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WGU Educational Psychology

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Western Governors University Online College | WGU

WGU Educational Psychology

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1. Joplin Plan (ability group)

teach students wholly or partly in their native language so as not to impede their academic progress, but only until they can function adequately in English. Focus is on rapid shift to EnglishPsychosocial development: initiative vs. guilt. Children need opportunities for free play and experimentation, as well as experiences that give them a sense of accomplishment. - - Cognitive development: preoperational thought. Children gradually acquire the ability to conserve and decenter but are not capable of operational thinking and are unable to mentally reverse operations. - - Moral development: morality of constraint, preconventional. Rules are viewed as unchangeable edicts handed down by those in authority. Punishment-obedience orientation focuses on physical consequences rather than on intentions. - - General factors to keep in mind: Children are having their first experiences with school routine and interactions with more than a few peers and are preparing for initial academic experiences in group settings. They need to learn to follow directions and get along with others. - combines students across grade levels. - - basis for successful reading program Success for All - - supported by researcha more knowledgeable individual interprets a child's behavior and helps transform it into an internal and symbolic representation that means the same thing to the child as to others

2. mediation (Vygotsky)

Psychosocial development: initiative vs. guilt. Children need opportunities for free play and experimentation, as well as experiences that give them a sense of accomplishment. - - Cognitive development: preoperational thought. Children gradually acquire the ability to conserve and decenter but are not capable of operational thinking and are unable to mentally reverse operations. - - Moral development: morality of constraint, preconventional. Rules are viewed as unchangeable edicts handed down by those in authority. Punishment-obedience orientation focuses on physical consequences rather than on intentions. - - General factors to keep in mind: Children are having their first experiences with school routine and interactions with more than a few peers and are preparing for initial academic experiences in group settings. They need to learn to follow directions and get along with others. - combines students across grade levels. - - basis for successful reading program Success for All - - supported by researchteach students wholly or partly in their native language so as not to impede their academic progress, but only until they can function adequately in English. Focus is on rapid shift to Englisha more knowledgeable individual interprets a child's behavior and helps transform it into an internal and symbolic representation that means the same thing to the child as to others

3. Applying Theories of Development to the Preschool and Kindergarten Years

a more knowledgeable individual interprets a child's behavior and helps transform it into an internal and symbolic representation that means the same thing to the child as to othersteach students wholly or partly in their native language so as not to impede their academic progress, but only until they can function adequately in English. Focus is on rapid shift to EnglishPsychosocial development: initiative vs. guilt. Children need opportunities for free play and experimentation, as well as experiences that give them a sense of accomplishment. - - Cognitive development: preoperational thought. Children gradually acquire the ability to conserve and decenter but are not capable of operational thinking and are unable to mentally reverse operations. - - Moral development: morality of constraint, preconventional. Rules are viewed as unchangeable edicts handed down by those in authority. Punishment-obedience orientation focuses on physical consequences rather than on intentions. - - General factors to keep in mind: Children are having their first experiences with school routine and interactions with more than a few peers and are preparing for initial academic experiences in group settings. They need to learn to follow directions and get along with others. - combines students across grade levels. - - basis for successful reading program Success for All - - supported by research

4. transition programs (ELL)

combines students across grade levels. - - basis for successful reading program Success for All - - supported by researcha more knowledgeable individual interprets a child's behavior and helps transform it into an internal and symbolic representation that means the same thing to the child as to othersPsychosocial development: initiative vs. guilt. Children need opportunities for free play and experimentation, as well as experiences that give them a sense of accomplishment. - - Cognitive development: preoperational thought. Children gradually acquire the ability to conserve and decenter but are not capable of operational thinking and are unable to mentally reverse operations. - - Moral development: morality of constraint, preconventional. Rules are viewed as unchangeable edicts handed down by those in authority. Punishment-obedience orientation focuses on physical consequences rather than on intentions. - - General factors to keep in mind: Children are having their first experiences with school routine and interactions with more than a few peers and are preparing for initial academic experiences in group settings. They need to learn to follow directions and get along with others. - teach students wholly or partly in their native language so as not to impede their academic progress, but only until they can function adequately in English. Focus is on rapid shift to English

