CH.4 Early Childhood

corpus callosum

a dense band of fibers that connects the two hemispheres of the brain

located a couple of inches below the longitudinal fissure which runs the length of the brain and separates the two cerebral hemispheres, they communicate with each other and integrate their activities through the corpus callosum

Gross Motor Skills - Age 2

-can kick a ball without losing balance

-can pick up objects while standing without losing balance (this often occurs by 15 months

-can run with better coordination (may still have a wide stance)

Gross Motor Skills - Age 3

-can briefly balance and hop on one foot

-may walk up stairs with alternating feet (wuthout holding the rail)

-can pedal a tricycle

Gross Motor Skills - Age 4

-shows improved balance

-hops on one foot wihout losign balance

-throws a ball overhand with coordination

Gross Motor Skills - Age 5

-has better coordination (getting the arms, legs, and body to work together)

-skips, jumps, and hops with good balance

-stays balanced while standing on one foot with eyes closed

Fine Motor Skills - Age 2

-able to turn a door knob

-can look through a book turning one page at a time

-can build a tower of 6-7 cubes

-able to put on simple clothes without help (the child is often better at removing clothes than putting them on)

Fine Motor Skills - Age 3

-can build a block tower of more than nine cubes

-can easily place small objects in a small opening

-can copy a circle

-can draw a person with 3 parts

-can feed self easily

Fine Motor Skills - Age 4

-can cut out a picture using scissors

-can draw a square

-manages a spoon and fork neatly while eating

-puts on clothes properly

Fine Motor Skills - Age 5

-shows more skill with simple tools and writing utensils

-can copy a triangle

-can use a knife to spread soft foods

enuresis

the repeated voiding of urine into bed or clothes (involuntary or intentional)

encopresis

the repeated passage of feces into inappropriate places (involuntary or intentional)

preoperational stage

2-7 years, children use symbols to represent words, images, and ideas

operational

refers to logical manipulation of information

symbolic function substage

2-4 years of age, characterized by the child being able to mentally represent an object that is not present and a dependence on perception in problem solving

intuitive thought substage

4-7, marked by greater dependence on intuitive thinking rather than just perception

egocentrism

early childhood refers to the tendency of young children not to be able to take the perspective of others and instead the child thinks that everyone sees, thinks, and feels just as they do

→ they are not able to infer the perspective of other people and instead attribute their own perspective to situations

conservation

refers to the ability to recognize that moving or rearranging matter does not change the quantity

centration

focused on only one characteristic of an object to the exclusion of others

transductive

makign faulty inferences from one specific example to another

animism

refers to attributing life-like qualities to objects

zone of proximal development (ZPD)

Vygotsky stated that children should be taught in the ZPD, which occurs when they can almost perform a task, but not quite on their own without assistance, with the right kind of teaching, they can accomplish it successfully

scaffolding

the temporary support that parents or teachers give a child to do a task

egocentric speech

speech that is focused on the child and does not include another’s point of view

private speech

inner speech

divided attention

(multitasking) the ability to switch our focus between tasks or external stimuli

selective attention

our ability to focus on a single task or stimulus, while ignoring distracting information

sustained attention

ability to stay on task for long periods of time

sensory memory

(sensory register) the first stage of the memory system, and ti stores sensory input in its raw from for a very brief duration; essentially long enough for the brain to register and start processing the information

short-term

working memory, component of memory in which current conscious mental activity occurs

executive function

refers to self-regulatory processes such as the ability to inhibit a behavior or cognitive flexibility, that enable adaptive responses to new situations ro to reach a specific goal

clustering rehearsal

the person rehearsees previous material while adding in additional infromation

long term memory

permanent, basic division of logn term memory between declarative adn non declarative memory

declarative memories

explicit memories, memories for facts or events that we can consciously recollect

non-declarative memories

implicit memories, typically automated skills that do not require conscious recollection

semantic memories

memories for facts and knowledge that are not tied to a timeline

episodic memories

are tied to specific events in time

autobiographical memory

our personal narrative

non-Piagetian

those theorists who provide new interpretation of Piaget’s theory

constructivism

children actively try to understand the world around them

cognitive constructivist

focuses on independent learning (piaget)

social constructivist theory

relying on social interactions for learning (vygotsky)

theory -theory

the tendency of children to generate theories to explain everything they encounter

theory of mind

refers to the ability to think about other peoples thoughts and feelings

Component : Diverse-desires

understanding that two people may have different desires regarding the same object

