Alwood Developmental Psychology Exam 4

ADHD Prognosis

Children with ADHD may improve with medication and behavioral interventions, but challenges with attention and impulsivity can continue into adolescence and adulthood.

Brain Development

ADHD may be linked to atypical brain development, particularly in areas that control attention and impulse regulation (prefrontal cortex and basal ganglia).

Parental Support

Parents should be involved in treatment, paying attention to their child's needs and sometimes working with teachers for behavioral strategies.

Difference in girls

generally excel in fine motor skills (writing, drawing)

Difference in boys

generally excel in gross motor skills (kicking, running)

How to Increase girls participation

1. Educate Parents and coaches of gender differences to encourage girls 2. Create an inclusive enviornment thats emphasizes enjoyment over competiton

Emphases by Parents and Coaches

Focus on skill development, enjoyment, teach age appropriate skills before age 9, Limit intense competition and emphasize personal progress and teamwork, and Avoid forcing participation but encourage commitment over time.

PE teachers should

should foster an inclusive and supportive environment for all genders, focusing on building confidence and skills.

At age 5

children begin to show interest in competition but, their abilities are still developing.

Most 5-year-olds are not yet fully capable of

understanding rules of organized sports or competition.

Emphasis should be on

playing for enjoyment, skill development, and cooperation rather than focusing on winning or losing.

Growth spurt in middle childhood occurs around

ages 9-12.

Girls typically experience a growth spurt earlier than boys

usually starting between ages 9 and 10 and they tend to be taller and heavier than boys at age 9.

Boys experience a growth spurt later

around ages 11-12 and catch up to or surpass girls in height by the end of middle childhood.

Boys and girls show

some differences in height throughout childhood but by the end of middle childhood the gender differences are more noticeable.

Girls tend to be

shorter and lighter than boys but catch up around age 9 after which they often stay taller and heavier for a period.

The lower body (legs) grows fastest in middle childhood following a

cephalocaudal growth pattern.

Illnesses in middle childhood are generally lower than in younger childhood. However

chronic conditions may become more apparent.

Chronic illnesses in middle childhood can include

asthma, diabetes, and autoimmune disorders.

The respiratory system

is often affected by chronic conditions, as well as immune system disorders.

Stunted growth may be a result of

cognitive deficits, aggressive behavior, or chronic illness affecting physical development.

As children engage in team sports

they develop a better understanding of rules, teamwork, and strategic thinking.

Understanding rules in team sports encourages

perspective-taking, a crucial cognitive development milestone.

Agility

The ability to change direction quickly and effectively.

Flexibility

The range of motion in the joints and muscles, which improves with age and physical activity.

Balance

The ability to maintain control of the body in space, which becomes more refined as the cerebellum matures.

Force

The power behind physical movements, such as jumping, running, or throwing, which becomes stronger and more controlled as children develop their motor skills.

In the U.S.

32% of children are overweight, and 19.3% are obese.

Obesity rates are

rising globally with developing countries showing increased obesity due to more westernized diets.

Prolonged malnutrition can

result in stunted growth and long-term physical impairments.

Poor nutrition correlates with

lower IQs and cognitive difficulties.

Malnutrition can affect a child's ability to

regulate emotions and interact socially, leading to behavioral problems.

Inadequate nutrition in early childhood can

impair brain growth and neural connections, resulting in long-term developmental delays.

Body Image Dissatisfaction can

occur in middle childhood as children become more aware of their appearance relative to peers.

Social pressures and exposure to media images can

contribute to dissatisfaction, particularly in relation to weight and body shape.

Promoting a healthy body image and focusing on health over appearance is

crucial in fostering positive self-esteem.

Adrenarche refers to

the early phase of puberty, characterized by the maturation of the adrenal glands. This process leads to the development of secondary sexual characteristics (e.g., body odor, pubic hair) before the onset of the full physical changes of puberty.

The Adrenarche stage typically begins around

ages 7-8 in girls and a bit later in boys.

The prefrontal cortex grows significantly during

middle childhood, which supports higher-level cognitive functions such as planning, impulse control, and reasoning.

Resilience refers to

a child's ability to cope with adversity, stress, and challenging circumstances.

Resilience is shaped by

a combination of genetic factors, family support, and environmental influences.

Resilient children typically demonstrate

emotional regulation, problem-solving skills, and a positive attitude even when faced with difficulties.

More selective attention

children can focus more deliberately on relevant information.

More flexible attention

children can shift attention between tasks or adapt to changing demands.

More planful attention

children can evaluate tasks ahead of time and organize their attention accordingly.

Around 22% of school-age children in the U.S.

speak a language other than English

Metalinguistic Awareness

The ability to think about and reflect on language itself.

Bilingual children tend to develop a

strong metalinguistic awareness, as they learn to differentiate between languages and understand their structure.

Cognitive Self-Regulation

Involves the continuous monitoring of progress toward a goal, adjusting strategies when needed, and staying focused on tasks.

Metacognition

The ability to think about thinking. It includes the awareness of one's cognitive processes and the ability to adjust thinking strategies accordingly.

Children improve at

evaluating their own learning and adjusting techniques, improving academic outcomes.

Conservation (Piaget) Definition

The understanding that certain properties of objects (e.g., quantity, volume, mass) remain the same even if their appearance changes.