5. 4 main components of IDEA

a more knowledgeable individual interprets a child's behavior and helps transform it into an internal and symbolic representation that means the same thing to the child as to othersFAPE - - Preplacement evaluation - - IEP - - LREcombines students across grade levels. - - basis for successful reading program Success for All - - supported by researchPsychosocial development: initiative vs. guilt. Children need opportunities for free play and experimentation, as well as experiences that give them a sense of accomplishment. - - Cognitive development: preoperational thought. Children gradually acquire the ability to conserve and decenter but are not capable of operational thinking and are unable to mentally reverse operations. - - Moral development: morality of constraint, preconventional. Rules are viewed as unchangeable edicts handed down by those in authority. Punishment-obedience orientation focuses on physical consequences rather than on intentions. - - General factors to keep in mind: Children are having their first experiences with school routine and interactions with more than a few peers and are preparing for initial academic experiences in group settings. They need to learn to follow directions and get along with others. -

6. Skinner's approach to instruction

be clear about what is to be taught teach first things first present material in small and logical steps let students learn at their own rate.Psychosocial development: initiative vs. guilt. Children need opportunities for free play and experimentation, as well as experiences that give them a sense of accomplishment. - - Cognitive development: preoperational thought. Children gradually acquire the ability to conserve and decenter but are not capable of operational thinking and are unable to mentally reverse operations. - - Moral development: morality of constraint, preconventional. Rules are viewed as unchangeable edicts handed down by those in authority. Punishment-obedience orientation focuses on physical consequences rather than on intentions. - - General factors to keep in mind: Children are having their first experiences with school routine and interactions with more than a few peers and are preparing for initial academic experiences in group settings. They need to learn to follow directions and get along with others. - combines students across grade levels. - - basis for successful reading program Success for All - - supported by researcha more knowledgeable individual interprets a child's behavior and helps transform it into an internal and symbolic representation that means the same thing to the child as to others

7. morality of constraint (Piaget)

Psychosocial development: initiative vs. guilt. Children need opportunities for free play and experimentation, as well as experiences that give them a sense of accomplishment. - - Cognitive development: preoperational thought. Children gradually acquire the ability to conserve and decenter but are not capable of operational thinking and are unable to mentally reverse operations. - - Moral development: morality of constraint, preconventional. Rules are viewed as unchangeable edicts handed down by those in authority. Punishment-obedience orientation focuses on physical consequences rather than on intentions. - - General factors to keep in mind: Children are having their first experiences with school routine and interactions with more than a few peers and are preparing for initial academic experiences in group settings. They need to learn to follow directions and get along with others. - combines students across grade levels. - - basis for successful reading program Success for All - - supported by researcha more knowledgeable individual interprets a child's behavior and helps transform it into an internal and symbolic representation that means the same thing to the child as to othersmoral realism - - up to age 10 - - absolute moral perspective (right or wrong) - - level of guilt determined by damage done - - rules are unbreakable - - rules should be obeyed because they are handed out by older authorities

8. instructional objectives

9. Intelligence theory- Gardner

Multiple Intelligences Theory - - logical-mathematical, linguistic, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistPsychosocial development: initiative vs. guilt. Children need opportunities for free play and experimentation, as well as experiences that give them a sense of accomplishment. - - Cognitive development: preoperational thought. Children gradually acquire the ability to conserve and decenter but are not capable of operational thinking and are unable to mentally reverse operations. - - Moral development: morality of constraint, preconventional. Rules are viewed as unchangeable edicts handed down by those in authority. Punishment-obedience orientation focuses on physical consequences rather than on intentions. - - General factors to keep in mind: Children are having their first experiences with school routine and interactions with more than a few peers and are preparing for initial academic experiences in group settings. They need to learn to follow directions and get along with others. - combines students across grade levels. - - basis for successful reading program Success for All - - supported by researcha more knowledgeable individual interprets a child's behavior and helps transform it into an internal and symbolic representation that means the same thing to the child as to others

