development psych unit 2 test

Satter Model for Feeding

Parents are responsible for: What, when, and where

• choose and prepare food

• provide regular meals and snacks

• making eating times pleasant

• show children by example how to behave at family mealtime

• Let children grow up to get bodies that are right for them

• not let children have food or beverages (except for water) between meal and snack times

• Be considerate of children’s lack of food experience without catering to likes and dislikes.

Children are responsible for: How much and whether

• Children will eat

• They will eat the amount they need

• They will learn to eat the food their parents eat

• They will grow predictably

• They will learn to behave well at mealtime.

leading causes of death in young children

• accidents

• congenital malformations

• deformations/chromosomal abnormalities

• cancer

MOST COMMON cause of death in young children

drowning

Piaget’s Preoperational Stage (2-7)

Children represent the world with words, images, and drawings; they form stable concepts and begin to reason; do NOT form operations yet.

Operations

reversible mental actions that allow children to do mentally what they formerly did physically

Symbolic function substage

the child gains the ability to mentally represent an object that is not present (2-4 yrs)

• scribble drawings, language, pretend play

Egocentrism

the inability to distinguish between one’s own perspective and someone else’s.

Animism

the belief that inanimate objects have lifelike qualities and are capable of action.

Intuitive thought substage

children use primitive reasoning and want to know the answers to many questions (4-7 yrs).

Centration

a centering of attention on one characteristic to the exclusion of all others.

Conservation

The awareness that altering an object or substance’s appearance does not change its basic properties.

Vygotsky’s Theory

Children think and understand primarily through social interaction; DOES NOT propose stages of development.

Zone of proximal development (ZPD)

The range of tasks too difficult for the child alone but that can be learned with guidance.

Scaffolding

Changing the level of support and instruction provided,

Private speech

refers to this use of language for self-regulation; plays a positive role in development (problem solving and social competence)

when does the transition from private → inner speech occur?

3-7 years of age

inner speech

when they gain the skill to act without verbalizing, they have internalized their egocentric speech in the form of ________

Executive function

consists of higher-level cognitive processes linked to the development of the brain’s prefrontal cortex.

In early childhood, executive function involves developmental advances in…

1) cognitive inhibition

2) cognitive flexibility

3) Goal-setting

4) Delay of gratification

Delay of gratification & marshmallow experiment (explain)

“If they wait to eat the marshmallow, then they get two marshmallows”

• If they could delay gratification by sitting in a room alone with one marshmallow until the facilitator got back, they would be rewarded with an additional marshmallow. If they cracked, succumbed to temptation by eating the marshmallow before she returned, they would not be rewarded with an additional one.

Attention

The ability to focus mental resources on select information improves significantly in the preschool years.

Executive attention

A good predictor of self-regulation, involves: action planning, allocating attention to goals, error detection and compensation, monitoring progress on tasks, and dealing with novel or difficult circumstances.

sustained attention or vigilance

Is focused and extended engagement with an object, task, event, or other aspect of the environment

In early childhood is still deficient in at least 2 ways:

1) salient vs. relevant dimensions

2) playfulness (lack of organization)

Information processing - playfulness of attention

???

Theory of mind

awareness of one’s own mental processes & the mental processes of others. ex: basket example

2-3 yr old children begin to understand these 3 mental states

1) perceptions

2) emotions

3) desires

3-5 yr old children come to understand FALSE BELIEFS

recognizing that people can have beliefs that are not true

5+ yr children develop a deepening appreciation of the mind itself rather than just mental states.

• They can see the mind as an active constructor of knowledge.

• They realize the same event can be open to multiple interpretations.

Factors that influence theory of mind:

• executive functioning and prefrontal cortex functioning

• language development

• engagement in pretend play; talking w/ parents about emotions

• kids w/ autism have delays developing theory of mind.

imprinting

the rapid, innate learning that involves attachment to the first moving object seen.

critical periods

a specific, very early time in the life of an animal that imprinting must take place.

sensitive periods

specific times in development when things are most likely to occur.

Attachment

close, emotional bond between two people

Freuds view of attachment

infants become attached to the person who provides oral satisfaction.

Harlow’s view of attachment

contact comfort is preferred over food ( contact comfort experiment with monkeys )

Erikson’s view of attachment

trust arises from physical comfort & sensitive care.

Bowlby’s view of attachment

infants are biologically predisposed to form (& elicit) attachment

Strange situation

an observational measure of infant attachment (created by Mary Ainsworth —- the infant moves through a series of introductions, separations, and reunions with their caregiver and an adult stranger in prescribed order)

Securely attached babies

Use the caregiver as a secure base from which to explore the environment.

Insecure avoidant babies

Shjow insecurity by avoiding the caregiver.

Insecure resistant babies

Cling to the caregiver, then resist the caregiver by fighting against the closeness.

Insecure disorganized babies

appear disoriented, showing strong patterns of avoidance and resistance.

How can strange situation be culturally biased?

Compared to U.S. infants, German infants are more likely to show an avoidant attachment pattern, and Japanese infants are less likely to display this pattern.

Initiative vs. Guilt

As children’s natural energy and curiosity accompany their developing physical & cognitive skills their sense of possibility of initiative of their own ideas and activities develops. If children’s self-initiated ideas, activities, and play are discouraged or criticized they develop a sense of guilt over initiated ideas/activities that can persist through life’s later stages/ years.

Self-understanding

the representation of self, the substances and concepts of self-conceptions (hair color, play preferences)

• these tend to be unrealistically positive

examples of self-concious emotions

prime, shame, embarassment

Emotion-dismissing parents

view their role as to deny, ignore, or change negative emotions; linked to toddlers’ emotional competence—- ex: “She has nothing to be sad about at her age” or distract children from sad feelings.