Key Development (Piaget)

During the concrete operational stage, children start to grasp the concept of conservation of liquids, numbers, and mass (e.g., the amount of liquid stays the same even if poured into a different-shaped container).

Constructivist Definition

A learning theory that suggests children actively construct knowledge through hands-on experiences and interactions with their environment.

Constructivist in the classroom

Teachers guide learning by providing rich experiences and opportunities for children to explore and solve problems.

Convergent Thinking

Focuses on finding a single, correct solution to a problem. This is typical of tasks where there is a clear right or wrong answer.

Divergent Thinking

Involves generating multiple possible solutions or ideas. It's useful for creative problem-solving and exploring a variety of possibilities.

Decentration Definition

The ability to think about multiple aspects of a situation or problem at once.

Example of Decentration

A child in the concrete operational stage can understand that a ball of clay that is rolled into a snake shape still contains the same amount of clay, demonstrating decentration.

Mastery Goal Structure

Focus on learning and improvement; leads to greater effort, persistence, and a growth mindset.

Performance Goal Structure

Focus on proving ability and outshining others; can lead to anxiety and learned helplessness when children fail.

Kinesthetic sense definition

The ability to sense and control the position and movement of the body

What does Kinesthetic Senses allow one to do?

Coordinate physical actions, maintain balance, and move fluidly. Plays a crucial role in sports, physical activities, and spatial awareness.

Literal Meaning

The exact, dictionary definition of words.

Intended Meaning

The deeper or implied meaning, which is often context-dependent.

Development in middle childhood

Children become better at understanding pragmatics, recognizing that language can have multiple layers of meaning, including irony, sarcasm, and metaphor.

Phonics

A method that focuses on decoding words by sounds (i.e., the relationship between letters and sounds).

Whole-Language

Focuses on recognizing whole words and their meanings, integrating reading and writing in a more natural, contextual approach.

Balanced Approach

Combines both phonics and whole-language strategies for reading development.

Learned helplessness

view of ability as fixed (focusing on being smart rather than effort leads to this) - focus on effort is a growth outlook on academic ability.

Learned Helplessness Definition

A belief that one's abilities are fixed and unchangeable, leading to a lack of effort when faced with challenges.

Recall

The ability to retrieve information from memory without cues (e.g., writing an essay or answering open-ended questions).

Recognition

The ability to identify information when presented with cues (e.g., multiple-choice questions or identifying a picture).

Difference between Recall and Recognition

Recall requires a deeper level of cognitive processing, while recognition is easier because the information is presented.

Intelligence is not seen as

a fixed trait but as something shaped by cultural, social, and environmental factors.

In the sociocultural approach to intelligence

intelligence is adaptive and influenced by the context in which an individual lives.

Teachers often interact with

boys in a more directive or corrective manner, focusing more on behavior and performance.

Teachers tend to be more

supportive, providing emotional encouragement towards girls

Teachers in constructivist classrooms tend to be

less directive and more

Educational Transitions

Adjusting to a new school, grade, or learning environment can affect academic performance and social development. Positive transitions are key to academic success.

Giftedness

Exceptional intellectual abilities or talents, often measured by IQ scores over 130. These children may benefit from enrichment or acceleration programs focused on guiding students through exploration and discovery.

Least restrictive environment

Children with special needs should be educated in settings that allow them to be integrated with their peers as much as possible.

Full inclusion

Ensures children with disabilities learn alongside their peers with support.

Analytical Intelligence

Problem-solving and critical thinking (e.g., solving math problems).

Creative Intelligence

Ability to think in novel or innovative ways (e.g., coming up with a new idea).

Practical Intelligence

"Street smarts"; the ability to apply knowledge to real-world situations (e.g., navigating social situations).

Linguistic

Sensitivity to language and word meanings.

Logical-mathematical

Ability to reason logically and handle mathematical concepts.

Interpersonal

Ability to understand and interact effectively with others.

Social Conventions

Rules based on social agreements (e.g., table manners)

Children in middle childhood begin to differentiate between

moral rules (non-negotiable) and social conventions (negotiable based on context).

Children understand the importance of

intention behind actions when considering whether something is morally wrong. For example, breaking something accidentally may not be seen as immoral.

Autonomous Mortality

A stage in moral development where children understand that rules are agreed upon and can be changed through mutual consent. They also recognize that intentions matter more than outcomes.

Distributive Justice

Understanding how to distribute resources fairly. In middle childhood, children begin to understand fairness based on need, merit, and equality.

Concrete Stage of Cog Dev (Piaget) Classification

Organizing objects into categories based on shared properties.

Concrete Stage of Cog Dev (Piaget) Transitive Inference

Understanding relationships among elements in a series (e.g., if A > B, and B > C, then A > C). Concrete Stage of Cog Dev (Piaget)

Seriation

Ordering objects by size, shape, or other attributes.

Concrete Stage of Cog Dev (Piaget) Class Inclusion

Understanding that objects can belong to multiple categories (e.g., "dogs" are part of "animals").

Concrete Stage of Cog Dev (Piaget) Conservation

Understanding that quantity remains constant despite changes in shape or appearance.

Working Memory

The ability to hold and manipulate information over short periods.