Student Development and Learning
What to know
Expect questions on major learning theories and developmental principles. Know Piaget's stages (sensorimotor, preoperational, concrete operational, formal operational) and the ideas of assimilation, accommodation, and schema. Know Vygotsky's zone of proximal development and scaffolding, and that social interaction drives learning. Understand Bandura's social learning (modeling, self-efficacy) and Erikson's psychosocial stages at the level of school-age themes (industry vs. inferiority; identity vs. role confusion). Be familiar with Maslow's hierarchy as a reminder that unmet needs interfere with learning, and with motivation concepts: intrinsic vs. extrinsic, growth vs. fixed mindset, and self-regulation. Recognize learning styles claims are not well supported; differentiate instead by readiness, interest, and profile.
Traps
Items often present a behavior and ask which stage or theorist explains it-match the defining feature, not the name you saw most recently. A child who can reason about concrete objects but not hypotheticals is in the concrete operational stage. Don't accept "learning styles" as a rationale for grouping students. Distinguish ZPD (what a learner can do with support) from frustration level (too hard even with help).
Worked example / rule of thumb
A student solves a problem with a hint but not alone. That is ZPD, and the hint is scaffolding-temporary support to be faded. Rule of thumb: support just enough to succeed, then remove it; the goal is independence, not dependence.