI: An innovative approach to empowering youth and teaching self-guidance: Accidental Hero | PBS

· Signs of High Quality Education in Elem School

· Top 10 Mistakes

· Open classrooms:

· collaborative classrooms

· Kamehameha Elementary Ed Program (KEEP)

· FYI: block scheduling

· know what a multi-age classroom is and on what theories this educational technique is based.

· also know what looping is and know the theoretical basis of this educational concept.

· critical thinking curriculum

· ways to encourage creativity (text)

· transforming schools into communities of thinking and learning (text)

· Phonics Instruction vs. Whole Language

Self-Esteem and Achievement

Resilience

· child’s characteristics

· family environment

· relationships outside the family

· # of negative conditions/events

· developmental transitions

· sense of self

· self esteem (drops in middle childhood years)

· self-concept

· stress/ how to help children cope

· Erikson’s Stage: Industry vs. Inferiority

· Emotional Intelligence (def)

Achievement

· attributions (luck, ability, or effort)

· mastery orientation

· performance orientation

· learned helplessness

· Bandura/ achievement motivation, goal setting, self-regulation

· self-efficacy

Peer Relations

· social cognition (text)

· Characteristics of friendships (text)

· social acceptance categories/peer statuses: (know definitions and recognize examples)

popular children
rejected children
controversial children
neglected children
average

Effects of Peer Acceptance

peer acceptance predicts later psychological adjustment
rejected children and later psychological adjustment

2 types of rejected children

aggressive

bullying

withdrawn

FYI: PBS Kids website about Friends:

http://pbskids.org/itsmylife/friends/index.html

Determinants of Peer acceptance

effect of formal groups

communication style
friendly, cooperative (social skills)

Helping Rejected Children

most interventions involve coaching, modeling, and reinforcement of positive social skills
tutoring programs help rejected children

Family Issues:

Importance of Family/ Parent-Child Relationships

Family Cohesiveness (lecture)

coregulation

Single Parent Families

Divorce

Gender Development:

Gender Stereotyped Beliefs

Gender Identity & Behavior

Cultural Influences on Gender Typing

Moral Reasoning