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Female hypergamy isn't a new concept, but it remains a mystery to a lot of men. Find out what it is and how it can affect your dating life.
What Is Deep Infiltrating Endometriosis? One type of Endometriosis is called deep infiltrating endometriosis (DIE). Learn everything about it
Factoring Polynomials Gcf Worksheet. Addition and subtraction of polynomials worksheet 1 solutions ... The product of any two polynomials is the same as the product of their GCF and LCM. Adding and Subtracting Polynomials Worksheets This polyno
This informative post explores the connection between age-related hearing loss, tinnitus, and cognitive decline, providing research on the risks as well as different ways to maintain hearing health and mental sharpness as you age.
How to lose weight in menopause is no doubt Googled multiple times a minute. This article lists 5 things you should stop doing which might help.
Gain knowledge about the crucial role of an otolaryngologist in OKC for treating ENT, head and neck disorders. Learn why it's essential to consult an expert.
Gut feeling refers to a sixth sense or hunch which allows us to gain & understand knowledge instinctively & immediately without relying on conscious reasoning.
Despite being used to talking on phones, tablets or computers, most children will appreciate the simplicity and effectiveness of a tin can walkie-talkie. While enjoying the novelty of communicating using cans and string, kids can gain first-hand knowledge about how vibrations allow sound waves to travel through ...
Bohr Atomic Models Worksheet. Designing a Phet Build An Atom Worksheet Answers is not actually a simple task. Displaying all worksheets related to - Bohr Atomic Structure Key. •atoms of different components are distinctively completely differen
This science graphic organizer will aid students in defining the characteristics of acids and bases and how they fit into the pH scale. Students will complete a sample pH scale with examples of each pH from 0 to 14. With what standard does this resource align? This resource will aid students in moving towards mastery of the Next Generation Science Standard NGSS MS-PS1-2. What are doodle notes? Doodle notes are a visual aid that will increase student concept retention, focus, creativity, and engagement. Students will gain experience in synthesizing information and creating their own tangible connections in their notes. What do I have to do? These doodle notes are no prep! Print which version of the doodle notes is most appropriate for your students (easy differentiation!) and use my provided notes or your own. I have included a PowerPoint slide show that includes the answers to the fill-in-the-blank notes. I have also included a student quiz to easily assess student mastery of the doodle notes content. How do I use doodle notes? • Teacher led note taking • Student led note taking • Independent research or homework What is included? ⭐ 1 Fill-in-the-blank doodle notes ⭐ 8 PowerPoint slides for the fill-in-the-blank notes ⭐ 1 Blank doodle notes for using your own notes ⭐ 1 Completed examples of the doodle note ⭐ 1 Student quiz with teacher key. Connect with me My Blog: www.themorehousemagic.com Instagram: @themorehousemagic Facebook: The Morehouse Magic "Doodle Notes" is a trademarked term. Used with permission. Please visit www.doodlenotes.org for more information.
Born in Orsha, a part of the Russian Empire (now known as Belarus) on 17th November 1896, Vygotsky was a pioneer of psychology; he contributed much important research to the field. He graduated from the Moscow State University in 1917, and went on to work in many research facilities and and educational establishments in Moscow, Leningrad and Kharkov. His extensive research into cognitive development has lead his theory to be one of the most important of it’s kind. He believed that children’s thinking is affected by their social knowledge, which are communicated by either psychological (language, number, art) or technical (books, calculator) means. He was – and sometimes still is – often criticised for being an idealist and his overemphasis of the role of language in thinking (more on the criticisms later). He was also a very popular author, with 6 volumes of his work being classed as major. Vygotsky rarely conducted research; he was more focused on constructing the best possible theory on the transfer of knowledge. Unfortunately, Vygotsky died at the very young age of 37 in 1934 from Tuberculosis, but once his main work was translated to English in 1962, it had a major impact on other psychological research in similar fields. Vygotsky’s theory of cognitive development As stated above, Vygotsky believed children’s thinking is affected by their knowledge of the social community (which is learnt from either technical or psychological cultural tools). He also suggested that language is the most important tool for gaining this social knowledge; the child can be taught this from other people via language. He defined intelligence as “the capacity to learn from instruction”, which emphasises the fact