Psych Human Development Quiz 2

Reggio Emilia Approach

• an educational program for young children

• children of single parents and children with disabilities have priority in admission

• other children are admitted according to a scale of needs

• relates to the chapter as it talks about toddler development and early childhood education

Sarah Newland

• Donated to the World Wildlife Fund; weeks later, they asked for more money. Sarah was disappointed

• Her mother told her that many problems need lots of help

• Began helping at a child-care center and feeding the homeless

• Relates to the chapter as it talks about developments involving resolving conflict of initiative versus guilt and improvement of self-understanding and understanding of others

Angie

• An elementary school-age girl who talks about facing her weight problems and dealing with them effectively

• relates to the chapter as it discusses problems associated with being overweight in childhood

Jonathan Kozol

• The Shame of the Nation

• visited schools in urban low-income areas

• observed numerous inequities

• found students orderly, interested, and engaged

• relates to the chapter as it talks about years of middle and late childhood bringing changes to children’s social and emotional lives, such as the development of self-concepts, moral reasoning, and gendered behavior.

Preoperational Stage

• Piaget’s second stage

• lasting ~2-7 years of age

• during which children begin to represent the world with words, images, and drawings, and symbolic thought goes beyond simple connections of sensory information and physical action

• stable concepts are formed, mental reasoning emerges, egocentrism is present, and magical beliefs are constructed

Symbolic Function Substange

• Piaget’s first substage of preoperational thought

• The child gains the ability to mentally represent an object that is not present (between ~2 and 4 yrs of age)

Intuitive Thought Substage

• Piaget’s second substage of preoperational thought

• Children begin to use primitive reasoning and want to know the answers to all sorts of questions (between ~4 and 7 yrs of age)

Physical Changes

• body growth and change

• the brain

• motor development

• sleep

• nutrition and exercise

• illness and death

Leading cause of death in children 1-4; common causes of accidental death

• the leading cause of death in children ages 1-4 were accidents

• drowning was the most common cause, followed by motor vehicles

Three Mountains Task

a test developed to see whether children are egocentric or capable of visual perspective-taking

Piaget’s Conservation Task

experiments designed by psychologist Jean Piaget to test a child’s ability to recognize that an object’s core properties (such as quantity, volume, or mass) stay the same even when its shape, appearance, or arrangement changes

Mischel Marshmallow Experiment

famous psychology study on delayed gratification

Theory Of Mind

refers to the awareness of one’s own mental processes and the mental processes of others

Montessori Approach

a child-centered educational approach developed by Dr. Maria Montessori that emphasizes self-directed learning, hands-on activity, and collaborative play

Project Head Start

a free federal program that provides comprehensive early childhood education, health, nutrition, and parent services to low-income children from birth to age five

Egocentrism

the heightened self-consciousness of adolescents

Vygotsky/Piaget Chart

Piaget viewed children as independent "lone scientists" learning through individual exploration, while Vygotsky viewed them as "social apprentices" whose learning is shaped by culture, language, and social interaction

Executive Attention

The brains control center that manages goals, resolves conflicts, and blocks out distractions

Sustained Attention

The ability to maintain steady focus and alertness on a single task over a long period

Zone of Proximal Development (ZPD)

the distance between what a learner can do independently and what they can achieve with guidance or collaboration from a more skilled person

Private Speech

speech spoken aloud to oneself (audible, but not directed at other people) that children use to guide their own actions, plan, solve problems, and regulate behavior

Initiative vs Guilt

• Erikson’s third stage of development

• occurs during the preschool years

• As preschool children encounter a widening social world, they face new challenges that require active, purposeful, responsible behavior

• Feelings of guilt may arise, though, if the child is irresponsible and is made to feel too anxious

Emotion Coaching

A parenting approach where caregivers validate a child’s emotions, help them label their feelings, and guide them in problem-solving

Emotion-Dismissive Parenting

A parenting style where caregivers ignore, minimize, or punish a child’s emotional expressions

Authoritative Parenting

High warmth, high control. Parents set clear rules but are responsive and supportive

Authoritarian Parenting

Low warmth, high control. Parents demand obedience without explanation

Permissive Parenting

High warmth, low control. Parents are indulgent and avoid setting limits

Neglectful Parenting

Low warmth, low control. Parents are uninvolved and indifferent

Types of Child Maltreatment

1. Physical Abuse: Intentional harm causing injury (e.g., hitting, shaking).

2. Sexual Abuse: Any sexual activity involving a child.

3. Emotional Abuse: Behaviors that harm a child’s self-worth (e.g., verbal insults, rejection).

4. Neglect: Failure to provide basic needs (e.g., food, supervision, medical care).

5. Exploitation: Using a child for labor, trafficking, or other harmful purposes.

Functions of Play

Play is a critical activity for children’s development, serving multiple functions:

1. Cognitive Development: Enhances problem-solving, creativity, and critical thinking.

2. Social Development: Teaches cooperation, sharing, and conflict resolution.

3. Emotional Development: Helps children express and regulate emotions.

4. Physical Development: Improves motor skills and coordination.

   1. Language Development: Encourages communication and vocabulary growth.

Group Composition

The makeup of a group affects dynamics and outcomes. Key factors include:

1. Gender: Mixed-gender groups may have different interaction patterns than same-gender groups.

2. Group Size: Larger groups can offer more ideas but may also create social hierarchies.

   1. Interactions: How group members communicate, collaborate, and resolve conflicts.

Gender Schema Theory

A theory by Sandra Bem that explains how children develop gender roles by forming mental schemas about what is “male” or “female” based on cultural norms

Characteristics of Sibling Relationships

• Emotional Quality

• Familiarity and Intimacy

  • Variation

Children in Divorced Families

Children in divorced families face unique challenges and opportunities:

