PROFESSIONAL EDUCATION NOTES INDOCTRINATION- religion, without addition nor

subtraction
LIST OF KEYWORDS KASH- KNOWLEDGE, ATTITUDE, SKILLS,
HABITS
1. IDEALISM- spiritual, values, ideal KCAASE- BLOOM’S TAXONOMY
2. REALISM- science
3. EMPIRICISM- senses 1. LAW OF READINESS- preparedness
4. NATURALISM- innate 2. LAW OF EXERCISE- practice makes perfect
5. EXISTENTIALISM- choice, decision, unique 3. LAW OF EFFECT- satisfaction
6. ESSENTIALISM- specialization, basic, 4. LAW OF PRIMACY- learn first/ first impression
fundamental 5. LAW OF RECENCY- now/ most recent are best
7. PERRENIALISM- classic, literature, traditional remembered
8. PRAGMATISM- activation of skills 6. LAW OF INTENSITY- impact/ exciting Ex. Role
9. PROGRESSIVISM- child-centered playing
10. EPICUREANISM- perfection 7. LAW OF FREEDOM- right to freedom
11. AGNOSTICISM- aetheist, unknown 8. LAW OF IMPORTANCE- essentials
12. STOICISM- passionate emotions
13. HEDONISM- pleasure COGNITIVE:
14. HUMANISM- humans mental skills (Knowledge)
15. CONSTRUCTIVISM- prior knowledge activation AFFECTIVE:
16. RECONSTRUCTIONISM- solution to problem Growth in feelings or emotional areas (Attitude)
17. SCHOLASTICISM- rationalization of church PSYCHOMOTOR:
manual or physical skills (Skills)
THEORIES
PRINCIPES OF TEACHING
1. STAGE OF DEVELOPMENT- (JEAN PIAGET)- A. Create an active learning
cognitive development theory, thinking B. Focus attention
2. COGNITIVISM- (JEROME BRUNER)-discovery C. Connect knowledge
learning, concrete to abstract D. Help students organize their knowledge
3. BEHAVIORISM- (WATSON)- environment E. Provide timely feedback
4. CONNECTIONISM- (THORNDIKE)- classroom F. Demand quality
environment G. Balance high expectations with student
5. HUMANISM- (CARL ROGERS)- child- centered support
6. OPERANT CONDITIONING- (SKINNER)- H. Enhance motivation to learn
reinforcement/ punishment I. Communicate your message in variety of
7. CLASSICAL CONDITIONING- (IVAN PAVLOV)- ways.
habit and stimuli J. Help students to productively manage their
8. MEANINGFUL LEARNING- (AUSUBEL)- time
conceptual, graphic, organizers
9. INSIGHTFUL LEARNING- (WILLIAM KOHLER)-
activation of prior knowledge, problem solving
10. MORAL DEVELOPMENT- (LAWRENCE STAGE OF LEARNING
KOHLBERG)- value formation
11. NEED THEORY- (ABRAHAM MASLOW)- needs 1. ACQUISITION- learning new skill
12. ATTACHMENT THEORY- (JOHN BOWLBY)- 2. FLUENCY- practice for mastery of skills
caregiver 3. GENERALIZATION- across time &
13. IDENTITY STATUSES- (JAMES MARCIAS)- situation/ variety of setting
confusion 4. ADAPTATION- use for problem solving
14. FIELD THEORY- internal and external environment 5. MAINTENANCE- performance over time
15. BIOECOLOGICAL- (BROFENBRENNER)- system
of environment
16. CHOICE THEORY- Glasser, decision
17. SOCIAL LEARNING- (ALBERT BANDURA)-
modelling
18. SOCIO- CULTURAL- (LEV VYGOTSKY)-
scaffolding more knowledgeable others

