PART 4

Rough-And-Tumble Play

Rough-And-Tumble Play

– wrestling, kicking, tumbling, grappling, and chasing, accompanied by laughing and screaming

Body Image

(how one believes one looks) becomes important early in middle childhood, especially for girls, which could lead to eating disorders during adolescence (may be influenced by playing unrealistic dolls such as barbie

Acute Medical Conditions

– occasional, short-term conditions, such as infections and warts

Chronic Medical Conditions

– physical, developmental, behavioral, or emotional conditions that persists 3 months or more such as asthma and diabetes

Asthma

– chronic, allergy-based respiratory disease characterized by sudden attacks of coughing, wheezing, and difficulty breathing

Hypertension

– high blood pressure; children with hypertension are more likely to have learning disabilities and may have problems with executive functioning

Concrete Operations

According to Jean Piaget at about 7 years of age, children enter the stage of

Concrete Operational Stage

Children can now think logically because they can take multiple aspects of situations into account

Seriation

– arranging objects in a series according to one or more dimensions

Class Inclusion

– ability to see the relationship between a whole and its parts, and to understand categories within a whole

Inductive Reasoning

– involves making observations about particular members of a class of people, animals, objects, or events, and then drawing conclusions about the class as a whole

Deductive Reasoning

– starts with a general statement about a class and applies it to particular members of the class

Principle of Identity

still same object even tho it has different appearance

Principle of Reversibility

can picture what would happen if he tried to roll back the clay of snake

Decenter

ability to look at more than one aspect of the two objects at once

Executive Function

– the conscious control of thoughts, emotions, and actions to accomplish goals or solve problems

Selective Attention

– the ability to deliberately direct one’s attention and shut out distractions

Inhibitory control

– the voluntary suppression of unwanted responses

Mnemonic Device

– strategy to aid memory

External Memory Aids

– writing down things to rememberv

Rehearsal

– conscious repetition

Organization

– placing information into categories

Elaboration

– children associate items with something els

Metamemory

– the knowledge of and reflection about memory processes

Wechsler Intelligence Scale for Children (WISC-IV)

most widely used individual test

▪ Another common test is Stanford-Binet Intelligence Scales

Otis-Lennon School Ability Test

– a popular group tests for kindergarten thru Grade 12

Theory of Multiple Intelligence

– conventional intelligence tap only three types of intelligence: linguistic, logical-mathematical, and to some extent spatial

Componential

analytic aspect, determines how efficiently people process information; helps people solve problems, monitor solutions, and evaluate results

Experiential

insightful or creative, determines how people approach novel or familiar tasks; enables people to compare new information with what they already know and to come up with new ways of putting facts together

Contextual

practical, helps people deal with their environment; the ability to size up situation and decide what to do

Kaufman Assessment Battery for Children (K-ABC-II)

– an individual test for ages 3-18, designed to evaluate cognitive abilities in children with diverse needs and from varying cultural and linguistic backgrounds

Self-Efficacy

– an individuals belief that they can execute behaviors necessary to attain specific performance

Intellectual Disability

– significantly subnormal cognitive functioning

Learning Disabilities

– difficulty in learning that involves understanding or using spoken or written language, and the difficulty can appear in listening, thinking, reading, writing, and spelling

Dyslexia

most commonly diagnosed LD; severe impairment in their ability to read and spell

Dysgraphia

– difficulty in handwriting

Dyscalculia

– developmental arithmetic disorder

ADHD

– most common mental disorder in childhood

Autism Spectrum Disorder

– Pervasive Developmental Disorder

Autistic Disorder

– severe developmental ASD that has onset during the first 3 yrs of life

Creativity

– the ability to see things in a new light-to produce something never seen before or to discern problems others fail to recognize and find new and unusual solutions

Convergent Thinking

– seeks single correct answer

Divergent Thinking

– involves coming up with wide array of fresh possibilities

Representational Systems

broad, inclusive self-concepts that integrate various aspects of the self

School Age Age (5-13 yrs)

Industry vs. Inferiority

Competency

Industry vs. Inferiority

Emotional Self-Regulation

voluntary control of emotions, attention, and behavior

Gender Stereotypes

– broad categories that reflect general impressions and beliefs about males and females

Coregulation

– children and parents share power

Internalizing behaviors

– anxiety, fear, depression-anger turned inward

Externalizing behaviors

– aggression, fighting, disobedience, hostility

Prejudice

– unfavorable attitudes towards outsiders

Positive Nomination

– asking children who they like to play with, they like the most, or who they think other kids like the most

Negative Nomination

– opposite of positive nomination

Sociometric Popularity

– measures that is composed of positive nominations, negative nominations or no nominations

Popular Children

– frequently nominated as bestie and rarely disliked by peers

Average children

– receive an average no of both positive and negative nominations

Neglected Children

– infrequently nominated as bestie but not really disliked

Rejected Children

– disliked by peers

Controversial Children

– frequently nominated both bestie and most disliked

Instrumental Aggression

– aimed at achieving an objective

Hostile Aggression

– intended to hurt another person

Hostile Attributional Bias

– quickly conclude, in ambiguous situations that others were acting with ill intent and are likely to strike out in retaliation or self-defense

Bullying

– aggression that is deliberately, persistently directed against a particular target

Oppositional Defiant Disorder

– pattern of defiant, disobedience, and hostility towards adult authority figures lasting at least 6 months

Conduct Disorder

persistent, repetitive pattern, beginning at an early age of aggressive, antisocial acts, such as truancy, setting fires, habitual lying, etc.

School Phobia

– unrealistic fear of going to school

Separation Anxiety Disorder

– excessive anxiety for at least 4 weeks concerning separation from home or from people to whom the child is attached

Social Phobia or Social Anxiety

– extreme fear and/or avoidance of social situations such as speaking in class

Generalized Anxiety Disorder

– children worry about everything, tends to be self-conscious, self-doubting, and excessively concerned with meeting the expectations of others

Obsessive-Compulsive Disorder

– obsessed by repetitive, intrusive thoughts, image, or impulses, or may show compulsive behaviors

Childhood Depression

– disorder of mood that goes beyond normal, temporary sadness

Resilient Children

– are those who weather circumstances that might blight others, who maintain their composure and competence under challenge or threat

Pre-conventional Reasoning

• lowest level

• Children interpret good and bad in terms of rewards and punishments

• Or they are nice to others so that others will be nice for them

Conventional Reasoning

– individuals abide by certain standards, but they are the standards of the others, either by parents or the society

Post-conventional Reasoning

• highest level

• Morality is more internal

• Individuals engage deliberate checks on their reasoning to ensure that it meets high ethical standards

Care Perspective

– moral perspective that views people in terms of their connectedness with others and emphasizes interpersonal communication, relationship with others, and concerns fir ithers

Domain Theory of Moral Development

– there are different domains of social knowledge and reasoning, including moral, social conventional, and personal domains

Social Conventional Reasoning

– focuses on conventional rules that have been established by social consensus in order to control behavior and maintain the social system

Moral Personality

– pattern of moral characteristics that is distinctively their own

Moral Identity

when moral notions and moral commitments are central to their lives

Moral Character

– has willpower, desire, and integrity to stand up to pressure, overcome distractions and disappointments, and behave morally

Moral Exemplars

– people who have lived exemplary moral lives