10. maintenance rehearsal (IPT)

rote rehearsal or repetitionPsychosocial development: initiative vs. guilt. Children need opportunities for free play and experimentation, as well as experiences that give them a sense of accomplishment. - - Cognitive development: preoperational thought. Children gradually acquire the ability to conserve and decenter but are not capable of operational thinking and are unable to mentally reverse operations. - - Moral development: morality of constraint, preconventional. Rules are viewed as unchangeable edicts handed down by those in authority. Punishment-obedience orientation focuses on physical consequences rather than on intentions. - - General factors to keep in mind: Children are having their first experiences with school routine and interactions with more than a few peers and are preparing for initial academic experiences in group settings. They need to learn to follow directions and get along with others. - a more knowledgeable individual interprets a child's behavior and helps transform it into an internal and symbolic representation that means the same thing to the child as to otherscombines students across grade levels. - - basis for successful reading program Success for All - - supported by research

11. intrinsic motivation

combines students across grade levels. - - basis for successful reading program Success for All - - supported by researchPsychosocial development: initiative vs. guilt. Children need opportunities for free play and experimentation, as well as experiences that give them a sense of accomplishment. - - Cognitive development: preoperational thought. Children gradually acquire the ability to conserve and decenter but are not capable of operational thinking and are unable to mentally reverse operations. - - Moral development: morality of constraint, preconventional. Rules are viewed as unchangeable edicts handed down by those in authority. Punishment-obedience orientation focuses on physical consequences rather than on intentions. - - General factors to keep in mind: Children are having their first experiences with school routine and interactions with more than a few peers and are preparing for initial academic experiences in group settings. They need to learn to follow directions and get along with others. - occurs when the learner does something to experience inherently satisfying resultsa more knowledgeable individual interprets a child's behavior and helps transform it into an internal and symbolic representation that means the same thing to the child as to others

12. vicarious reinforcement

combines students across grade levels. - - basis for successful reading program Success for All - - supported by researchexpect to receive the same reinforcer that we see someone else get for exhibiting a particular behavior.a more knowledgeable individual interprets a child's behavior and helps transform it into an internal and symbolic representation that means the same thing to the child as to othersPsychosocial development: initiative vs. guilt. Children need opportunities for free play and experimentation, as well as experiences that give them a sense of accomplishment. - - Cognitive development: preoperational thought. Children gradually acquire the ability to conserve and decenter but are not capable of operational thinking and are unable to mentally reverse operations. - - Moral development: morality of constraint, preconventional. Rules are viewed as unchangeable edicts handed down by those in authority. Punishment-obedience orientation focuses on physical consequences rather than on intentions. - - General factors to keep in mind: Children are having their first experiences with school routine and interactions with more than a few peers and are preparing for initial academic experiences in group settings. They need to learn to follow directions and get along with others. -

13. discrimination (BLT)

combines students across grade levels. - - basis for successful reading program Success for All - - supported by researchPsychosocial development: initiative vs. guilt. Children need opportunities for free play and experimentation, as well as experiences that give them a sense of accomplishment. - - Cognitive development: preoperational thought. Children gradually acquire the ability to conserve and decenter but are not capable of operational thinking and are unable to mentally reverse operations. - - Moral development: morality of constraint, preconventional. Rules are viewed as unchangeable edicts handed down by those in authority. Punishment-obedience orientation focuses on physical consequences rather than on intentions. - - General factors to keep in mind: Children are having their first experiences with school routine and interactions with more than a few peers and are preparing for initial academic experiences in group settings. They need to learn to follow directions and get along with others. - a more knowledgeable individual interprets a child's behavior and helps transform it into an internal and symbolic representation that means the same thing to the child as to othersresponding in different ways to similar stimuli

14. intelligence (Wechsler)

a more knowledgeable individual interprets a child's behavior and helps transform it into an internal and symbolic representation that means the same thing to the child as to otherscombines students across grade levels. - - basis for successful reading program Success for All - - supported by researchthe global capacity of the individual to act purposefully, think rationally, and deal effectively with the environmentPsychosocial development: initiative vs. guilt. Children need opportunities for free play and experimentation, as well as experiences that give them a sense of accomplishment. - - Cognitive development: preoperational thought. Children gradually acquire the ability to conserve and decenter but are not capable of operational thinking and are unable to mentally reverse operations. - - Moral development: morality of constraint, preconventional. Rules are viewed as unchangeable edicts handed down by those in authority. Punishment-obedience orientation focuses on physical consequences rather than on intentions. - - General factors to keep in mind: Children are having their first experiences with school routine and interactions with more than a few peers and are preparing for initial academic experiences in group settings. They need to learn to follow directions and get along with others. -