there is a requirement for a more knowledgable other person or ‘teacher’. He referred to them as just that: the More Knowledgable Other (MKO). MKO’s can be parents, adults, teachers, coaches, experts/professionals – but also things you might not first expect, such as children, friends and computers. He described something known as the zone of proximal development (ZPD), which is a key feature of his theory. There are two levels of attainment for the ZPD: · Level 1 – the ‘present level of development’. This describes what the child is capable of doing without any help from others. · Level 2 – the ‘potential level of development’. This means what the child could potentially be capable of with help from other people or ‘teachers’. The gap between level 1 and 2 (the present and potential development) is what Vygotsky described as this zone of proximal development. He believed that through help from other, more knowledgable people, the child can potentially gain knowledge already held by them. However, the knowledge must be appropriate for the child’s level of comprehension. Anything that is too complicated for the child to learn that isn’t in their ZPD cannot be learnt at all until there is a shift in the ZPD. When a child does attain their potential, this shift occurs and the child can continue learning more complex, higher level material. Another important feature of this theory is scaffolding. When an adult provides support for a child, they will adjust the amount of help they give depending on their progress. For example, a child learning to walk might at first have both their hands held and pulled upwards. As they learn to support their own weight, the mother might hold both their hands loosely. Then she might just hold one hand, then eventually nothing. This progression of different levels of help is scaffolding. It draws parallels from real scaffolding for buildings; it is used as a support for construction of new material (the skill/information to be learnt) and then removed once the building is complete (the skill/information has been learnt). Woods and Middleton (1975) studied the influence of instruction with their experiment. They provided 3-4 year olds with a puzzle which was beyond their comprehension on their own. The mother then provided different levels of assistance for the child: · L1 – General verbal instruction (“Very good! Now try that again.”) · L2 – Specific verbal instruction (“Get four big blocks”) · L3 – Mother indicates material (“You need this block here”) · L4 – Mother provides material and prepares it for assembly · L5 – Mother demonstrates the operation After the session, the child was assessed on whether they could construct the pyramid on their own. Results showed that when children were given varied support from mothers (low levels of support when the child was doing well, and high levels when the child struggled) they were able to construct the pyramid on their own. However, when the mother consistently provided the same support, they seemed to make the child conclude the activity was beyond their comprehension and the child soon lost interest in constructing the pyramid. This shows the importance of providing the correct level of scaffolding when teaching a learner. As a final point, Vygotsky looked at the role of egocentric/private speech. This is, for example, when a child will sit on their own and speak their thoughts out loud as they play. He suggested a child is regulating and planning their behaviour at this point: “Where is the block? I can’t find it. Oh well, I’ll use this block.” He called these ‘monologues’. By 7 years, these monologues become internalized and the child becomes a “verbal thinker”, which is what most adults can do with no problem. When we are faced with a problem, and we’re alone, we quite often think through the problem – but in our heads. Children before 7 will do this out loud. This verbal thinking forms the basis for higher level, more abstract thinking (planning, reasoning, memorizing, evaluating). Quick summary · Emphasised the role of a teacher in cognitive development, and the need to have support from a More Knowledgable Other, or MKO. · The zone of proximal development, or ZPD, differentiates between a learner’s current development and their potential development when being taught from a MKO. · Scaffolding provides an effective way to reach potential levels of development, but only when different levels of assistance are given when required. · Social and cultural tools are an important means of gaining intelligence. · There is a close link between the acquisition of language and the development of thinking. · Internalising monologues, and therefore becoming a verbal thinker, is a stepping stone to higher levels of thinking. Vygotsky provided a very influential theory which provided a meaningful social context in the development of learning. The emphasis of cultural knowledge was something unseen in Piaget’s theory. In the next post, I will be evaluating both of the cognitive theories (that of Jean Piaget and Lev Vygotsky) and then comparing and evaluating them against each other.
