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Developmental Psychology Preliminary Exam > Early Childhood > Flashcards

Early Childhood Flashcards

1
Q

It is the body’s growth and change.

A Physical Change
B. Height and Weight
C. Growth Hormone Deficiency
D. Brain

A

A Physical Change

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2
Q

the average child grows 2½ inches in height and gains 5 to 10 pounds a year during early childhood.

A Physical Change
B. Height and Weight
C. Growth Hormone Deficiency
D. Brain

A

B. Height and Weight

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3
Q

The absence or deficiency of growth hormone produced by the pituitary gland to stimulate the body to grow.

A Physical Change
B. Height and Weight
C. Growth Hormone Deficiency
D. Brain

A

C. Growth Hormone Deficiency

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4
Q

One of the most important physical developments during early childhood.

A Physical Change
B. Height and Weight
C. Growth Hormone Deficiency
D. Brain

A

D. Brain

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5
Q

The preschool child no longer has to make an effort simply to stay upright and to move around.

A. Gross Motor Skills
B. Fine Motor Skills
C. Perceptual Development

A

A. Gross Motor Skills

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6
Q

At 3 years of age, although children have had the ability to pick up the tiniest objects between their thumb and forefinger for some time, they are still somewhat clumsy at it.

A. Gross Motor Skills
B. Fine Motor Skills
C. Perceptual Development

A

B. Fine Motor Skills

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7
Q

Changes in children’s perceptual development continue in childhood. Children become increasingly efficient at detecting boundaries between colors.

A. Gross Motor Skills
B. Fine Motor Skills
C. Perceptual Development

A

C. Perceptual Development

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8
Q

Another limitation of preoperational thought, is the belief that inanimate objects have lifelike qualities and are capable of action.

A. Animism
B. Intuitive Thought Substage
C. Zone of Proximal Development
D. Scaffolding
E. Attention

A

A. Animism

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9
Q

The second substage of preoperational thought, occurring between approximately 4 and 7 years of age. In this substage, children begin to use primitive reasoning and want to know the answers to all sort of questions.

A. Animism
B. Intuitive Thought Substage
C. Zone of Proximal Development
D. Scaffolding
E. Attention

A

B. Intuitive Thought Substage

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10
Q

Vygotsky’s term for the range of tasks that are too difficult for the child to master alone but can be learned with guidance and assistance.

A. Animism
B. Intuitive Thought Substage
C. Zone of Proximal Development
D. Scaffolding
E. Attention

A

C. Zone of Proximal Development

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11
Q

Refers to the temporary support that adults or other competent peers offer when a person is learning a new skill or trying to accomplish a task.

A. Animism
B. Intuitive Thought Substage
C. Zone of Proximal Development
D. Scaffolding
E. Attention

A

D. Scaffolding

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12
Q

is defined as the focusing of mental resources on select information

A. Animism
B. Intuitive Thought Substage
C. Zone of Proximal Development
D. Scaffolding
E. Attention

A

E. Attention

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13
Q

Involves action planning, allocating attention to goals, error detection and compensation monitoring progress on tasks, and dealing with novel or difficult circumstances.

A. Executive Attention
B. Sustained Attention
C. Memory
D. Short-term memory
E. Executive Function

A

A. Executive Attention

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14
Q

Is focused and extended engagement with an object, task, event, or other aspect of the environment.

A. Executive Attention
B. Sustained Attention
C. Memory
D. Short-term memory
E. Executive Function

A

B. Sustained Attention

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15
Q

the retention of information over time, is a central process in children’s cognitive development.

A. Executive Attention
B. Sustained Attention
C. Memory
D. Short-term memory
E. Executive Function

A

C. Memory

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16
Q

individuals retain information for up to 30 seconds if there is no rehearsal of the information.

A. Executive Attention
B. Sustained Attention
C. Memory
D. Short-term memory
E. Executive Function

A

D. Short-term memory

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17
Q

is an umbrella like concept that consist of a number of higher-level cognitive process linked to the development of the brain’s prefrontal cortex.

A. Executive Attention
B. Sustained Attention
C. Memory
D. Short-term memory
E. Executive Function

A

E. Executive Function

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18
Q

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

A. Theory of the Mind
B. Perception
C. Emotions
D. Desires

A

A. Theory of the Mind

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19
Q

by 2 years of age, a child recognizes that another person will see what’s in front of her own eyes instead of what’s in front of the child’s eyes.

A. Theory of the Mind
B. Perception
C. Emotions
D. Desires

A

B. Perception

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20
Q

the child can distinguish between positive and negative emotions.

A. Theory of the Mind
B. Perception
C. Emotions
D. Desires

A

C.Emotions

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21
Q

all humans have some sort of desires.