Component : Diverse-belief

understanding that two people may hold different beliefs about an object

Component : Knowledge access (knowledge/ignorance)

understanding that people may or may not have access to information

Component : False belief

understanding that someone might hold a belief based on false information

Component : Hidden Emotion

Understanding that people may not always express their true emotions

self concept

our self description according to variou scategories

self esteem

is an evaluative judgment about who we are

categorical self

focus on external qualities

response initiation

the ability to not initiate a behavior before you have evaluated all the infromation

response inhibitiion

the ability to stop a behavior that has already begun

delayed gratification

the ability to hold out for a larger reward by forgoing a smaller immediate reward

gender

is the cultural social and psychological meanings associated with masculinity and femineity

gender identity

a persons sense of self as a member of a particular gender

gender roles

the expectation associated with being male or female

gender socialization

focuses on what young children learn about gender from society, including parents, peers, media, religious institutions, schools, and public policies

social learning theory

which argues that behavior is learned through observation, modeling, reinforcement and punishment

cognitive social learning theory

also emphasizes reinforcement, punishment, and imitation, but adds cognitive processes

gender schema theory

children develop their own conceptions of the attributes associated with maleness or femaleness

developmental intergroup theory

many of our gender stereotypes are so strong because we emphasize gender so much in culture

transgender

identifying with the gender opposite their natal sex

gender dysphoria

marked incongruence between ones assigned gender and their experienced/expressed gender

cisgender

those whose gender and sex assignment at birth matched

intersex

born with either an absence or some combination of male and female reproductive organs, sex hormones, or sex chromosomes

turner syndrome

the absence of, or an imperfect, second chromosome

congenital adrenal hyperplasia

genetic disorder caused by an increased produciton of androgens

androgen insensitivity syndrome

condition where a person has one X and Y chromosome, but is resistant to the male hormones or androgens

Baumrind (1971)

identified a model fo parenting that focuses on the level of control/expectations that parents have regarding their children and how warm/responsive they are = 4 parenting styles

Authoritative Parenting Style

authoritative parents are supportive and show interest in their kids activities but are not overbearing and allow them to make constructive mistakes, parents allow negotiation where appropriate, and consequently this type of parenting is considered more democratic

Authoritarian

the traditional model of parenting in which parents make the rules and children are expected to be obedient, tend to place maturity demands on their children that are unreasonably high and tend to be aloof and distant, children may fear rather than respect parents

permissive parenting

involves holding expectations of children that are below what could be reasonably expected from them. Children are allowing to make their own rules and determine their own activities, parents are warm and communicative but provide little structure for their children.

uninvolved parenting

disengaged from their children, they do not make demands on their children and are non responsive, these children can suffer in school and their relationships with their peers

unoccupied play

children’s behavior seems more random and without a specific goal, this is the least common form of play

solitary play

children play by themselves, do not interact with other children nor are they engaging in similar activities as the children around them

onlooker play

children are observing other children playing, they may comment on the activities and even make suggestion but will not directly join the play

parallel play

children play alongside each other, using similar toys, but do not directly act with each other

associative play

children will interact with each other and share toys, but are not working toward a common goal

cooperative play

children are interacting to achieve a common goal children may take on different tasks to reach that goal

child abuse and neglect

any recent act or failure to act on the part of a parent or caretaker which results in death, serious physical or emotional harm, sexual abuse or exploitation; or an act or failure to act, which presents an imminent risk of serious harm

childhood sexual abuse

any sexual contact between a child and an adult or a much older child

incest

sexual contact between a child and family members

adverse childhood experiences (ACEs)

all types of abuse, neglect, and other potentially traumatic experiences that occur before the age of 18