chapter 5 Flashcards

1
Q

Growth patterns

A

Growth patterns

-Weight and height increases and relationship between these measurements changes.


-Average body mass index (BMI) is lower than at any other time of life.


-Children become slimmer as the lower body lengthens.


-Center of gravity moves from the breastbone down to the belly button.

-by age 6i: looks lean not chubby 3 1/2 feet tall

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2
Q

Nutrition

A

Nutrition

-Children in food-insecure households are more likely as adults to overeat when they are not hungry.


-In low-income family cultures, parents tend to guard against undernutrition and rely on fast foods, so their children are especially vulnerable to obesity.


-Rates of obesity among young children fell when many day-care centers increased exercise and improved snack.

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3
Q

Oral health

A

Oral health

-Teeth are influenced by diet and health.
-Tooth decay correlates with obesity.
-Infected teeth may indicate or create health problems.
-Poor oral health in early childhood harms those permanent teeth.

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4
Q

Food allergies

A

Food allergies

-Estimated 10 percent of all young children have a food allergy, usually to a healthy, common food.

-Cow’s milk, eggs, peanuts, tree nuts, soy, wheat, and shellfish are frequent culprits.

-Diagnostic standards and treatments vary.

-allergies are increasing with one reason being increased rates of cesarean births-triples the risk of food allergies

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5
Q

Brain size

A

Brain size
By age 2, a child’s brain weighs 75 percent of what it will in adulthood.

The brain reaches 90 percent of adult weight by age 6.( 15% increase=dendrites, myelination, prefrontal cortex)

Myelin development contributes to this increased weight.-Mylein-fatty coating on the axons that protects and speeds signals between neurons

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6
Q

lateralization

corpus callosum

A

sideness

corpus-long thick band of axons that connects two hemispheres of the brain

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7
Q

Brain maturation
From ages 2 to 6, maturation of prefrontal cortex has several notable benefits.

A

Brain maturation

From ages 2 to 6, maturation of prefrontal cortex has several notable benefits.
–Sleep becomes more regular.
–Emotions become more nuanced and responsive.
–Temper tantrums decrease or subside.
–Uncontrollable laughter and tears are less common.

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8
Q

Inhibition and flexibility

A

Inhibition and flexibility
-Neurons have two kinds of impulses.
—Activate (on)–inhibit (off)
-(balance of this is needed lifelong)

Young children often neurologically unbalanced; immature prefrontal cortex and limbic system control.
–Impulsivity–perseveration
-get stuck, as a question multiple times, can’t stop laughing, linked to brain maturation

-Relationship between stress and brain activity depends partly on age of person and partly on amount of stress.-> people need to remember experiences that arouse emotions in order to avoid or to adjust similar experiences in the future

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9
Q

Piaget: Preoperational thought

A

Piaget: Preoperational thought-disregards logic, second of Piagets four periods of cognitive development

-Cognitive development between ages of about 2 and 6
-Includes language and imagination (which involve symbolic thought)-an object or a word can stand for something else, including something out of a sight or imagined
-Logical, operational thinking is not yet possible.
-Symbolic thought emerges, often without logic.
–Animism
-belief that natural objects such as that sun and clouds are alive and that nonhuman animals have the same characteristics as the child

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10
Q

Obstacles to logic
Centration
Egocentrism
Focus on appearance

A

Obstacles to logic

Centration
–Characteristic of preoperational thought, whereby a young child focuses (centers) on one idea, excluding all others (daddy is father)

Egocentrism
–Young children’s tendency to think about the world entirely from their own personal perspective (not selfishness)

Focus on appearance
–Characteristic of preoperational thought, whereby a young child ignores all attributes that are not apparent(short haircut on girl, thinks she turned into a a boy)(a thing is what appears to be)

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11
Q

static reasoning
irreversibility

A

Obstacles to logic

Static reasoning
–Characteristic of preoperational thought, whereby a young child thinks that nothing changes; whatever is now has always been and always will be. (don’t understand that their parents were also once children)

Irreversibility
–Characteristic of preoperational thought, whereby a young child thinks that nothing can be undone; a thing cannot be restored to the way it was before a change occurred.(lettuce on sandwich)

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12
Q

Conservation

A

Conservation and logic
Conservation
–Principle stating that the amount of a substance remains the same (i.e., is conserved) when its appearance changes

-young children fail to understand conservation because they focus (center) on what they see (appearance) noticing only (static) they do not realize irreversibility.

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13
Q

Vygotsky:

A

Vygotsky: Social learning
Every aspect of children’s cognitive development is embedded in the sociocultural context.
Children learn from guided participation through mentors.

-they seek answers from a mentor, parent, teacher
Mentors
Present challenges
Offer assistance (without taking over).
Provide information.
Encourage motivation.