A. Theory of the Mind
B. Perception
C. Emotions
D. Desires

A

D. Desires

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22
Q

Emphasizes the education of the whole child and concern for his or her physical, cognitive, and socioemotional development.

A. Children-centered Kindergarten
B. Montessori Approach
C. Developmentally Appropriate Practice

A

A. Children-centered Kindergarten

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23
Q

is a philosophy education in which children are given considerable freedom and spontaneity in choosing activities.

A. Children-centered Kindergarten
B. Montessori Approach
C. Developmentally Appropriate Practice

A

B. Montessori Approach

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24
Q

is based on knowledge of the typical development of children within an age span.

A. Children-centered Kindergarten
B. Montessori Approach
C. Developmentally Appropriate Practice

A

C. Developmentally Appropriate Practice

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25
Q

is when they begin to discover what kind of person they will become. They identify intensely with their parents, who most of the time appear to them to be powerful and beautiful, although unreasonable, disagreeable, and sometimes even dangerous.

A. Initiative Versus Guilt
B. Self-understanding
C. Expressing Emotions
D. Understanding Emotions

A

A. Initiative Versus Guilt

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26
Q

is the presentation of self, the substance and content of self-conceptions.

A. Initiative Versus Guilt
B. Self-understanding
C. Expressing Emotions
D. Understanding Emotions

A

B. Self-understanding

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27
Q

recall that even young infants experience emotions such as joy, and fear, but your experience self-conscious emotions children must be able to refer themselves and be aware of themselves as distinct from others.

A. Initiative Versus Guilt
B. Self-understanding
C. Expressing Emotions
D. Understanding Emotions

A

C. Expressing Emotions

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28
Q

one of the most important advances in emotional development in early childhood is an increased understanding of emotion.

A. Initiative Versus Guilt
B. Self-understanding
C. Expressing Emotions
D. Understanding Emotions

A

D. Understanding Emotions

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29
Q

A concept that if a rule is broken, punishment will be meted out immediately.

A Immanent Justice
B. Regulating Emotions
C. Moral Development
D. Moral Feelings

A

A Immanent Justice

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30
Q

Emotion regulation is an important aspect of development. Emotion regulation especially plays a key role in children’s ability to manage the demands and conflicts they face in interacting with others.

A Immanent Justice
B. Regulating Emotions
C. Moral Development
D. Moral Feelings

A

B. Regulating Emotions

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31
Q

Involves thoughts, feelings, and behaviors regarding the rules and conventions about what people should do in their interactions with other people.

A Immanent Justice
B. Regulating Emotions
C. Moral Development
D. Moral Feelings

A

C. Moral Development

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32
Q

feelings of anxiety and guilt are central to the account of moral development.

A Immanent Justice
B. Regulating Emotions
C. Moral Development
D. Moral Feelings

A

D. Moral Feelings

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33
Q

children display heteronomous morality, the first stage of moral development in Piaget’s theory. Children think of justice and rules as unchangeable properties of the world, removed from the control of people.

A. Moral Reasoning
B. Moral Behavior
C. Conscience

A

A. Moral Reasoning

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34
Q

the behavioral and social cognitive approaches initially described early in this edition focus on moral behavior rather than moral reasoning.

A. Moral Reasoning
B. Moral Behavior
C. Conscience

A

B. Moral Behavior

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35
Q

Refers to an internal regulation of standards of right and wrong that involves an interaction of all three components of moral development such as moral thought, feeling and behavior.

A. Moral Reasoning
B. Moral Behavior
C. Conscience

A

C. Conscience

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36
Q

refers to the characteristics of people as males and females.

A. Gender
B. Gender Identity
C. Gender Roles
D. Gender Typing

A

A. Gender

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37
Q

involves a sense of one’s own gender, including knowledge, understanding, and acceptance of being male and female.

A. Gender
B. Gender Identity
C. Gender Roles
D. Gender Typing

A

B. Gender Identity

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38
Q

are sets of expectations that prescribe how females or males should think, act, and feel.

A. Gender
B. Gender Identity
C. Gender Roles
D. Gender Typing

A

C. Gender Roles

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39
Q

refers to acquisition of traditional masculine or feminine role

A. Gender
B. Gender Identity
C. Gender Roles
D. Gender Typing

A

D. Gender Typing

40
Q

states that gender differences result from the contrasting roles of women and men.

A. Social Role Theory
B. Social Cognitive Theory of Gender
C. Psychoanalytic theory of Gender

A

A. Social Role Theory

41
Q

children’s gender development occurs through observing and imitating what other people say and do.

A. Social Role Theory
B. Social Cognitive Theory of Gender
C. Psychoanalytic theory of Gender

A

B. Social Cognitive Theory of Gender

42
Q

stems from Freud’s view that the preschool child develops a sexual attraction to the opposite sex parent.

