PART 3

Growth Hormone Deficiency

absence or deficiency of growth hormone produced by pituitary gland to stimulate the body to grow

Enuresis

repeated involuntary urination at night by children old enough to have bladder control

Handedness

the preference of using one hand over the other

Stunted Children

normal weight but shorter than they should for their age and may have cognitive and physical deficiencies, visible in developing countries

Preoperational Thought

beginning of the ability to reconstruct in thought what has been established in behavior

Symbolic Function

being able to think about something in the absence of sensory or motor cue

Deferred Imitation

children imitate an action at some point after observing itP

Pretend Play

fantasy play, dramatic play, or imaginary play; children use an object to represent something else

Intuitive Thought

begin to use primitive reasoning and want to know the answers to all sorts of questions

Transduction

they mentally link two events, especially events close in time, whether or not here is logically a causal relationship

Identities

the concept that people and many things are basically the same even if they change in outward form, size, or appearance

Animism

tendency to attribute life to objects that are not alive

Centartion

the tendency to focus on one aspect of a situation and neglect others

Irreversibilty

failure to understand that an action can go in two or more directions

Egocentrism

young children center so much on their own point of view that they cannot take in another’s

Theory of Mind

– the awareness of the broad range of human mental states – beliefs, intents, desires, dreams, and so forth – and the understanding that others have their own

Encoding

Putting information in the memory

Storage

Putting away in the filing cabinet where it is kept

Retrieval

searching for the information and take it out of the memory system

THREE TYPES OF STORAGE

1. Sensory Memory

2. Working Memory

3. Long-term Memory

Sensory Memory

temporary storage for incoming sensory information

Working Memory

– short-term storehouse for information a person is actively working on, trying to understand, remember, or think about ▪ Located partly in the prefrontal cortex

Long-term Memory

– storehouse of virtually unlimited capacity that holds information for long period of time

Phonological Sketchpad

maintains and manipulates visual information

Executive Function

the conscious control of thoughts, emotions, and actions to accomplish goals or to solve problems

Recognition

ability to identify something encountered before

Recall

ability to reproduce knowledge from memory

Generic Memory

begins at 2 years old, produces a script of a familiar, repeated event

Episodic Memory

refers to awareness of having experienced a particular event at a specific time and place (if repeated, it becomes generic memory)

Autobiographical Memory

refers to memories of distinctive experiences that form a person’s life history

Attention

defined as the focusing of mental resources on select information

Executive Attention

involves action planning, allocating attention to goals, error detection and compensation, monitoring progress on tasks, etc

Sustained Attention

focused and extended engagement with an object, tasks, and dealing with novel or difficult circumstances

Stanford-Binet Intelligence Scales

– used for ages 2 and up, taking 45 to 60 mins

▪ Child is ask to define words, string beads, build blocks, etc.

▪ Measure fluid reasoning, knowledge, quantitative reasoning, etc.

Wechsler Preschool and Primary Scale of Intelligence

individual test taking 30 to 60 mins

▪ Yields verbal, performance, and combined scores

▪ Includes subtests designed to measure both verbal and nonverbal fluid reasoning, etc.

Zone of Proximal Development

the imaginary psychological space between what children can do or know by themselves and what they could do or know with help

Scaffolding

supportive assistance that a more sophisticated interaction partner provides, and ideally it should be aimed at ZPD

Fast Mapping

– allows a child to pick up approximate meaning of a new word after hearing it only once or twice in conversation

Syntax

– a concept and involves the rules for putting together sentences in a particular language

Pragmatics

practical knowledge of how to use language to communicate

Social Speech

speech intended to be understood by a listener

Private Speech

– talking aloud to oneself with no intent to communicate with others

Emergent Literacy

– development of fundamental skills that eventually lead to being able to read

Child-centered Kindergarten

– emphasizes the education of the whole child and concern for his or her physical, cognitive, and socioemotional development

Montessori Method

– based on the beliefs that children’s natural intelligence involves rational, spiritual, and empirical aspects

Reggio Emilia Approach

– less formal than Montessori; teachers follow children’s interest and support them in exploration

Developmentally Appropriate Practice

– based on knowledge of the typical development of children within an age span as well as the uniqueness of the child

Self-Concept

– our total picture of our abilities and traits

Self-Esteem

self-evaluative part of the self-concept, the judgement children make about their overall worth