1. Adjustment: May struggle with changes in living arrangements, routines, and emotions.

2. Co-parenting: How parents collaborate (or don’t) affects the child’s well-being.

3. Resilience: Many children adapt well with proper support.

4. Stigma: Some may face bullying or social stigma.

Concrete Operational Stage

A stage in Jean Piaget’s theory of cognitive development (ages 7-11) where children begin to think logically about concrete objects and events

English Language Learners (ELL)

Students who are learning English as an additional language due to speaking a different native language at home. Taught two main ways: (1) instruction in English only, or (2) a dual-language

Eight Types of Intelligence

Howard Gardner’s theory of multiple intelligences suggests that intelligence is not a single trait but a combination of eight types:

1. Linguistic: Language skills (e.g., writers, poets).

2. Logical-Mathematical: Abstract reasoning and problem-solving.

3. Spatial: Visual and spatial awareness (e.g., artists, architects).

4. Musical: Sensitivity to sound, rhythm, and music.

5. Bodily-Kinesthetic: Physical coordination and movement (e.g., athletes, dancers).

6. Interpersonal: Understanding and interacting with others.

7. Intrapersonal: Self-awareness and reflection.

8. Naturalistic: Connection with nature (e.g., biologists, farmers).

Metacognition

Cognition about cognition, or knowing about knowing. Helps people to perform many cognitive tasks more effectively.

ADHD

• Inattention, hyperactivity, impulsivity

• Difficulty focusing, organizing, and controlling impulses

Autism Spectrum Disorder

• Challenges with social interaction, communication, and repetitive behaviors

• Difficulty understanding social cues and sensory sensitivities

IEP (Individualized Education Plan)

• A legally binding plan for students with disabilities in the U.S. (under IDEA).

• Includes specific goals, accommodations, and services tailored to the student’s needs.

• Involves parents, teachers, and specialists.

IAP (Individual Accommodation Plan)

• A less formal plan for students who need support but don’t qualify for an IEP.

• Focuses on accommodations (e.g., extended test time, preferential seating)

Gifitedness

Exceptional intellectual ability, creativity, or talent in one or more areas (e.g., math, music, art)

IQ/Stanford-Binet

• A measure of cognitive abilities (e.g., problem-solving, memory, reasoning).

• Stanford-Binet Test: A widely used IQ test that assesses cognitive strengths and weaknesses.

Dimensions of Executive Function for 4 to 11-year-olds

• Self-control/inhibition

• Working Memory

• Flexibility

Creative Thinking

• Generating original ideas or solutions.

• Encouraged through open-ended questions and brainstorming.

Convergent Thinking

• Finding a single correct answer (e.g., math problems).

• Valued in structured learning environments.

Divergent Thinking

• Exploring multiple solutions to a problem.

• Key to creativity and innovation.

Self-Esteem

• How one feels about themselves (e.g., “I am worthy”).

• Influenced by achievements, relationships, and social comparisons.

Self-Concept

• The beliefs one holds about themselves (e.g., “I am a good friend”).

• Develops through experiences and feedback.

Self-Efficiency

• Belief in one’s ability to succeed in specific tasks (e.g., “I can solve this math problem”).

• Influenced by past experiences and role models.

Self-Regulation

• The ability to control impulses, emotions, and behaviors.

• Critical for academic and social success.

Strategies for Improving Self-Esteem

• Identify the causes of low self-esteem

• Provide emotional support and social approval

• Help children achieve

• Help children cope

Industry

A stage in Erik Erikson’s psychosocial development theory (ages 6–12) where children develop competence in skills and tasks.

• Feeling capable and successful (e.g., mastering a new skill).

• Encouraged by supportive environments.

Inferiority

A stage in Erik Erikson’s psychosocial development theory (ages 6–12) where children develop competence in skills and tasks.

• Feeling inadequate or incompetent.

• Can result from repeated failure or criticism.

Developmental Changes

Physical, cognitive, emotional, and social changes that occur as children grow

Peer Status

Developmentalists have distinguished five peer statuses:

• Popular children

• Average Children

• Neglected Children

• Rejected Children

• Controversial Children

Bullying

Repeated, intentional aggressive behavior aimed at harming or intimidating someone perceived as vulnerable. Can lead to anxiety, depression, and long-term emotional trauma.

Kohlberg’s Moral Reasoning

• Pre-Conventional (Early Childhood):

  • Stage 1: Obedience and punishment (e.g., “I follow rules to avoid punishment”).

  • Stage 2: Self-interest (e.g., “I help others if they help me”).

• Conventional (Adolescence):

  • Stage 3: Interpersonal accord (e.g., “I behave well to be liked”).

  • Stage 4: Authority and social order (e.g., “I follow laws to maintain order”).

• Post-Conventional (Adulthood):

  • Stage 5: Social contract (e.g., “I follow rules that benefit society”).

  • Stage 6: Universal ethics (e.g., “I act based on principles like justice and equality”).

Children’s Friendships

Voluntary, reciprocal relationships that provide emotional support, companionship, and social learning

NCLB (no child left behind)

• A U.S. law focused on accountability, standardized testing, and closing achievement gaps.

• Required annual testing in math and reading.

Common Core

• A set of academic standards in math and English language arts/literacy.

• Aimed to ensure consistency in education across states.

ESSA (every student student succeeds act)

• Replaced NCLB and gave states more flexibility in education policy.

• Focused on equity, accountability, and local control.

Strategies for improving relationships among ethnically diverse

students

• Turn the class into a jigsaw classroom.

• Encourage students to have positive personal contact with

diverse other students.

• Reduce bias.

• Be a competent cultural mediator.

• View the school and community as a team