A. Social Role Theory
B. Social Cognitive Theory of Gender
C. Psychoanalytic theory of Gender

A

C. Psychoanalytic theory of Gender

43
Q

parents by action and by example, influence their children’s gender development.

A. Parental Influences
B. Peer influences

A

A. Parental Influences

44
Q

when you do something because you want to feel accepted and valued by your friends.

A. Parental Influences
B. Peer influences

A

B. Peer influences

45
Q

states that gender typing emerges as children gradually develop gender schemas of what is gender appropriate and gender inappropriate in their culture.

A. Gender Schema Theory
B. Gender Labeling
C. Gender Stability
D. Gender Constancy

A

A. Gender Schema Theory

46
Q

By age 2-3, children understand that they are either boys or girls and label themselves accordingly.

A. Gender Schema Theory
B. Gender Labeling
C. Gender Stability
D. Gender Constancy

A

B. Gender Labeling

47
Q

During the preschool years, children begin to understand that gender is stable; boys become men and girls become women. However, children in this stage may believe that a girl who wears her hair like a boy will become a boy and a boy who plays with dolls will become a girl.

A. Gender Schema Theory
B. Gender Labeling
C. Gender Stability
D. Gender Constancy

A

C. Gender Stability

48
Q

Between 4 and 7 years, most children understand that maleness and femaleness do not change over situations. they understand that a child’s sex is unaffected by the clothing a child wears or the toys a child like.

A. Gender Schema Theory
B. Gender Labeling
C. Gender Stability
D. Gender Constancy

A

D. Gender Constancy

49
Q

A restrictive, punitive style in which parents exhort the child to follow their directions and respect their work and effort.

A. Authoritarian Parenting
B. Authoritative Parenting
C. Neglectful Parenting
D. Indulgent Parenting

A

A. Authoritarian Parenting

50
Q

Encourages children to be independent but still places limits and controls on their actions.

A. Authoritarian Parenting
B. Authoritative Parenting
C. Neglectful Parenting
D. Indulgent Parenting

A

B. Authoritative Parenting

51
Q

is a style which the parent is uninvolved in the child’s life.

A. Authoritarian Parenting
B. Authoritative Parenting
C. Neglectful Parenting
D. Indulgent Parenting

A

C. Neglectful Parenting

52
Q

a style which parents are highly involved with their children but place demands or controls on them.

A. Authoritarian Parenting
B. Authoritative Parenting
C. Neglectful Parenting
D. Indulgent Parenting

A

D. Indulgent Parenting

53
Q

characterized by the infliction of physical injury as a result of punching, beating, kicking, biting, burning, shaking, or otherwise harming a child.

A. Physical Abuse
B. Child Neglect
C. Sexual abuse
D. Emotional Abuse

A

A. Physical Abuse

54
Q

is characterized by failure to provide for the child’s basic needs.

A. Physical Abuse
B. Child Neglect
C. Sexual abuse
D. Emotional Abuse

A

B. Child Neglect

55
Q

includes fondling a child’s genitals, intercourse, incest, rape, sodomy, exhibitionism, and commercial exploitation through prostitution or the production of pornographic materials.

A. Physical Abuse
B. Child Neglect
C. Sexual abuse
D. Emotional Abuse

A

C. Sexual abuse

56
Q

includes acts or omissions by parents or other caregivers that have caused, or could cause serious behavioral, cognitive, or emotional problems.

A. Physical Abuse
B. Child Neglect
C. Sexual abuse
D. Emotional Abuse

A

D. Emotional Abuse

57
Q

intense positive and negative emotions is often expressed by siblings toward each other.

A. Emotional Quality of Relationship
B. Familiarity & Intimacy of Relationship
C. Variation in Sibling Relationship

A

A. Emotional Quality of Relationship

58
Q

siblings typically know each other very well, and this intimacy suggests that they can either provide support or tease and undermine each other.

A. Emotional Quality of Relationship
B. Familiarity & Intimacy of Relationship
C. Variation in Sibling Relationship

A

B. Familiarity & Intimacy of Relationship

59
Q

some siblings describe their relationship more positively than others.

A. Emotional Quality of Relationship
B. Familiarity & Intimacy of Relationship
C. Variation in Sibling Relationship

A

C. Variation in Sibling Relationship

60
Q

is a behavior by infants that lets them derive pleasure from exercising their sensorimotor schemes.

A. Sensorimotor play
B. Practice Play
C. Pretense/symbolic play
D. Social Play

A

A. Sensorimotor play

61
Q

involves the repetition of behavior when new skills are being learned or when physical or mental mastery and coordination of skills are required for games or sports.

