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