220 test #1 - quizlet import

Nature vs. Nurture

whether learning is the result of heredity (innate abilities) or environment (experience)

Maturational Theory

focuses on the biological or 'nature' approach to human development

Nurture

Environment

Nature

Heredity

Arnold Gesell

Believed that all development is governed primarily by internal forces of biological and genetic origin

Psychoanalytic Theory

explores the unconscious mind's influence on behavior and emotions, emphasizing the importance of childhood experiences and internal conflicts

Psychosocial Theory

how self-understanding, identity formation, and social relationships change across the life span

Sigmund Freud

believed that children's behavior is a reflection of their inner thoughts and sexual desires

Erik Erikson

acknowledges the influence of environment and social interactions

coined the term ego identity

8 stages of human development

Ego Identity

Coined by Erik Erikson, to describe an individual's conscious awareness of self

Freud's 5 Stages

oral, anal, phallic, latency, and genital

Erik Erikson's 8 stages

trust vs mistrust (0-12 months)

autonomy vs shame and doubt (1-3 years)

initiative vs guilt (3-5 years)

industry vs inferiority (6-12 years)

identity vs role confusion (13-20 years)

intimacy vs isolation (20-35 years)

generativity vs stagnation (35-55 years)

integrity vs despair (60's-death)

Norms

Age-level expectancies associated with the achievement of specific developmental skills

Constructivism

A learning approach in which individuals form their own meaning through active participation

Cognitive-Developmental Theory

An approach introduced by Piaget that views children as actively constructing knowledge as they manipulate and explore their world and that regards cognitive development as taking place in stages.

Jean Piaget

Theorized that children were born with basic genetic capabilities that enables them to construct knowledge and meaning through active exploration of their environment

Jean Piaget's 4 distinct stages

Sensorimotor (birth-2 years)

Preoperational (2-7 years)

Concrete Operational (7-11 years)

Formal Operational (11-15 years)

Schemas (Piaget)

mental patterns or categories

Assimilation (Piaget)

incorporating new information into preexisting information

Accommodation (Piaget)

modifying existing schemas to fit new situations

Disequilibrium (Piaget)

The period of confusion, conflict, or tension when new material doesn't fit into existing schemas

Equilibrium (Piaget)

balance between assimilation and accommodation

Zone of Proximal Development

Vygotsky's term for tasks that are too difficult for children to master alone but can be mastered with assistance

Leo Vygotsky

Emphasized the role of the environment (nurture) and gradual growth (continuity) Social skills precede development

Marie Montessori

Children learn best through self-directed exploration and that all children have potential

NAEYC

National Association for the Education of Young Children

DAP

Developmentally Appropriate Practice

Behaviorism and Social Learning Theory

Series of learned behaviors based on an individual's positive and negative interactions with the environment

B.F. Skinner

Stimulus and Response

(cause and effect)

John B. Watson

emphasis on external behaviors of people and their reactions on a given situation

Bioecological Theory

Bronfenbrenner's theory that explains development in terms of relationships between individuals and their environments, or interconnected contexts

Microsystems (Bronfenbrenner)

face to face interactions with primary caregivers, friends, and siblings

Mesosystems (Bronfenbrenner)

school-home linkages and interactions with relatives

Exosystems (Bronfenbrenner)

mass media, parent's workplace, and social services

Macrosystems (Bronfenbrenner)

cultural values and customs, ethnicity, economic conditions, and politics

Chronosystems (Bronfenbenner)

Changes that occur overtime (moving to a new location, birth of a sibling, divorce, or military deployment)

Abraham Maslow

Known for his "Hierarchy of Needs" and the concept of "self-actualization"

Hierarchy of Needs (Maslow)

(bottom) physiological needs, safety needs, belongingness and love needs, esteem needs, self actualization needs (top)

At risk

A term describing children who may be more likely to have developmental impairments

Essential Needs

Basic physical requirements such as food, shelter, and safety, as well as psychological needs, including love, security, and trust, which are required for survival and healthy development

Nurturing

providing love, support, attention, and encouragement

Reciprocal

exchanges between individuals or groups that are mutually beneficial

Developmentally Appropriate

Tasks that are suitable to a child given his/her age and interests

Intrinsic

a feeling of personal satisfaction, pride, or pleasure

Self-esteem

one's feelings of high or low self-worth

Descriptive Praise

words or actions that describe to a child specifically what she or he is doing correctly or well

Naturalistic Setting

environments that are familiar and part of children's everyday experiences, such as classrooms, care arrangements, and home

Authentic Assessment

A process of collecting and documenting information about children's developmental progress; data is gathered in children's naturalistic settings and from multiple sources.