COMMONLY USED TERMS

METACOGNITION- thinking about thinking

RECITATION- thinking aloud
SCHOOLING- system controlled by teacher
REBUS- making a poem out of a concept
JOHN PAUL S. PENDON LPT, MAEd
LET 2013-TOP 6
“In God all is well” 2. Pre-operational Stage (2-7 years)
 young children can think about
RELATIONSHIP SELF OPPONENT things symbolically. This is the ability
to make one thing - a word or an
Amensalism Neutral Harm object stand for something other
Commensalism Benefit Neutral than itself.
Competition Harm Harm ~ Centration- the tendency to focus on only one
Matualism Benefit Benefit
aspect of a situation at one time.
Parasitism Benefit Harm
~ Egocentrism- the child’s inability to see a
Predation Benefit Harm
situation from another person’s point of view.
Benefit Benefit
~ Animism- belief that inanimate objects (such
CHILDHOOD- from “infancy to the onset of puberty” as toys and teddy bears) have human feelings and
ADOLESCENCE- from “childhood to adulthood” intentions.
GROWTH- “quantitative changes” in an individual ~ Irreversibility- inability to reverse the direction
as he progresses in chronological order age. of a sequence of events to their starting point.
- it may refer to increase in SIZE, HEIGHT ~ Artificialism- belief that certain aspects of the
or WEIGHT environment are manufactured by people (e. g.
DEVELOPMENT- “qualitative changes” (orderly clouds in the sky).
coherent) in various aspects- PSYCHOLOGICAL,
MENTAL, PHYSICAL, and EMOTIONAL. 3. Concrete Operational Stage (7-11 years)
MATURATION- the “unfolding of hereditary ~ Conservation- the understanding that
potentials” something stays the same in quantity even though
ENVIRONMENT- includes all forces that affect on its appearance changes.
influence man. ~ Classification- the ability to identify the
properties of categories, to relate categories or
1. Development follows and orderly sequence classes to one another, and to use categorical
which is predictable. information to solve problems.
2. The rate of development is unique to each
individual. B. SOCIAL DEVELOPMENT (Sociohistoric)
3. Development involves change THEORY (Lev Vygotsky)
4. Early development is more critical than later
development. ~ Zone of Proximal Development- the
5. Development is the product of maturation and difference between what a child can achieve
learning. independently and what a child can achieve with
6. There are individual differences in development. guidance and encouragement from a skilled
7. There are social expectations for every partner.
developmental period which are often referred to as ~ Scaffolding- consist of the activities provided
development tasks. by the educator, or more competent peer, to
support the student as he or she is led through the
TWO TYPES OF PSYCHOMOTOR SKILLS zone of proximal development.
GROSS MOTOR SKILLS- refers to “large muscles”
FINE MOTOR SKILLS- refers to “smaller muscles” C. MORAL DEVELOPMENT THEORY (Lawrence
Kohlberg)
THOERIES OF DEVELOPMENT
Level 1: Pre-Conventional Level (0-9 years)
A. COGNITIVE DEVELOMENT THEORY (Jean  called pre-conventional because young
Piaget) children do not really understand the
conventions or rules of a society.
Stages of Development
1. Sensorimotor Stage (birth- 2 years) Stage 1: Obedience and Punishment Orientation
2. Pre-operational Stage (2-7 years)  focuses on the child’s desire to obey
3. Concrete Operational Stage (7-11 years) rules and avoid being punished.
4. Formal Operational Stage (11 years- beyond) Stage 2: Instrumental Relativist Orientation
 an action is judged to be right if it is
1. Sensorimotor Stage (birth- 2 years) instrumental or satisfying one’s own need
 Infants use sensory and motor or involve an even exchange.
capabilities to explore and gain a
basic understanding of the Level 2: Conventional Level (9-20 years)
environment.  conforms to the convention of society
~ Object Permanence- Knowing that an object because they are rules of society.
still exists, even if it is hidden.
Stage 3: Good Boy, Nice Girl Orientation E. PSYCHOANALYTIC THEORY (Sigmund
 children want the approval of others and Freud)
act in ways to avoid disapproval.  Freud believes that all human beings
Emphasis is placed on good behavior pass through a series of psychosexual
and people being “nice” to others. stages. Each stage is dominated by the
Stage 4: Law-and-Order Orientation development of sensitivity in particular
 the child blindly accepts rules and erogenous or pleasure giving spot in the
convention because of their importance body. Individuals may become addicted
in maintaining a functioning society. to the pleasure of a given stage that they
are unwilling to move on to the later
Level 3: Post Conventional Level (20 years and stages- fixation.
beyond)
 the moral principles that that underlie he  Id (Instincts)
conventions of a society are understood.  the most primitive of the three structures
Stage 5: Social-Contract Orientation and is concerned with instant gratification
 the world is viewed as holding different of basic physical needs and urges.
opinions, rights, and values. Laws are  Superego (Conscience)
regarded as social contracts rather rigid  concerned social rules and morals-similar
edicts. to what many people call their
Stage 6: Universal Ethical Principle Orientation “conscience” or their “moral compass.”
 moral decisions are made using self-  Ego (Reality)
chosen ethical principle. Once principles  the rational, pragmatic part of our
are chosen, they are applied in consistent personality and its job is to balance the
ways. demand of the superego.