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14
Q

Zone of proximal development (ZPD)

Scaffolding-

A

Zone of proximal development (ZPD)
-Vygotsky’s term for the skills that a person can exercise only with assistance, not yet independently

Scaffolding-provides support
-Temporary support that is tailored to a learner’s needs and abilities and aimed at helping the learner master the next task in a given learning process ex: letting them stir cake batter

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15
Q

Overimitation

A

Overimitation
-Universal
-Tendency of children to copy an action that is not a relevant part of the behavior to be learned
-Common among 2- to 6-year-olds who will imitate adult actions that are irrelevant and inefficient

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16
Q

Combining Piaget and Vygotsky

A

Combining Piaget and Vygotsky

Piaget
–Emphasized immaturity of child’s mind

Vygotsky
–Stressed power of social context

Both
–Appreciated curiosity of young children
–Valued extraordinary language development of young children

17
Q

theory of mind

A

includes ideas about other peoples thinking
-depends not only on maturation but on social experience(vygotsky)

18
Q

executive functioning

A
  1. Memory: working memory- memory that is not from years ago
  2. inhibition: think before acting or speaking
  3. Flexibility: do not stay stuck on one idea
19
Q

Language as a tool
private speech
social mediation

A

Language as a tool
Vygotsky considered language pivotal.
–Private speech involves internal dialogue when talking to self.
–Social mediation advances and expands understanding.

20
Q

A sensitive time

A

A sensitive time
-Brain maturation, myelination, scaffolding, and social interaction make early childhood ideal for learning language.

-Early childhood is a sensitive to master vocabulary, grammar, and pronunciation.


learning language is more difficult after age 10

21
Q

Vocabulary explosion
Fast-mapping

A

Vocabulary explosion
–The average child knows about 500 words at age 2 and more than 10,000 at age 6.
–Verbs, adjectives, adverbs, conjunctions, and many nouns are mastered.


Fast-mapping
–Speedy and sometimes imprecise way in which children learn new words; occur by tentative placement of these in mental categories according to their perceived meaning.

22
Q

Logical extension
Bilingual children

A

Logical extension
–Closely related to fast-mapping
–Occurs when children use a word to describe other objects in the same category ex: Dalmatian cows

Bilingual children
–Often code-switch in middle of a sentence
–Realize which language to use by age 5

23
Q

Acquiring grammar
Grammar of a language
Overregularization
Pragmatic

A

Acquiring grammar

Grammar of a language
–Structures, techniques, and rules that communicate meaning

Overregularization
–Application of rules of grammar even when exceptions occur
–Makes language seem more “regular” than it actually is
ex: tooth instead of teeth

Pragmatic
–Practical use of language, adjusting communication to audience and context (words, tone, grammatical form)
–Difficult aspect of language
–Evident by age 4

24
Q

Learning two languages

A

Learning two languages
-Early childhood is the best time to learn a new language.
-For children to develop two languages, they must speak as well as hear two languages.
-Mastering two language before age 6 seems to contribute to lifelong neurological benefits.

25
Q

Language losses and gains

A

Language losses and gains

Language shifts
–Involves becoming more fluent in the school language than in their home language.

Fluent bilingual or trilingual
–Includes being fluent in two languages, not favoring one over the other.
–Occurs if adults talk frequently, listen carefully, and value both languages.

26
Q

Effective strategies for children of all income levels, languages, and ethnicities

A

Effective strategies for children of all income levels, languages, and ethnicities
1.Code-focused teaching- break code from spoken to written words
2.Book-reading-vocabulary and bring-awareness-vocabulary and print awareness
3.Parent education- encourage cognition
4.Language enhancement-adults help children expand vocabulary
5.Early-education programs-learn rom teachers, songs

27
Q

Homes and schools

A

Homes and schools

Quality matters, but it is difficult to judge.
-Without major support from other sources, low cost may be low quality.
-High cost does not mean high quality.


28
Q

Quality cannot be judged by name or sponsorship of program.

A

Quality cannot be judged by name or sponsorship of program.

Distinctions among program goals
-Encourage creativity (child-centered)
-Prepare for formal education (teacher-directed)
-Prepare low-SES children for first grade (intervention)

29
Q

Child-centered or developmental programs

A

Child-centered or developmental programs
-Emphasize children’s natural inclination to learn through play rather than adult directions.
-Encourage self-paced exploration and artistic expression.
-Show the influence of Vygotsky and Piaget.
-stress each Childs development and growth “teaching the whole child”

Examples
-Montessori schools-Rome italy- emphasize individual pride and achievement, presenting literacy-related tasks
-Reggio Emilia- democracy and freedom of personal expression belong in the classroom
-Waldorf-emphasize creativity and individuality

30
Q

Teacher-directed programs

A

Teacher-directed programs
–Stress academic subjects taught by teacher to entire class; “ready to learn” goal.
–Help children learn letters, numbers, shapes, and colors, as well as how to listen to the teacher and sit quietly.
–Are often influenced by behaviorism or information processing.

31
Q

Intervention programs

A

Intervention programs

Head Start
–Federally funded early-childhood program for low-income children of preschool age
–Current goals shifted from lifting families out of poverty to promoting literacy, providing dental care and immunizations, and teaching Standard English for 2- to 4-year-old children; shift from child-centered to teacher-directed.


32
Q

Long-term gains from intensive programs

A

Long-term gains from intensive programs

Program research focused on children from low-SES families; all provided intense education from well-trained teachers. -> combined teacher center and child center education
-Perry (High/Scope) program
-Abecedarian
-Child–Parent Centers

—all showed early education has substantial long-term benefits that become most apparent when children are in the third grade or later + benefits continued through their life

33
Q

Longitudinal research finds that early-childhood education reduces the risk of

High-quality programs increase the likelihood that a child will become

A

Longitudinal research finds that early-childhood education reduces the risk of later problems, such as needing special education. 


High-quality programs increase the likelihood that a child will become a law-abiding, gainfully employed adult.