Parenting is (Multiple Choice)

Ans. to #1

ANSWER:
c

Ans. to #2

ANSWER:
Four conditions for learning and supporting descriptions are:
A.
Learning must be real: Teach about bodies, families, and neighborhoods. Use concrete materials instead of pictures, for example.
B.
Learning must be rewarding: Include time to try, make mistakes, improve, and encourage improvement by providing an atmosphere of acceptance and by giving feedback.
C.
Learning must build on childrens lives: Connect the program to the home. Involve families and the childrens individual cultures in the school setting, and help the family be welcome at, understand, and support the school.
D.
Learning needs a good stage: Care for childrens health, emotional and mental as well as physical; arrange the environment carefully; plan a sequential schedule with flexibility; interact with children and adults respectfully and clearly.

Ans. to #3

ANSWER:
Developmental research tells us:
Growth occurs in a sequence.
Children in any age group will behave similarly in certain ways.
Children grow through certain stages.
Growth occurs in four interrelated areas (intellectual, social, emotional, physical).
Intellectual growth:
Children learn through their senses.
Children learn by doing; adults learn in abstract ways, whereas children need concrete
learning.
Cognitive growth occurs in four areas: perception (visual, auditory, etc.), language, memory, and reasoning
Social growth:
The world exists only from the childs viewpoint.
Seeing is believing.
Group play is developing.
Emotional growth:
Self-image is developing.
Physical growth:
Muscles cannot stay still for long.
Large muscles are better developed than small ones.
Hand preference is being established.

Ans. to #4

ANSWER:
Maslows theory is typically Western in that the individual is of primary importance, and the highest level of development is of the individual rather than of the family/tribe/community, which is more typical of collectivist and Eastern views.

Ans. to #5

ANSWER:
From Piagets theory we learn that:
Materials: Children need many objects to explore, balanced between open-ended, guided, and self-correcting ones.
Scheduling: Children need lots of time to explore materials and engage in play, as well as some time for adult-given ideas and questions.
Teachers role:
The teacher should know ages and stages of typical development, understand the egocentric way of thinking, ask questions rather than always telling or giving answers, and provide opportunities for children to make decisions and exchange viewpoints.

Ans. to #6

ANSWER:
Piagets theory is both maturational and environmental:
maturational: The sequence of cognitive stages is governed by heredity.
environmental: The experiences a child has directly influence development.
Examples of each side of nature/nurture controversy:
nature/maturational: any innate, genetic, or biologic factors, such as eye color and so forth
nurture/environmental: any learned experience, such as home/family, school, media,
peers, toys, and so on

Ans. to #7

ANSWER:
Behaviorists and their contributions are as follows:
Watson: ideas of conditioning into human terms, process of classical conditioning, scientific validation for setting conditions of learning and rewarding the proper responses
Thorndike: godfather of standardized testing, scales to measure student achievement, stimulus-response technique for establishing behavior and habits
Skinner: radical behaviorist, doctrine of person as empty organism (vessel) to be filled with carefully designed experiences
Bandura:
social learning theory, idea of learning by watching (observing) and imitating (modeling) others both in real life and media

Ans. to #8

ANSWER:
Three structures of the Freudian personality are:
id: instinctive part that drives a person to seek satisfaction
ego: rational structure that forms a persons sense of self
superego: moral side that informs the person of right and wrong

Ans. to #9

ANSWER:
Answers will vary; text examples of unsubstantiated myths are: youll spoil the baby if you respond to his demands too quickly and children who suffer early neglect and deprivation will not realize their normal potential.

Ans. to #10

ANSWER:
The three basic areas are physical-motor, affective, and intellectual. Answers may also include gross/large motor, fine/small motor, and perceptual-motor for physical development; social, emotional, creative, and spiritual for affective development; and cognitive, language, and communication for intellectual development.

This is very helpful, my teacher this year is not good