23. The Sensorimotor Stage
Ages: Birth to 2 Years
Major Characteristics and Developmental Changes:
•The infant knows the world through their movements and
sensations.
•Children learn about the world through basic actions such as
sucking, grasping, looking, and listening.
•Infants learn that things continue to exist even though they cannot
be seen (object permanence).
•They are separate beings from the people and objects around them.
•They realize that their actions can cause things to happen in the
world around them.
24. The Preoperational Stage
Ages: 2 to 7 Years
Major Characteristics and Developmental Changes:
•Children begin to think symbolically and learn to use words
and pictures to represent objects.
•Children at this stage tend to be egocentric and struggle to
see things from the perspective of others.
•While they are getting better with language and thinking,
they still tend to think about things in very concrete terms.
25. The Concrete Operational Stage
Ages: 7 to 11 Years
Major Characteristics and Developmental Changes
•During this stage, children begin to thinking logically about
concrete events.
•They begin to understand the concept of conservation; that the
amount of liquid in a short, wide cup is equal to that in a tall, skinny
glass, for example.
•Their thinking becomes more logical and organized, but still very
concrete.
•Children begin using inductive logic, or reasoning from specific
information to a general principle.
26. The Formal Operational Stage
Ages: 12 and Up
Major Characteristics and Developmental Changes:
•At this stage, the adolescent or young adult begins to think
abstractly and reason about hypothetical problems.
•Abstract thought emerges.
•Teens begin to think more about moral, philosophical,
ethical, social, and political issues that require theoretical and
abstract reasoning.
•Begin to use deductive logic, or reasoning from a general
principle to specific information.
41. ASPECTS OR LEVELS OFTHE ENVIRONMENTTHAT
INFLUENCE CHILDREN'S DEVELOPMENT:
1. MICROSYSTEM is the system closest to the
child and contains the structures with which the
child has direct contact. This system encompasses
the relationships and interactions that a child has
with their immediate surroundings. Structures in
the microsystem include family, school,
neighborhood, or childcare environments.
42. ASPECTS OR LEVELS OFTHE ENVIRONMENTTHAT
INFLUENCE CHILDREN'S DEVELOPMENT:
2. MESOSYSTEM is the system that provides
the connection between the structures of the
child’s microsystem. Some examples would
be the connection between the child’s teacher
and his/her parents, between the child’s
church, and the child’s neighborhood.
43. ASPECTS OR LEVELS OFTHE ENVIRONMENTTHAT
INFLUENCE CHILDREN'S DEVELOPMENT:
3. MACROSYSTEM is the system that may be
considered the outermost system in the child’s
environment. While not being a specific framework,
this system is comprised of cultural values, customs,
and laws. The effects of larger principles defined by
the macrosystem have a cascading influence
throughout the interactions of all other systems.
44. ASPECTS OR LEVELS OFTHE ENVIRONMENTTHAT
INFLUENCE CHILDREN'S DEVELOPMENT:
4. CHRONOSYSTEM is the system that reflects the cumulative
experiences a person has over the course of their lifetime. Elements
within this system can be either external, such as the timing of a
parent’s death, or internal, such as the physiological changes that
occur with the aging of a child. As children get older, they may react
differently to environmental changes and may be more able to
determine more how that change will influence them.
45.
46.
47. latent learning, defined as
learning which is not apparent in
the learner's behavior at the time
of learning, but which manifests
later when a suitable motivation
and circumstances appear.
162. •Fluency. The total number of interpretable, meaningful,
and relevant ideas generated in response to the
stimulus.
•Flexibility. The number of different categories of
relevant responses.
•Originality. The statistical rarity of the responses.
•Elaboration. The amount of detail in the responses.
a test of creativity, originally involved simple tests
of divergent thinking and other problem-solving
skills, which were scored on four scales:
239. BUT… SEC. 2. OFTHE "MAGNA
CARTA FOR PUBLIC SCHOOLTEACHERS"
Every Guidance
Counselor is a
TEACHER…
240. SEC. 2.TITLE DEFINITION.THIS ACT SHALL BE KNOWN ASTHE
"MAGNA CARTA FOR PUBLIC SCHOOLTEACHERS"AND SHALL APPLY
TO ALL PUBLIC SCHOOLTEACHERS EXCEPTTHOSE INTHE
PROFESSORIAL STAFF OF STATE COLLEGESAND UNIVERSITIES.
AS USED INTHIS ACT,THETERM "TEACHER" SHALL MEAN ALL
PERSONS ENGAGED IN CLASSROOMTEACHING, IN ANY LEVEL OF
INSTRUCTION, ON FULL-TIME BASIS, INCLUDING GUIDANCE
COUNSELORS, SCHOOL LIBRARIANS, INDUSTRIALARTS OR
VOCATIONAL INSTRUCTORS,AND ALL OTHER PERSONS
PERFORMING SUPERVISORYAND/OR ADMINISTRATIVE FUNCTIONS
IN ALL SCHOOLS,COLLEGESAND UNIVERSITIESOPERATED BYTHE
GOVERNMENTOR ITS POLITICAL SUBDIVISIONS; BUT SHALL NOT
INCLUDE SCHOOL NURSES, SCHOOL PHYSICIANS, SCHOOL
DENTISTS,AND OTHER SCHOOL EMPLOYEES.
THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHER
243. SEC. 27 PROHIBITION AGAINSTTHE PRACTICE OF
GUIDANCE AND COUNSELING. NO PERSON SHALL (1)
ENGAGE INTHE PRACTICE OF GUIDANCE AND
COUNSELING WITHOUT AVALID CERTIFICATE OF
REGISTRATION AND AVALID PROFESSIONAL
IDENTIFICATION CARD OR A SPECIAL PERMIT; (2)
REPRESENTTOTHE PUBLIC ORTOTHIRD PERSONS AS
LICENSED GUIDANCE COUNSELOR DURINGTHETIME
THATTHE LICENSE HAS BEEN REVOKED OR
SUSPENDED, AND, (3) ALLOW ANYBODYTO USE ONE’S
LICENSE AS A GUIDANCE COUNSELORTO ENABLE SUCH
UNQUALIFIED INDIVIDUALTO ENGAGE INTHE
PRACTICE OF GUIDANCE AND COUNSELING.
