exam 2 human development and behaviors

2 ½ inches per year

height (early childhood 3-6 years)

5 to 7 pounds per year

weight (early childhood 3-6 years)

faster

cartilage turns to bone at a ____ rate (early childhood 3-6 years)

90%; 95%

by 3 years, brain is about ___ of adult weight; by 6 years its ___ of adult weight

nerve endings

this increase in weight is due to an increase in the number and size of the…

frontal

from 3-6 years the most rapid growth is taking place in the _____ lobe

increase in myelination, increase in number of nerve endings and synapses, and an increase in number of neurotransmitters

neural changes in early childhood (3-6 years)

3 years : gross motor skills

enjoy simple movements (hopping, jumping, and running back and forth)

4 years : gross motor skills

more adventurous - start to come downstairs with one foot on each stair

5 years : gross motor skills

even more adventurous and enjoy more races

3 years : fine motor skills

emerging in ability to handle things - may not be able to negotiate puzzle pieces

4-5 years : fine motor skills

fine motor coordination improves and becomes more precise

11 hours per night; sleep walking and talking is common

sleep patterns for early childhood (3-6 years)

preoperational

beginning to think logically

abilities of preoperational thought

• symbolic function / representation : gain the ability to mentally represent an object that is not present (e.g., drawings, language, and pretend play)

• understanding of objects in space

• understanding of causality - toward end of this period

• understanding of number - toward end of this period

egocentrism

limitation of preoperational thought; starting to gain some of logical abilities but not all; can only see things from their persepctive

limitations of preoperational thought

• egocentrism

• animism

• inability to conservation during a visual transformation

animism

attribute lifelike qualities to inanimate objects

Piaget’s Mountain Task

What is the doll seeing? The children can only tell you what THEY are seeing - Egocentrism. Their thought process is governed by what they can see.

3 years : Language Development

900 to 1,000 words

6 years : Language Development

2,600 (expressive) and 20,000 (receptive)

fast mapping (Language Development)

Mapping a new word to a new object.

3 years : grammar and syntax (language development)

• use plurals, possessives, past tense and use of pronouns

• sentences are short, simple, and declarative, omit articles

4-5 years : grammar and syntax (language development)

• sentences average 4-5 words

• sentences may be declarative, negative, interrogative or imperative

• begin to use multiclause sentences (I am sleeping because I am tired) (stringing them together with “and then… and then…”

SDOLD : Poverty

• healthcare access and quality

• neighborhood and built environment

• social and community context

• economic stability

• education access and quality

gender

characteristics of people as males and females

gender identity

awareness of gender

9-12 months : gender identity

babies treat male and female faces as if they were in different categories

2 years : gender identity

children can select which picture is their gender

2 ½ to 3 years : gender identity

correctly identify gender in pictures

gender role

set of expectations about behavior of male and females

gendertyping

socialization process

gender stereotypes

preconceived generalizations about male and female behavior

18-24 months : gender development

demonstrate preferences for gender stereotyped toys

2 year olds : gender development

associate certain activities with male and female

androgynous, genderqueer, agender androgynous

expresses gender in a way that blends both masculine and feminine traits

genderqueer

identifies outside of the strict male / female categories; may feel like a mix of genders

agender

does not identify with a gender

genderfluid

moves between different gender identities

cisgender

identifies with the sex assigned at birth

transgender

identifies with a gender different from the sex assigned at birth

Erikson : Initiative Vs. Guilt

Children like to enthusiastically begin new activities, but feel guilty if their efforts results in failure or criticism.

Social Dimensions of Play

categories of play : unoccupied, solitary, onlooker, parallel, associative, cooperative.

unoccupied (Social Dimensions of Play)

no goal

solitary (Social Dimensions of Play)

plays along but engrossed in activity

onlooker

watches other children play

parallel

playing NEXT to each other but not with one another

associative

playing with same toys in parallel but not working together - for example each coloring

cooperative

playing together, e.g., game or jump rope

functional play

between 1 and 2 years (Cognitive Levels of Play - Smilansky)

constructive play

3 to 4/5 years (Cognitive Levels of Play - Smilansky)

pretend play

5 to 7 years (Cognitive Levels of Play - Smilansky)

game with rules

peaks at about 10 to 11 (Cognitive Levels of Play - Smilansky)

forms of discipline

• reinforcement

• punishment : corporal punishment

• inductive reasoning

• power assertion

• withdrawal of love

demandingness

degree to which parents set down rules or expect compliance with rules and parent’s wishes

responsiveness

• degree of sensitivity to child needs

• degree to which parents express warm, love and concern

authoritarian

(roaring lion) high control, low warmth; unquestioning obedience; children tend to be discontent, withdrawn, distrustful

authoritative

high control and high warmth; respect child’s individuality while stressing social values. Tend to use reasoning about the rules. Children tend to be the most self-reliant, self controlled and self assertive.

permissive

low control, high warmth. Parents value self expression and self regulation. Consider themselves as resources no the rule makers-hence low control. They also explain reasoning for the few family rules that exist and consult with children about family policies. They are rarely punished. Their preschool children tend to be immature.

neglectful or uninvolved

low control, low warmth. Parents tend to focus on their own needs not children. Children tend to display behavioral disorders later on.

Asian and Latin American Cultures (Filial Piety)

there is expectation of obedience but that expectation is not necessarily conveyed by using an authoritarian style (e.g. laying down the law) with low supportiveness that is characteristic of authoritarian style

2-3 inches per year

height : middle childhood

double weight between the ages of 6 and 11

weight : middle childhood

11 hours

sleep for 5 year olds

10 hours

sleep for 9 year olds

9 hours

sleep for 13 year olds

brain development : middle childhood

• decrease in the density of gray matter in the cerebral cortex

• increase in white matter

• cortical thickening

6 years (fine motor development)

hammer, paste, tie shoes, fasten clothes

7 years (fine motor development)

prefer pencil to crayon, reversal of letter is less common, and printing becomes smaller

8-10 years (fine motor development)

hands can be used independently, can write in cursive, letter size becomes smaller

10 - 12 years (fine motor development)

master complex and intricate movements

cause of childhood obesity

inherited tendencies coupled with too little exercise and poor eating habits

consequences of childhood obesity

health problems (diabetes, pulmonary problems, hip problems, high BP, elevated cholesterol.

social consequences : exclusion from peer groups

psychological consequences : depression and low self-esteem

obesity treatment and prevention

active lifestyle

balanced choices in food

active parents who model good habits and provide opportunities for activity