Teachers as Classroom Observers

• Give teachers insight into children's - progress,

• strengths and limitations

• Useful for identifying children who have special talents, developmental delays, health issues, or behavior problems

Families as Observers

• families know and understand their children better than anyone else

• Communication with families is super important

Anecdotal Notes

Informal assessment where teacher makes small notes based of observations of student behavior or performance

Discrete Behaviors

actions that can be observed and described clearly, such as hitting, pulling hair, or spitting.

Domains

areas of development such as physical, motor, social-emotional, and speech and language

Event Sampling

Used is for behaviors which occur quickly and frequently

Time Sampling

a measurement of the presence or absence of behavior within specific time intervals

Frequency or Duration Counts

How often and how long a behavior lasts

Checklists and Rating Scales

provide more efficient ways to collect behavioral data than observation

Portfolios

A selected collection of student work that demonstrates strengths and weaknesses

Growth

physical changes that occur from conception to maturity (child's size)

Head Circumference

Measurement of the head taken at it's largest point (across the forehead, around the back of the head, and returning to the starting point).

Development

refers to an increase in complexity, from simple to more complicated and detailed

Developmental Milestones

Characteristics and behaviors considered normal for children in specific age groups.

Sequences of Development

composed of predictable steps along a developmental pathway common to the majority of children

Continuity

developmental changes are gradual and quantitative; predictive of future behavior patterns

Jargon

unintelligible speech in young children, includes sounds and inflections of the native languages

discontinuty

development that occurs in irregular periods or stages, not a smooth, continuous process

Stammering

to speak in an interrupted or repetitive pattern; not to be confused with stuttering

Food Jag

a period when only certain foods are preferred or accepted

Age-level Expectancies or norms

Always represent an age range and never an exact point in time when skills should be achieved

Chronological

Refers to events or dates occurring in sequence over the passing of time

Organization and Reorganization

Rapid growth in development are often followed by reorganization

Typical

refers to the achievement of certain skills according to a fairly predictable sequence although with many individual variations

Neurological

refers to the brain and nervous system

Typical Growth and Development

Often a range of typical behaviors within each developmental domain is broad and includes mild variations

Interrelatedness of Developmental Domains

All five domains are interdependent, and a child requires a mix of all developmental abilities

Brain Growth and Development

Brain grows very quickly in infancy and early childhood

3x size by 2 years

Neural Connections

organized linkages formed between brain cells as a result of learning

Plasticity

the brain's ability to change, especially during childhood, by reorganizing after damage or by building new pathways based on experience

Pruning

the process of eliminating unused neurons and neural connections to strengthen those that the child is actively using

Attachment

a strong emotional connection usually formed with between a child and parent(s)

Separation Anxiety

Extreme fear or distress that a child experience when separated from their primary caregiver; occurs commonly between 9-24 months

Bowlby's Theory of Attachment

Forms in stages and becomes increasingly focused, purposeful, and insightful as children's cognitive and motor skills advance

Ainsworth's four attachment styles

Securly attached

Insecure Avoidant

Insecure Resistant

Insecure Disorganized

Temperament

Refers to the genetic foundation of an individual's personality

Gender Awareness and Identity

When boys and girls develop a concept of gender and gender identity appropriate to their culture

When is Gender stability normally reached?

3 to 4 years old

When does a Child's sexual identity become well established?

Near Middle Childhood

Socio-Ecological Factors

the environmental influence of family and home, community, and society at large

Socio-Ecological

Refers to the interactive exchanges that occur between children and their family, other significant adults, and everything in the broader community that affects their lives

Developmental Risk

Those who are born into situations that are harmful to their early development

Transactional Process

the give-and-take relationship between children, their primary caregivers, and daily events that influences behavior and developmental outcomes

Transactional Patterns of Development

Children influence the behavior of their adult caretakers

Atypical Growth and Development

Children who have developmental difference and tend to be inconsistent with typical patters and sequences

Functional Language

language that allows children to get what they need or want

Interdependent

Affecting or influencing development in multiple domains

What are the Six Domains?

Physical

Motor

Perceptual

Cognitive

Speech and Language

Social and Emotional

Sphincter

The muscles necessary to accomplish bowel and bladder control

Reflexive

Refers to movements resulting from impulses of the nervous system that cannot be controlled by the individual

Voluntary

Refers to the movements that can willed and purposively controlled and initiated by the individual

Developmental Sequence

a continuum of predictable steps along a developmental pathway of skill achievement