Emotion-Coaching Parents

– monitor their children’s emotions, view negative emotions as opportunities for teaching, assist them in labelling emotions, and coach them in how to deal effectively with emotions

Emotion-Dismissing Parents

– view their role as to deny, ignore, or change negative emotions

Social Emotions

involve a comparison of one’s self or one’s actions to social standards

Play Age (3-5 yrs)

Initiative versus Guilt

Initiative versus Guilt

Purpose

Purpose –

the courage to envision and pursue goals without being unduly inhibited by guilt or fear of punishment

Gender Identity

– awareness of one’s femaleness or maleness and all it implies in one’s society of origin

Gender Differences

– psychological or behavioral differences between males and females

Gender Roles –

behaviors, interests, attitudes, skills, and personality traits that a culture considers appropriate for males or females

Gender-typing

– the acquisition of gender role

Gender Stereotypes

– preconceived generalizations about male or female behavior

Theory of Sexual Selection –

the selection of sexual partners is a response to differing reproductive pressures early men and women confronted in the study for survival

Identification

– adoption of characteristics, beliefs, attitudes, values, and behaviors of the parent of the same sex

Gender Constancy

– a child’s realization that his or her gender will always be the same

Gender Identity

– awareness of one’s own gender and that of others, which typically occurs ages 2 and 3

Gender Stability

– awareness that gender does not change

Gender Consistency –

the realization that a girl remains a girl even if she has a short haircut and plays with trucks, typically occurs between ages 3 and 7

Gender-Schema Theory –

it views children as actively extracting knowledge about gender from their environment before engaging in gender-typed behavior

Social Cognitive Theory

– observation enables children to learn much about gender-typed behaviors before performing them

Functional Play (Locomotor Play or Sensorimotor Play)

simplest level; begins during infancy, consisting of repeated practice in large muscular movements

Constructive Play (Object Play or Practice Play)

– use of objects or materials to make something

Dramatic Play (Pretend Play, Fantasy Play, Imaginative Play)

– involves imaginary objects, actions, or roles

Unoccupied Behavior

– child does not seem to be playing but watches anything of momentary interest

Onlooker Behavior –

child spends most time watching others play

Solitary Independent Play

child plays alone

Parallel Play

– plays beside the other children independently

Associative Play

– children talk, borrow, and lend toys, follow each other around and play similarly

Cooperative or Organized Supplementary Play

child plays in a group organized for some goal to make something, play formal game, or dramatize a situation

Reticent Play

– combination of Unoccupied and Onlooker categories is often a manifestation of shyness

Social Play – involves interaction with peers

– involves interaction with peers

Constructive play

– combines sensorimotor/practice play with symbolic representation

Games

– activities that children engage in for pleasure and that have rules

Gender Segregation

– a phenomenon wherein girls tend to select other girls as playmates, and so boys

Discipline

– refers to methods of molding character and of teaching self-control and acceptable behavior

External Reinforcements

may be tangible or intangible; it must be seen as rewarding and received fairly consistently after showing desired behavior

Internal Reinforcements

– a sense of pleasure or accomplishment

Corporal Punishment

the use of physical force with the intention of causing a child to experience pain but not injury for the purpose of correction or control of the child’s behavior

Inductive Techniques

– designed to encourage desirable behavior or discourage undesirable behavior by settling limits, demonstrating logical consequences of the action, explaining, discussing, etc.

Power Assertion

– intended to stop or discourage undesirable behavior through physical or verbal enforcement

Withdrawal of Love

– include ignoring, isolating, or showing dislike for a child

Physical Abuse

– infliction of physical injury

Child Neglect

failure to provide child’s basic needs

Emotional Abuse

– acts or omissions by parents or other caregivers that have caused or could cause, serious behavioral, cognitive, or emotional problems

Authoritarian

emphasizes control and unquestioning obedience, high control, low responsiveness

Permissive/Indulgent

make few demands, warm, noncontrolling, low control, high responsiveness

Authoritative

– emphasizes child’s individuality but also stress limits, high control, high responsiveness

Neglectful or Uninvolved

– parents neglect children; low control, low responsiveness

Altruism

– motivation to help another person with no expectation of reward

Prosocial Behavior

– voluntary, positive actions to help others

Instrumental Aggression –

used aggression as a tool to gain access to a wanted object

Overt (Direct) Aggression

– boys; tend to openly direct aggressive acts at a target