15. punishment (BLT)

16. Vygotsky

17. self-image

self-concept, self-esteem, and self-description combine to make up a person's self-imagePsychosocial development: initiative vs. guilt. Children need opportunities for free play and experimentation, as well as experiences that give them a sense of accomplishment. - - Cognitive development: preoperational thought. Children gradually acquire the ability to conserve and decenter but are not capable of operational thinking and are unable to mentally reverse operations. - - Moral development: morality of constraint, preconventional. Rules are viewed as unchangeable edicts handed down by those in authority. Punishment-obedience orientation focuses on physical consequences rather than on intentions. - - General factors to keep in mind: Children are having their first experiences with school routine and interactions with more than a few peers and are preparing for initial academic experiences in group settings. They need to learn to follow directions and get along with others. - combines students across grade levels. - - basis for successful reading program Success for All - - supported by researcha more knowledgeable individual interprets a child's behavior and helps transform it into an internal and symbolic representation that means the same thing to the child as to others

18. Piaget

19. Characteristics of being a flexible teacher (Wasserman)

combines students across grade levels. - - basis for successful reading program Success for All - - supported by researchPsychosocial development: initiative vs. guilt. Children need opportunities for free play and experimentation, as well as experiences that give them a sense of accomplishment. - - Cognitive development: preoperational thought. Children gradually acquire the ability to conserve and decenter but are not capable of operational thinking and are unable to mentally reverse operations. - - Moral development: morality of constraint, preconventional. Rules are viewed as unchangeable edicts handed down by those in authority. Punishment-obedience orientation focuses on physical consequences rather than on intentions. - - General factors to keep in mind: Children are having their first experiences with school routine and interactions with more than a few peers and are preparing for initial academic experiences in group settings. They need to learn to follow directions and get along with others. - a more knowledgeable individual interprets a child's behavior and helps transform it into an internal and symbolic representation that means the same thing to the child as to others1. ability to improvise and modify 2. know when to take advantage of an unexpected event 3. communication emotions and interests in a variety of ways (classroom management) 4. willingness and resourcefulness to work around impediments not of your own doing (interruptions, poor-quality textbooks, inadequate facilities, etc.)

20. Applying Piaget's Theory- General Guidelines

Psychosocial development: initiative vs. guilt. Children need opportunities for free play and experimentation, as well as experiences that give them a sense of accomplishment. - - Cognitive development: preoperational thought. Children gradually acquire the ability to conserve and decenter but are not capable of operational thinking and are unable to mentally reverse operations. - - Moral development: morality of constraint, preconventional. Rules are viewed as unchangeable edicts handed down by those in authority. Punishment-obedience orientation focuses on physical consequences rather than on intentions. - - General factors to keep in mind: Children are having their first experiences with school routine and interactions with more than a few peers and are preparing for initial academic experiences in group settings. They need to learn to follow directions and get along with others. - Focus on what children at each stage can do, and avoid what they cannot meaningfully understand. - - gear instructional materials and activities to each student's developmental level. - - instructional lessons and materials that introduce new concepts should provoke interest and curiosity and be moderately challenging to maximize assimilation and accommodation. - - Mental and physical manipulation is more effective then direct instruction - - point out to them how new ideas relate to their old ideas and extend their understanding. Memorization of information for its own sake should be avoided - - Begin lessons with concrete objects or ideas, and gradually shift explanations to a more abstract and general level.a more knowledgeable individual interprets a child's behavior and helps transform it into an internal and symbolic representation that means the same thing to the child as to otherscombines students across grade levels. - - basis for successful reading program Success for All - - supported by research

21. spontaneous recovery (BLT)

a more knowledgeable individual interprets a child's behavior and helps transform it into an internal and symbolic representation that means the same thing to the child as to otherscombines students across grade levels. - - basis for successful reading program Success for All - - supported by researchPsychosocial development: initiative vs. guilt. Children need opportunities for free play and experimentation, as well as experiences that give them a sense of accomplishment. - - Cognitive development: preoperational thought. Children gradually acquire the ability to conserve and decenter but are not capable of operational thinking and are unable to mentally reverse operations. - - Moral development: morality of constraint, preconventional. Rules are viewed as unchangeable edicts handed down by those in authority. Punishment-obedience orientation focuses on physical consequences rather than on intentions. - - General factors to keep in mind: Children are having their first experiences with school routine and interactions with more than a few peers and are preparing for initial academic experiences in group settings. They need to learn to follow directions and get along with others. - extinguished behaviors may reappear spontaneously

