Growth and Development Exam 3 -- Early Childhood

20 in

the average birth length is ___________

3, 4.5

between 2-6 years old, they grow about ______ in, and _______ lbs. every year

3.5, 40-50

by age 6, children are approximately ________ feet tall and weigh ______________ lbs

adultlike

by 6 years old, children achieve ________________ body proportions

34 inches

by 2 years old, what is the average stature

46 inches

by 6 years old, what is the average stature

28 lbs

by 2 years old, what is the average weight

46 lbs

by 6 years old, what is the average weight

25%

as a newborn, what percentage of the body does the head occupy

lowest

the BMI is ____________ at 5-6 years old

severe obesity

>120% of the 95th percentile of BMI

obesity

>95th percentile of BMI

overweight

>85th percentile of BMI

healthy

between the 5th and 85th percentile of BMI

underweight

<5th percentile of BMI

imitate

observing a form being made and then replicating the action

copy

reproducing a form from a pre-drawn model without being shown how its made

draw

producing a form when asked (hardest)

18-24 months

when does the easiest shape involving drawing straight lines (vertical strokes) develops

3-4 years

when does the ability to draw horizontal strokes develop

3-4 years

when does the ability to cope the circle and cross develop

5 years

at what age can children copy all shapes but diamond

7 years

at what age can children copy the diamond

90%

what percentage of brain weight is developed by 6 years

75%

what percentage of the adult brain weight is developed by age 2

corpus callosum

connection between left and right brain; stronger and thicker in left-handed people

left

side of brain that deals with logic, analysis, math, science, details

right

side of brain that deals with creativity, imagination, holistic, arts, big pictures, and emotion

myelination

what is the brain reason for the brain growth from ages 2 to 6 to help increase transmission speed

prefrontal cortex

part of frontal lobe responsible for thinking, planning, and language

emotions become more nuanced and responsive, temper tantrums subside due to regulation of negative emotions, and better impulse control with a delay/deny in immediate response

during the ages of 2 to 6, what does the developing prefrontal cortex cause

sustained attention

ability to focus on one specific task

2-5 minutes

how much does attention span increase per year old

selective attention

select and focus on one source of information; inattention blindness

looking but failing to see

what is inattention blindness

alternating attention

ability to switch focus between tasks

divided attention

process two or more responses simultaneously

working memory/ short-term

limited capacity that stores information briefly; allows for dual-tasking and improves steadily and significantly

capacity of long-term memory

what is said to be virtually limitless by the end of middle childhood

retrieval

what is more important: retrieval or the expansion of memory storage

strategies

as the prefrontal cortex matures, what are children better able to use

larger

if the attention needed for a primary task is low, there is a __________ residual capacity for secondary task performance

cognitive inhibition

ability to control one's attention, behavior, thoughts, and/or emotions to override a strong internal predisposition or external lure, and instead do what's more appropriate or needed (Simon says)

stroop test

what is used to typically test cognitive inhibition

cognitive flexibility

ability to change perspectives spatially and interpersonally (do things using different methods); be able to adopt different thinking process; Wisconsin card sorting

planning

the ability to identify and select an appropriate sequence of behavior in order to complete a purposive task; Tower of London Test

fluid intelligence

problem solving abilities; types of basic intelligence that make learning quick and thorough; includes working memory, abstract thought, and speed of thinking

attentional control, working memory, cognitive inhibition, cognitive flexibility, planning, and fluid intelligence

what are the executive functions

preoperational stage

developed the capacity for symbolic thought and ability to use symbols for language and pretend play

crystallized intelligence

what is not an executive function because it is more related to explicit learning

animism

crediting inanimate objects with life and lifelike properties such as feelings; occurs between 2-6 years

static reasoning

part of the preoperational stage that states whatever is now has always been and always will be

irreversibility

part of the preoperational stage where nothing can be undone

centration

part of the preoperational stage where they focus on one idea; failure to demonstrate conservation

egocentrism

part of the preoperational stage where they think about the world entirely from one's own personal perspective

conservation

certain properties (such as the amount) of an object or substance does not change when its appearance is altered in some superficial way

taller one

when a preoperational child is asked what glass contains more, what will they say

the longer one

when a preoperational child is asked which line has more checkers, what will they answer

the long one

when a preoperational child is asked which equal ball of clay has more, what will they say

one that sticks out farther to the right

when a preoperational child is asked which two sticks of equal length is longer, what will they say

theory of mind

a person's theory of what other people might be thinking

4 years

at what age does theory of mind develop

50-100 words

by 18 months how many words a month does a child develop

100-2000

by 2 years old, how many words does the child know

comprehension

regarding language learning, what is greater than actual production

30000

by 6 years old, how many words does the child know

fast-mapping

the speedy and imprecise way in which children learn new words by tentatively placing them in mental categories according to their perceived meaning

joint attention

how is fast-mapping achieved through

logical extension

children use the same word to describe other objects in the same category; can be underextension or overextension

underextension

using a word too narrowly; e.g. a child's sippy cup is the only "cup"

overextension

using a word too broadly; e.g. calling a cat a dog because both have fur and 4 legs

expectations for maturity

caregiving dimension that involves expectations for responsibility and self-control

communication

caregiving dimensions that involves listen patiently vs. demand silence

expressions of warmth

caregiving dimension that involves warm and affectionate vs. cold and critical

strategies for discipline

caregiving dimension that involves how they explain, criticise, persuade, and punish

authoritarian

style of caregiving: high behavioral standard, strict punishment of misconduct, and little communication

permissive

style of caregiving: high nurturance and communication but little discipline, guidance, or control

authoritative

style of caregiving: parents set limits and enforce rules but are flexible and listen to their children

neglectful/uninvolved

style of caregiving: parents are indifferent toward their children and unaware of what is going on in their children's lives

low social skills and self-esteem

what is an outcome of authoritarian parenting

low maturity

what is an outcome of permissive parenting

high social skills and self-esteem

what is an outcome of authoritative parenting

low academic performance

what is an outcome of neglectful/uninvolved parenting

corporal punishment

punishment that physically hurts the body, such as slapping or spanking; increases obedience temporarily but also increases possibility of later bullying, delinquency and abusive behavior; correlated with increased aggression and delayed theory of mind

psychological control

disciplinary technique that involves threatening to withdraw love and support

time-out

a child is separated from other people for a specified time period

induction

the parent tries to get the child to understand why a certain behavior was wrong

intrinsic motivation

motivation that comes from inside a person (need to feel smart or competent); seen when children invent imaginary friends

extrinsic motivation

arises from the need to have achievements rewarded from outside

play

enhances motor, cognitive, social, emotional, and language learning

social

type of play: interact with environment

constructive

type of play: building (lego, blocks, puzzles)

pretend or symbolic

type of play: playing house, play food

physical/ rough and tumble

type of play: tag, wrestling

games with rules

type of play: board games, card games, develops emotional regulation (when kids win or lose)

social/dramatic

type of play: theater, playing another character; requires theory of mind

solitary

stage of play: child plays alone and is unaware of any other children playing nearby

onlooker

stage of play: child watches other children play

parallel

stage of play: children play with similar objects in similar ways but not together

associative

stage of play: children interact to share material but play is not reciprocal