psychology 3

ways to combat child obesity

increase in physical activity

decrease sugar consumption

reduce portion sizes

provide portion sizes

eat meals at scheduled times

pack healthy school lunches

reduce exposure to unhealthy foods

gross motor skills

increase during early childhood

walking, running, hopping, skipping, jumping, throwing a ball

fine motor skills

substantial improvement in early childhood

drawing, coloring, using fork and spoon, tying shoes

by age 3

brain has attained 80% of adult size and weight

by age 5

brain reachers 90% of adult size and weight

some increases in size and weight in brain is due to

increase in number and size of nerve endings within and between areas of the brain

increase in number and size also due to

myelination

preoperational thought

internalized logical thinking

kids are preoperational because they have not developed these mental skills

substages of preoperational thought

symbolic function

intuitive thought

symbolic function

mental representation of objects, events, individuals

begin understanding symbol systems

what age does symbolic function occur

2-4 years

symbolic function gain the ability to

create mental images of things and store them for later use

symbolic function example

drawing a pic of families cat while in school because they can hold mental memory of cat

intuitive thought

showing logic/reasoning without understand how they know they are right

intuitive thought age

4-7 years

symbolic representation leads to

language development

internal problem solving

deferred imitation

make believe play

symbolic play

egocentrism

failure to distinguish between child’s perspective and that of another

egocentrism example

hide by hiding their face, thinking you can’t see them

they dont keep a secret

animism

human qualities given to inanimate objects

animism example

upset when their doll gets hurt

centration

attention focused on only one dimension of an object

contributes to lack of conservation (drink in glass)

centration example

grouping blocks together by color rather than shape

irreversibility

inability to mentally reverse operations

irreversibility example

couldnt retract steps if they lost something

appearance reality distinction

things are as they appear to be to child

appearance reality distinction

kids afraid of santa, or clown

if they are dressed as superman they are superman

unawareness of false beliefs

child doesnt understand that others can believe something different from what the child believes or knows

due to lack of theory of mind (understand own and others mental activities)

awareness of false beliefs develops by

age 4

unawareness of false beliefs

sally ann task

3 year old somehow thinks that they knew the marble moved bc the kid knowa

limitations of preoperational thought

cannot mentally manipulate information and cant understand logic

vygotsky theory

child’s social and cultural experiences strongly influence cognitive development

social interaction is key to advancing cognitive development

zone of proximal development (vygotsky)

difference between child’s current level of development and potential development under guidance

zone of proximal development example

without help child reads at 2nd grade level,

with help they reach 4th grade level,

ZPD would be two grade levels

scaffolding

adjusting guidance based off child learning abilities

helps advance cognitive development through ZPD

vygotsky emphasized

learning through peer collaboration and assisted discovery

piaget emphasized

solitary learning and independent discovery learning

Vygotsky believed what propels what

language development propels cognitive development

piaget believed what propels what

cognitive development propels language development

vygotsky believed in what speech

private speech

piaget believed in what speech

egocentric speech

what memory is superior in early childhood

recognition memory is superior to recall memory

short term memory span increases

two to four item span in 2-3 year old children

five item span in 7 year old children

long term memory skills begin to develop due to

brain maturation

socioemotional development (erikson 3rd stage)

initiative vs guilt

initiative = assertiveness, carrying out activities on ones own

(getting themselves dressed)

kids start to show emotional self regulation by age

2-3

ex: hold in anger and try not to cry when they are upset like when they want a toy in the store

kids can start to reflect on their own and others emotions by age

4-5

kohlberg theory of moral development

preconventional level

conventional level

postconventional level

preconventional level

only do the moral thing because of societies consequences

do not understand rules and intention

example of kid thinking preconventional level

kid who broke more plates accidentally is responsible rather than the kid who broke one plate on purpose because the first kid broke more plates

conventional level

rules are unchangeable and must be followed in an inflexible, absolute manner

conformity or societies rules

conventional level example

kids make it known if someone’s doing something wrong (seatbelt pulled over)