22. group goals/positive interdependence

Psychosocial development: initiative vs. guilt. Children need opportunities for free play and experimentation, as well as experiences that give them a sense of accomplishment. - - Cognitive development: preoperational thought. Children gradually acquire the ability to conserve and decenter but are not capable of operational thinking and are unable to mentally reverse operations. - - Moral development: morality of constraint, preconventional. Rules are viewed as unchangeable edicts handed down by those in authority. Punishment-obedience orientation focuses on physical consequences rather than on intentions. - - General factors to keep in mind: Children are having their first experiences with school routine and interactions with more than a few peers and are preparing for initial academic experiences in group settings. They need to learn to follow directions and get along with others. - group heterogeneity - promotive interaction - individual accountability - interpersonal skills - equal opportunity to success - team competitiona more knowledgeable individual interprets a child's behavior and helps transform it into an internal and symbolic representation that means the same thing to the child as to otherscombines students across grade levels. - - basis for successful reading program Success for All - - supported by research

23. theoretical learning (extension of Vygotsky)

a more knowledgeable individual interprets a child's behavior and helps transform it into an internal and symbolic representation that means the same thing to the child as to otherscombines students across grade levels. - - basis for successful reading program Success for All - - supported by researchPsychosocial development: initiative vs. guilt. Children need opportunities for free play and experimentation, as well as experiences that give them a sense of accomplishment. - - Cognitive development: preoperational thought. Children gradually acquire the ability to conserve and decenter but are not capable of operational thinking and are unable to mentally reverse operations. - - Moral development: morality of constraint, preconventional. Rules are viewed as unchangeable edicts handed down by those in authority. Punishment-obedience orientation focuses on physical consequences rather than on intentions. - - General factors to keep in mind: Children are having their first experiences with school routine and interactions with more than a few peers and are preparing for initial academic experiences in group settings. They need to learn to follow directions and get along with others. - compare to empirical learning - psychological tools to learn scientific concepts. As these general tools are used repeatedly with various problems, they are gradually internalized and generalized to a wide variety of settings and problem types. Good-quality instruction, in this view, is aimed at helping children move from the very practical empirical learning to the more general theoretical learning and from using psychological tools overtly, with the aid of an adult, to using these tools mentally, without outside assistance

24. Premack principle (BLT)

25. 3 domains:

combines students across grade levels. - - basis for successful reading program Success for All - - supported by researchPsychosocial development: initiative vs. guilt. Children need opportunities for free play and experimentation, as well as experiences that give them a sense of accomplishment. - - Cognitive development: preoperational thought. Children gradually acquire the ability to conserve and decenter but are not capable of operational thinking and are unable to mentally reverse operations. - - Moral development: morality of constraint, preconventional. Rules are viewed as unchangeable edicts handed down by those in authority. Punishment-obedience orientation focuses on physical consequences rather than on intentions. - - General factors to keep in mind: Children are having their first experiences with school routine and interactions with more than a few peers and are preparing for initial academic experiences in group settings. They need to learn to follow directions and get along with others. - cognitive domain: knowledge and intellectual skills - affective domain: attitudes and values - psychomotor domain: physical abilities and skillsa more knowledgeable individual interprets a child's behavior and helps transform it into an internal and symbolic representation that means the same thing to the child as to others

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25 Questions

❤ If you liked Fatskills, consider supporting us by checking out The Life Manuals You Never Got.

About | Explore | User Guide | Topics | Subjects | Doubt Solver | Career Aptitude Test | Answers | Free Tools | What Should We Know? Privacy | Terms |

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All trademarks, logos and brand names are the property of their respective owners. All company, product and service names used in this website are for identification purposes only. Use of these names, trademarks and brands does not imply endorsement.

About | Explore | User Guide | Topics | Subjects | Doubt Solver | Career Aptitude Test | Answers | Free Tools | What Should We Know?
Privacy | Terms |

Without work one finishes nothing. - Ralph Waldo Emerson
© 2026 Fatskills.com