You have no idea what you're capable of until you try. Don't let your fears hold you back from achieving your goals. When you face challenges, don't give up. Keep going. It takes courage to be vulnerable. There is always someone who has done more than you.Get rid of self-doubtSelf-doubt is an obstacle that many people face in life. It can prevent us from reaching our goals and even cause us to give up on things we really want to accomplish. But there are ways to overcome this obstacle and learn how to do so here.1. So don't wait any longer - start doing it today!If you find yourself constantly doubting yourself, you need to take steps to help you overcome this problem. Here are five simple tips to help you get rid of self-doubt once and for all.1. Ask Yourself Why2. Take Action3. Be Honest With Yourself4. Don't Give Up5. Keep Trying2. Start with small goals.It's easy to feel overwhelmed when you start thinking about how much work there is to do. Instead, focus on one thing at a time. This will make it easier to stay motivated and keep going.3. Set yourself up for success by making it easier to achieve them.If you feel overwhelmed, take some time to think about why you might feel this way. Is it because you haven't been able to accomplish something lately? Or maybe you've had a bad day at work and are worried about how you'll handle things tomorrow. Whatever the reason, it's important to understand where these feelings come from so you can address them.4. Don't compare yourself to others.It's easy to feel discouraged when you see other people doing better than you. After all, we all want to do our very best. However, comparing ourselves to others can actually make us feel worse about ourselves. Instead, focus on your own strengths and accomplishments. This will help you build confidence and self-esteem.5. Be open to feedback from others.If you feel down or have trouble with self-confidence, ask for feedback from friends and family members. They might not realize how much you've accomplished, so they'll be able to give you honest advice about where you need to improve.
To make a more conscious effort to break the cycle of codependency in relationships, we must first understand the typical cycle of these often problematic ways to connect. This worksheet identifies the typical steps in the cycle of codependency, allowing individuals to identify what feels familiar, gain insight to their own codependent cycles, and proactively try to make changes when that's the desired outcome.
Brachmann-de Lange Syndrome is a rare genetic condition that affects how a person grows and develops. It can cause various physical and intellectual differences. View on Pinterest
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We will tell you all the benefits there are to volunteering as a student that you need to know. From meeting new people to broadening your perspective and many more!
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This is part two of a very occasional series of posts about my take on different psychological theories. Earlier this year I took a look at Urie Bronfenbrenner's ecological approach to life. Who knew this would be my most popular post? As of this evening, over 4,430 people have viewed that blog entry. I'm thankful that the post is so popular: my human met him once and found him to be a very kind man. Children love and want to be loved and they very much prefer the joy of accomplishment to the triumph of hateful failure. Do not mistake a child for his symptom. -- Erik Erikson Today we draw our attention to Erik Homberger Erikson. Please note, this is someone radically different from the conservative commentator Erick Erickson. The two would have very little in common in their world views. Erik was born on June 15, 1902 in Frankfort am Main, Germany. After graduating from high school, he moved to Florence Italy to study art. By 1927 he was teaching a a psychoanalytically informed school for children in Vienna that was started by Dorothy Burlingham and Anna Freud. Deeply influenced by this work, Erikson earned a certificate from the Maria Montessori School and later did psychoanalytic training at the Vienna Psychoanalytic Institute. After graduating from the psychoanalytic institute in 1933, Erikson and his wife fled the Nazis who had come to power in Germany. His long career included positions at Massachusetts General Hospital Judge Baker Guidance Center, Harvard Medical School, and University of California Berkeley. While in California Erikson studied children on a Sioux reservation for a year as well as children in the and Yurok tribe. Erikson left Berkeley when professors were asked to sign a loyalty oath. He returned to Massachusetts first working at the Austen Riggs Center for a decade and finally returning to Harvard. He remained a professor of human development at Harvard University until he retired in 1970. Erik Erikson's highest academic degree was a high school diploma. In 1973 the National Endowment for the Humanities selected Erikson for the Jefferson Lecture, which is the US government's highest honor for achievement in the humanities. His lecture was entitled "Dimensions of a New Identity." Enough background information. Onto the good stuff. This chart is the most commonly learned distillation of Erikson's work. Sorry his name is spelled wrong in the chart. It seems there is a lot of confusion about the proper spelling of his name. The spelling I'm using, Erik Erikson, is the correct way. So when you think about it, puppy development and human development isn't all that different. I'm not so sure dogs really ever get past adolescence. That's okay though, I think you all like us just the way we are. Here is Erikson's theory, as it applies to humans, in a nutshell: The infant's first social achievement, then, is his willingness to let the mother out of sight without undue anxiety or rage, because she has become an inner certainty as well as an outer predictability. -- Erik Erikson Early in life