postconventional level

intentionality is primary basis in evaluating behavior

rules are seen as flexible social agreements

postconventional level example

preacher lives by same rules that they push

kohlbergs theory criticized for being

gender biased

psycholanalytic theory

development is unconscious and behavior is motivated by personal reasons one does not have control over

identification with same sec marriage

social learning theory

gender types behaviors punished and rewarded by family, peers, media culture then self regulate to conform with cultural gender roles

gender identity

child can categorize themselves by their biological sex

by age 2-3

gender stability

child sees biological sex as stable but if a boy is in a dress they think he is a girl

age 4-5

gender constancy

child understands biological sex is irreversible

child engages in behaviors consistent with cultural standards

by age 6

gender schema theory

sandra bet

learning and cognitive developmental perspectives

“only girls play with dolls”

biological theory

x and y chromosomes

due to evolutionary influences

gender typed behaviors emerge

peer interactions occur primarily through

play

benefits of play

physical development

cognitive development

social development

physical development and play

muscle development

motor coordination

skeletal growth

stress and tension release

cognitive development and play

creativity

imagination

memory skills

critical thinking

problem solving

spatial skills

symbolism

social development and play

imitation of social roles

development of social competence with social skills

affiliation with peers

affiliation with peers

emotional regulation

conflict resolution

following rules

cooperation

partens categories of play

unoccupied

solitary

onlooker

parallel

associative

cooperative

unoccupied play

random movements with no objective

typically occurs in infants

solitary play

playing alone

can be unaware of other children around

infants and toddlers

onlooker play

child observers other kids playing

toddlers, young children usually

parallel play

kids play side by side with different goals and little interaction

toddlerhood and early childhood

associative play

children play together, interact, share, but in separate activities

early childhood

cooperative play

children play together toward common goal

organized play (baseball)

early and middle childhood

pros of TV

prosocial programs

learning

family time

cons of TV

exposure to violence, sex, aggression

slows brain wave activity

time wasted

entertainment TV decreases cognitive development and creativity

cooper and mackie (video and computer gaming)

girls who play violent video game are more likely active and aggressive

more harmful be interactive

correlational studies do not show causation between aggression and violent video games

loftus and loftus

video games affects are not always negative

can learn from video games

well defined goals

mentally challenging

hand eye coordination

memory skills

planning skills\`\`

pros of E technology

internet surfing increases brain activity

social media used for social interaction tool

social support

cons of e technology

increase difficulty focusing in classroom

decreased grades

increased level of distraction

stunts development of interpersonal skills

increase mental health issues

addictions

physical health concerns

creates generation gap

cyberstalking risk

authoritative parenting

high control

high warmth

authoritative outcomes

positive

high self esteem, good grades, maturity

authoritarian parenting

high control

low warmth

authoritarian parenting outcome

high levels of distress and unhappiness

permissive/indulgent parenting

low control

high warmth

permissive/indulgent parenting outcomes

immature, impulsive, demanding, disobedient, poor self control

uninvolved/disengaged parenting

low control

low warmth

uninvolved/disengaged outcomes

low self esteem, deficits in social skills, disobedience, delinquency

single parent families

30% of american homes a

75%-80% of single parent households are headed by women

most single parent households are due largely to

divorce rate

divorce rate

50% divorce rate

facts about divorce

60% of divorces involve children

most parents remarry

62% of remarriages

end in divorce

heatherington studies

first two years after divorce were most difficult on children

first two years after divorce or remarriage showed the highest levels of conflicts between parent and children

custodial parent

mothers may become more self involved, show a lack of effective control over children, and be inconsistent in disciplining and monitoring children’s behavior

become more authoritarian but inconsistent

non custodial parent

more likely permissive and indulgent following divorce

usually fathers

characteristics of abused children

usually under age of 3 (preverbal)

high amount of birth defects, physical disabilities, intellectual deficits

ecological factor

poor quality of neighborhood

socially isolated

cultural factors

cultural factors

in cultures where physical punishment is not common or acceptable, there are much lower reports of physical abuse

indicators of negleect

malnourishment, listlessness, fatigue

stealing or begging for food

poor personal hygiene, torn and dirty clothes

untreated medical needs

frequent missing school