D. PSYCHOSOCIAL DEVELOPMENT THEORY Stage Age What happened at this stage?

(Erik Erikson) Psychosexual
Oral
Stagesrange
0-1
Children derive pleasure from
Stage Psychosocial What Happen at This
Crisis/Task Stage? Stage years oral activities, including
old sucking and tasting. They like
If needs are dependably met,
to put thing in their mouth.
1. Trust vs Mistrust infants develop a sense of
Anal 2-3
basic trust. Stage years Children begin potty training.
Toddlers learn to exercise old
Autonomy vs will and do things for Phallic 3-6 Boys are more attached to
2. themselves, or they doubt Stage years their mother, while girls are
Shame/Doubt
their abilities. old more attached to their father.
Preschoolers learn to initiate Latency 6-12 Children spend more time and
tasks and carry out plants, or Stage years interact mostly with same sex
Initiative vs Guilt
3. they feel guilty about efforts old to peers.
to be independent. puberty
Genital 12 and Individuals are attracted to
Industry vs Children learn the pleasure of
4. Stage beyond opposite sex peers.
Inferiority applying themselves to tasks,
or they feel inferior.
Teenagers work at refining STAGE OF DEVELOPMENT
a sense of self by testing 1.Oral Stages (0-1 years) (EGO DEVELOPS)
Identity vs roles and then integrating  Centered in a baby’s mouth.
5. Confusion them to form a single  The baby gets much satisfaction
identity, or they become from putting all sorts of things in its
confused about who they mouth to satisfy the libido, and thus
are. its id demands.
Young adults struggle to 2. Anal Stages (1-3 years)
form close relationships  Focus of sexual is the anus.
Intimacy vs and to gain the capacity  Voluntary defecation is the primary
6.
Isolation for intimate love or they way to gratify the sex instinct during
feel socially isolated. this stage.
The middle-aged discover  Fixation- love of bathroom humor,
a sense of contributing to interest in bowel movements,
Generativity vs the world, usually through extreme messiness, prudishness,
7. irritability.
Stagnation family and work or they
may feel a lack of purpose. 3. Phallic Stages (3-6 years) (SUPEREGO
When reflecting on his or DEVELOPS)
her life, the oldest adult  Focus of sexual pleasure is on the
8. genitals.
Integrity vs Despair may feel a sense of
satisfaction or failure.
  All children develop an incestuous  Autism or Autism Spectrum Disorder
desire for opposite-sex parent (ASD)
 Refers to a broad range of conditions
 Oedipal Complex- boys have characterized by challenges with social
sexual longing for mothers and skills, repetitive behaviors, speech and
jealousy of fathers. nonverbal communication.
 Electra Complex- girls have sexual  Mental Retardation
longing for fathers and jealousy of  Pattern of persistently slow learning of
mothers. basic motor and language skills
(milestone) during childhood, and a
4. Latency Period (6-12 years) significantly below normal global
 Nothing much going on here Child’s-sex intellectual capacity as an adult.
instinct is quiet, and libido is channeled into  One common criterion for diagnosis of
acceptable activity like schoolwork and play. mental retardation is a tested
 Continues until puberty. intelligence quotient (IQ) of 70 or below
5. Genital Stage (12 and beyond) and deficits in adaptive functioning.
 Puberty brings maturation of reproductive  Asperger’s syndrome
organs  Distinguished from other ASDs in
 Libido is once again settled in the genitals having no general delay in language or
 Aim of sex instinct is reproduction. cognitive development.
 Typical to strong verbal language skills
F. BIOECOLOGICAL MODEL OF and intellectual ability distinguish
DEVELOPMENT (Urie Bronfenbrenner) Asperger syndrome from other forms of
autism.
1. Microsystem- the first layer and most  Attention Deficit Hyperactivity Disorder
immediate layer of the rested system. It (ADHD)
encompasses an individual’s human  Neurological in nature
relationships, interpersonal interactions and  Characterized by a persistent
immediate surroundings. pattern of inattention and/or
Example: Relationship between an individual and hyperactivity, as well as
his or her parents, siblings, or school environment. forgetfulness, impulsivity, and
2. Mesosystem- The second layer from the distractibility.
individual, surrounding the microsystem and  Cerebral Palsy (CP)
encompassing the different interactions  Is a problem that affects muscle
between the characters of the microsystem. tone, movement, and motor skills. It
Example: The relationship between the individual’s hinders that body’s ability to move in
family and their school teachers or administrators. a coordinated and purposeful way.
3. Exosystem- The third layer, and contains  It also can affect other body
elements of the microsystem which do not functions that involve motor skills
affect the individuals directly, but may do so and muscles, like breathing, bladder
indirectly. and bowel control, eating and
Example: If a parent were to lose their job or have talking.
their hours cut back, this would affect their child in F. STAGES OF PLAY (Mildred Parten)
an indirect way such as financial strain or increased 1. Unoccupied Play
parental stress.  Birth to 18 months. Brain is
4. Macrosystem- The fourth and outermost developing and learning to process
layer of the bioecological model, it new information. Random
encompasses cultural and societal beliefs movements, exploring vision and
and programming that influence an touch. Little engagements with
individual’s development. others.
Example: Gender norms or religious influence. 2. Solitary Play
 Up to 3 years. Play is solo, children
EXCEPTIONAL DEVELOPMENT understand in world around them.
 Dysnomia- difficulty retrieving the correct Focused on their own toys; learning
words, names or numbers from memory. cognitive and motor skills.
 Giftedness- Children are gifted when there 3. Onlooker Play
is significantly above the norm for their age.  No set age, usually occurs in
- May manifest in one or more toddlers. Will not directly engage
domains such as; intellectual, others, but will observe and possibly
creative, artistic, leadership, or in a ask questions developing
specific field such as language arts, communication skills. Often seen
mathematics. when being introduced to new
people ideas.