Child development exam 3

Chapters 8,9,10

Early childhood

ages 2-6

the play years

physical growth in early childhood

growth slows

shape becomes more streamlined/ less round

new epiphyses (growth centers) where cartilage hardens into bones

brain growth in early childhood

grows very rapidly

areas for executive function see rapid growth → supports goal directed behavior

Hippocampus

memory and spacial understanding

Amygdala

processes novelty and emotional information

Pituitary gland

secrete hormones that control body growth

Reticular formation

maintains alertness and consciousness

Cerebellum

aids in balance and control of body movement

Corpus callosum

fibers connecting the two cerebral hemispheres

areas of brain development that are vulnerable in poverty

cognitive and emotional

Grey matter

processing of sensation, perception, movement, learning, speech, cogniton

Growth hormone

development of almost all body tissues

Thyroid-stimulating hormone

prompts thyroid to release thyroxine, needed for brain development and for growth hormone to take full effect

nightmares

very common

sleep terrors

affect 3% of young children

children wont remember, suddenly wake up and scream, may be triggered by stress

type of relationship between screen time and sleep disturbances

positive correlation

why does appetite decline in early childhood

growth has slowed

how to deal with a picky eater

repeated, unpressured exposure

dont restrict foods

moms who pressured their children to eat more likely had an

overweight child

moms who restricted children’s food were more likely to have a

overweight child

leading cause of childhood mortality in industrialized nations

unintentional injuries

individual factors in childhood injuries

personality characteristics

family, community, and societal factors in childhood injuries

poverty, single parenthood, low parental education

child-care shortages

teen parenthood

societal conditions in developing nations

most common injuries resulting in death

car accidents

suffocation

drowning

poisoning

parents often ________ children’s knowledge of safety rules

overestimate

as children grow their center of gravity shifts

downwards

improves balance

self help skills in ages 4-5

dress and undress

use fork well

use knife to cut soft foods

progression of drawing skills

1. scribbles (2)

2. first representational forms (3-4)

3. more realistic complex drawings (5-6)

4. early printings (4-6)

first representational forms drawings

first recognizable pictures

use lines for object boundaries

why are children in Asian cultures more advanced at drawing skills

taught methods on how to draw

US emphasizes interdependence (finding own style)

Chinese children still produce original art despite being taught to draw

boys are ahead in skills requiring _____ and _____

power and force

girls are ahead in skills requiring _____ and _____

balance and fine motor skills

how are motor skills mastered in early childhood

through play

formal lessons have little impact

piaget’s theory for early childhood

pre-operational stage

symbolic activity increases

what is the most flexible means of mental representation

language

able to combine connects in unique ways

piagets underestimation in early childhood

power of language to spur children’s cognition

how are representational schemes built

through pretending

make-believe play

play detaches from real-life conditions

play becomes less self-centered

more complex combinations of schemas

Sociodramatic play

develops coordination of roles with others

Egocenterism

preoperational thought

failure to distinguish others symbolic view points from their own

three mountain problem

animilistic thinking

inanimate objects have lifelike qualities

ex: stuffed animal having feelings

inability to conserve

preoperational thought

does not grasp that an object’s physical characteristics remain the same even when appearances changes

centration + irreversibility

Centration

inability to conserve

focus on one aspect, neglecting others

Irreversibility

inability to conserve

cannot mentally reverse a series of steps

lack of hierarchical classification

cannot organize objects into classes and subclasses based on similarities and differences

limitation of preoperational thought

Vygotskys early childhood theories

sociocultural theory

private speech

private speech

when children talk to themselves

used when tasks are more challenging

with age becomes silent inner speech

2 aspects of effective social interactions

intersubjectivity and scaffolding

intersubjectivity

two participants who begin a task with different understandings arrive at a shared understanding

Scaffolding

adjusting the support offered during a teaching lesson to fit the child’s current level of performance

Inhibition

ability to inhibit impulses and focus on a competing goal

flexible shifting of attention

improves during preschool years

gains in working memory

permits children to generate more complex play and problem solving goals

planning

thinking out a sequence of acts ahead of time and preforming them accordingly to reach a goal

memory in preschoolers

able to talk about memories (become explicit)

recognition memory is nearly perfect

recall is poorer than recognition

Episodic memory

memory for everyday experiences

recalled in context: linked to time, place, person

semantic memory

information removed from the context in which it was first learned

facts

scripts

how routine events are remembered

overlapping waves theory

when given challenging problems, children try out various strategies and observe which works best and then gradually select strategies on the basis of accuracy and speed

metacognition

thinking about thought

theory of mind

age 1 metacognition

people can influence one anothers mental states

age 2 metacognition

clear grasp of others emotions and desires

age 3 metacognition

realize thinking is internal

age 4 metacognition

both beliefs and desires determine behavior

become aware of false beliefs

Emergent literacy

childrens active efforts to construct literacy knowledge through informal experiences

phonological awareness

ability to manipulate the sound structures of spoken langugae

Ordinality

grasp order relationships between quantities

age 3 - count to 5

cardinality

understanding the next number is the last number plus 1

age 4 - use counting to solve simple arithmetic problems

why are child-centered programs better

large group teacher directed learning undermines motivation

fast mapping

connecting new words with underlying concepts after only a brief encounter

mutual exclusivity bias

assumption that words refer to entirely separate categories

syntactic bootstrapping

discovering word meanings by observing how they are used

overregularization

overextension of grammatical rules

ex: goed instead of went and tooths instead of teeth

semantic bootstrapping

children rely on semantics to figure out grammatical rules

age 2 _____ spoken words, age 6 _____ spoken words understand ______ words

250

several thousand

10,000

pragmatics

practical, social side of language

recasts

parents restoring inaccurate speech into correct form

Expansions

parents elaborating on children’s speech, increasing its complexity

initiative

eagerness to tackle new tasks, join in with peers, wanting to discover what they can do with adult help

self-esteem

judgements we make about our own worth and the feelings associate with those judgements

emotional competence

1. emotional understanding

2. emotional self-regulation

3. self-consious emotions and empathy

what makes fears in early childhood common

imaginations and limited grasp of fantasy-reality distinction

prosocial behavior

actions aimed at benefiting others

sympathy

feeling sorrow FOR anothers plight

empathy

feeling WITH another person and responding emotionally in a similar way

Nonsocial activity

unoccupied onlooker behavior and solitary play

parallel play

play near other children with similar toys without trying to influence them

associative play

engaging in separate activities but exchanging toys and comments\

cooperative play

oriented toward a common goal

make believe play

Functional Play

simple repetitive motor movements

during first 2 years

constructive play

creating or constructing something

3-6 years

make believe play

acting out everyday and imaginative roles

2-6 years

Moral imperatives

rules that protect peoples rights and welfare

violations deserve punishment

social conventions

customs determined solely by consensus

matters of personal choice

do not violate rights and are up to the individual

the cognitive developmental perspective

regards children as active thinkers about social rules

proactive/ instrumental anger

to fulfill a need or desire

self-initiated

Reactive/hostile anger

meant to hurt someone

devensive response to provocation

Physical aggression

physical injury

property damage

Verbal aggression

threats of physical aggression

name-calling

hostile teasing