both babies and puppies face a crisis: trust versus mistrust. If the world is safe enough, and we are cared for well enough, we develop a sense of stability and security. If we work through this well we approach the world with a confident curiosity. If problems happen (abuse, neglect, deprivation) we learn the world is unsafe, we lose our curiosity, and become closed off and hidden. We learn to hope. Always moving forward, our next crisis is autonomy versus doubt. Ever spend time with a two year old that constantly says no? Play a game with a very young child who insists on controlling every dimension of the game? Early on, youngsters learn a delicate balance between autonomy and interdependence. How many parents, in a demand for discipline, demand complete obedience from their children at all times? Too much of a demand for a child to bend to the will of an adult can create deep feelings of shame, incompetence, and out of control behaviors. Striking a successful balance creates creatures who remain curious, have built in self control, and have a certain degree of autonomy. We learn will. Children must eventually train their own children, and any impoverishment of their impulse life, for the sake of avoiding friction, must be considered a possible liability affecting more than one lifetime. -- Erik Erikson Next up comes initiative versus guilt.Young ones busy themselves learning about the world around them. Square pegs fit in square holes. Round pegs fit in round holes. Sugar spilled on the floor makes mom crabby. We learn to count, speak, and ask for things with ease. We start to engage in activities. We want to play with that game. We want to walk in this direction. We start to take risks and learn how to keep ourselves safe (look both ways before we cross the street!). Good enough parents encourage and support children's efforts toward their own goal directed activities in realistic ways. When things go wrong and parents actively discourage children's independent activities (or belittle their activities), children can develop guilt about their needs, desires, and activities. We learn purpose. The next crisis we all face is industry versus inferiority. During these years, our primary years of school, we find our self confidence. Now having developed goal directed activity, our activity becomes productive. We create the things we need. Words come together to form sentences. Sentences come together to form paragraphs. Paragraphs come together to form stories. Good enough parents share a sense of excitement in what their children create. When things go wrong, and children are ridiculed or unable to meet adult expectations, children internalize a sense of inferiority We learn competence. Every adult, whether he is a follower or a leader, a member of a mass or of an elite, was once a child. He was once small. A sense of smallness forms a substratum in his mind, ineradicably. His triumphs will be measured against this smallness, his defeats will substantiate it. The questions as to who is bigger and who can do or not do this or that, and to whom—these questions fill the adult's inner life far beyond the necessities and the desirabilities which he understands and for which he plans. -- Erik Erikson As childhood rolls into adolescence, we face the crisis of identity versus role confusion. Having built confidence in our abilities, we start to look for our place in our world. We ask the question "Who am I and where am I going?" In this time of development we find ourselves at a crossroad of development where we consolidate the rapid development of childhood and walk across the bridge to adulthood. Given enough time and space to explore the different roles society has to offer us, a young person can freely experiment and explore many different kinds of identities. A good enough parent will let their adolescents stretch and reach into all sorts of different identities while also offering some loose protective boundaries. Restrictive and domineering parents can clip the experiences of an adolescent and prevent them from finding a sense of identity that can haunt them long into their adulthood. We learn our identity. As our adolescence grows into young adulthood, we grapple with issues of intimacy versus isolation. Having found our identities we no longer need to destroy things that threaten our sense of self. We ask of ourselves if we are loved and wanted, and whether we will share our life with someone or live alone. Done well we find ourselves forming long-term commitments to others through intimate and reciprocal relationships. Done poorly, we find ourselves isolated. We learn love. As young adulthood moves into middle adulthood, we face the crisis of generativity versus stagnation. We ask of ourselves, "Will produce something of real value?" We find our way to contribute to society developing a sense of generativity, productivity, and accomplishment. Through our work we provide something toward the betterment of society and future generations. Done poorly we feel stagnated, dissatisfied, and disconnected from a sense of purpose. We learn care. As adults grow into elders, we face the crisis of ego integrity versus despair. Our work gradually slows and our attention turns inward toward contemplating our accomplishments. Done well, we see ourselves has having created a successful life. Done poorly we review our lives and feel we haven't reached our goals and we despair. We learn wisdom. Healthy children will not fear life if their elders have the integrity enough not to fear death. -- Erik Erikson
Scientific Method Review Worksheet Answers. However, your speculation ought to be falsifiable, i.e., it must be capable of being proved right or mistaken. If an experiment is repeatable and it generates the same results each time, this assures
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Well this post was supposed to just be a quick post to link my factoring puzzles activity but it has turned into a longer blog to share all...