Emotion-coaching parents

monitor their children’s emotions; view negative emotions as opportunities for teaching; label emotions; coach them how to deal effectively with emotions; child’s emotions are important to them.

emotion disapproving parents

punish children for being angry —- ex:

child: “I’m scared of monsters in my room”

mother: “There’s nothing to be afraid of. GET OUT!

Authoritarian parenting

a restrictive, punitive style; child is to follow directions & respect parents’ work and effort; associated with higher level of aggression.

Authoritative parenting

encourages children to be independent but still places limits and control on their actions

ex:

our class example w/ the bike ride

neglectful parenting

the parent is uninvolved in the child’s life; may contribute to truancy in childhood or child having to make their own food.

Indulgent parenting

Parents are highly involved with their children but place few demands or controls on them; might have difficulty in peer relations & children never learn to control their own behavior and always expect to get their way.

Co-parenting

the support that parents provide one another in raisinga child;

how do bodies grow & change in middle & late childhood?

Growth is slow and consistent

What are girls better at in middle and late childhood?

fine motor skills

What are boys better at in middle and late childhood?

gross motor skills

overweight children

% of children at risk has increased dramatically for…

environmental factors for overweight children

availability of food in fat content, energy-saving devices, declining physical activity, excessive screen-time, etc.

Satter Model for Feeding

• parents responsibility is to: provide a variety of healthy foods, decide when & where to eat, create a positive mealtime environment

• child’s responsibility: decide how much to eat, decide whether to eat

Concrete-operational stage

7-11 years; children can perform concrete operations & reason logically

ex: know that glass has the same ant of water if one is thinner vs. thicker and have same amt

Seriation

the concrete operation that involved ordering stimuli along a quantitative dimension (ex: length)

Transivity

The ability to logically combine relations to understand certain conclusions.

classification

An important ability in concrete operational thought ( child understand that a family member can be a son, brother, and a father, all at the same time.

Neo-piagetians

developmentalists who argues Piaget was partially correct, but his theory needs considerable revision

ADHD

A disability characterized by inattention, hyperacitvity, and impulsivity —- boys 2x as likely to get

Possible causes of ADHD

Genetics, brain damage, low birthweight, maternal stress, etc.

Individualized education plan

a written statement specifically tailored for the disabled student.

Least restrictive environment

a setting as similar as possible to the core in which non disabled children are educated

Inclusion

Educating a child with special education needs full-time in the regular classroom

working memory

A mental “workbench” where people manipulate & assemble information when making decisions, solving problems, & comprehending language (develops slowly)

long-term memory

a relatively permanent type of memory that holds huge amounts of information for a long period of time (increases with age during middle and late adulthood)
- improvements in memory reflect children’s increased knowledge & use of strategies

Strategies

deliberate mental activities that improve the processing of information.

Elaboration

Engaging in more extensive processing of information

Creative thinking

is the ability to think in novel and unusual ways (appears to be declining in children in the U.S. today)

Convergent thinking

Produces one correct answer & is characteristic of the kind of thinking tested by standardized intelligence tests.

Divergent thinking

Produces many answers to the same question & is characteristic of creativity

Self understanding

Contributes to social-emotional health & development; changes with age, related to cognitive capacity for self-understanding & increased awareness of others.

ex:

“I have a doll” or "I have brown hair” or “I’m helpful” or “I like soccer”

• see slide for differences in stages

Self-esteem

global evaluations of the self (overall self worth or self image)

Self concept

domain specific evaluations of the self (evaluations of self: academic, athletic, appearance)

What is overly low-self esteem linked with?

anxiety, depression, weight, suicide, etc)

Self-efficacy

the belief that one can master a situation and produce positive outcomes

high: more willingness to try & persist longer

low: associated w/ avoidance, like for challenging tasks.

Infancy

largely dependent on adults to help regulate emotions (soothing, calming)

Early childhood

advance in expressing/ communicating emotion, can begin to regulate emotions w/ coaching.

Middle to late childhood

Increases in deliberate efforts to manage emotions, behaviors, & thoughts

Industry vs. inferiority (6-puberty)

When children are encouraged in their efforts to make, build, and work, their sense of industry increases, leading to further effort to master skills or increase knowledge.

ex: Inferiority is feeling incompetent & unproductive, leading to less efforts/attempts/persistence with mastering skills or increasing knowledge.

Emotions in middle/late adulthood

Increased understanding of complex emotions (pride, shame); increased understanding that one can have 2 emotions @ the same time; increased self-initiated use of strategies for emotion regulation/redirection

Moral development

Varies across ages in part related to cognitive capacities to reason through situations

Lawrence Kohlberg

• spent years interviewing people’s responses to various ethical dilemmas

• suggests that moral reasoning gradually moves from external consequences to internal values

• Describes increased cognitive capacity as necessary but nut sufficient for advanced moral reasoning.

• emphasizes importance of social experiences & give & take interactions among peers

Criticism of Kohlberg’s theory

Too much emphasis on moral thought vs. moral behavior, lack of accounting for culture/gender differences; gender-biassed, has a more masculine perspective.

Kohlberg Heinz Dilemma

Kids thought that they would give the medication, even if the person didn’t have enough money.

Preconventional Reasoning (childhood)

stage 1: punishment & obedience orientation

stage 2: Instrumental purpose orientation

Conventional reasoning (Late childhood/ adolescence to early adulthood)

Stage 3: “Good boy-good girl” orientation, or morality of interpersonal cooperation

stage 4: social-order-maintaining-orientation

Post Conventional reasoning (rarely met)

stage 5: social contract orientation

stage 6: Universal ethical principle orientation