A. Sensorimotor play
B. Practice Play
C. Pretense/symbolic play
D. Social Play

A

B. Practice Play

62
Q

occurs when the child transforms the physical environment into a symbol.

A. Sensorimotor play
B. Practice Play
C. Pretense/symbolic play
D. Social Play

A

C. Pretense/symbolic play

63
Q

involves interaction with peers.

A. Sensorimotor play
B. Practice Play
C. Pretense/symbolic play
D. Social Play

A

D. Social Play

64
Q

Combines sensorimotor play with symbolic representation.

A. Constructive Play
B. Games
C. Parallel Play

A

A. Constructive Play

65
Q

are activities that children engage in for pleasure and that have rules.

A. Constructive Play
B. Games
C. Parallel Play

A

B. Games

66
Q

when children play alone but are aware of and interested in what another child is doing.

A. Constructive Play
B. Games
C. Parallel Play

A

C. Parallel Play

67
Q

play that begins at about 15 to 18 months; toddlers engage in similar activities as well as talk and smile at each other.

A. Simple Social play
B. Cooperative play
C. Solitary play

A

A. Simple Social play

68
Q

play that is organized around a theme, with each child taking on a different role; begins at about 2 years of age.

A. Simple Social play
B. Cooperative play
C. Solitary play

A

B. Cooperative play

69
Q

at times throughout the preschool years, many children prefer to play alone.

A. Simple Social play
B. Cooperative play
C. Solitary play

A

C. Solitary play

70
Q

The first substage of preoperational thought, occurring roughly between the ages of 2 and 4. In this substage, the young child gains the ability to mentally represent an object that is not present.

A. Symbolic function substage
B. Egocentrism
C. Animism
D. Teleological Explanations
E. Essentialism

A

A. Symbolic function substage

71
Q

is the inability to distinguish between one’s own perspective and someone else’s perspective.

A. Symbolic function substage
B. Egocentrism
C. Animism
D. Teleological Explanations
E. Essentialism

A

B. Egocentrism

72
Q

another limitation of preoperational thought is the belief that inanimate objects have lifelike qualities and are capable of action.

A. Symbolic function substage
B. Egocentrism
C. Animism
D. Teleological Explanations
E. Essentialism

A

C. Animism

73
Q

children’s belief that living things and parts of living things exist for a purpose.

A. Symbolic function substage
B. Egocentrism
C. Animism
D. Teleological Explanations
E. Essentialism

A

D. Teleological Explanations

74
Q

children’s belief that all living things have their identity.

A. Symbolic function substage
B. Egocentrism
C. Animism
D. Teleological Explanations
E. Essentialism

A

E. Essentialism

75
Q

The second substage of preoperational thought, occurring between approximately 4 and 7 years of age. In this substage, children begin to use primitive reasoning and want to know the answers to all sorts of questions.

A. Intuitive thought substage
B. Centration
C. Conservation

A

A. Intuitive thought substage

76
Q

a centering of attention on one characteristic to the exclusion of all others.

A. Intuitive thought substage
B. Centration
C. Conservation

A

B. Centration

77
Q

the awareness that altering an objects or a substance’s appearance does not change its basic properties. e.g. clay modeling.

A. Intuitive thought substage
B. Centration
C. Conservation

A

C. Conservation

78
Q

Vygotsky’s term for the range of tasks that are too difficult for the child to master alone but that can be learned with guidance and assistance of adults or more-skilled children.

A. Zone of Proximal Development (ZPD) B. Scaffolding
C. Attention

A

A. Zone of Proximal Development (ZPD)

79
Q

closely linked to the idea of the ZPD, means changing the level of support.

A. Zone of Proximal Development (ZPD) B. Scaffolding
C. Attention

A

B. Scaffolding

80
Q

Involves action planning, allocating attention to goals, error detection and compensation, monitoring progress on tasks, and dealing with novel or difficult circumstances.

A. Executive Attention
B. Sustained Attention
C. Short-term memory
D. Theory of mind
E. Autobiographical memory

A

A. Executive Attention

81
Q

focused and extended engagement with an object, task, event, or other aspect of the environment.

A. Executive Attention
B. Sustained Attention
C. Short-term memory
D. Theory of mind
E. Autobiographical memory

A

B. Sustained Attention

82
Q

The memory component in which individuals retain information for up to 30 seconds, assuming there is no rehearsal of the information.

A. Executive Attention
B. Sustained Attention
C. Short-term memory
D. Theory of mind
E. Autobiographical memory

A

C. Short-term memory

83
Q

the awareness of one’s own mental processes and the mental processes of others.

A. Executive Attention
B. Sustained Attention
C. Short-term memory
D. Theory of mind
E. Autobiographical memory

A

D. Theory of mind

84
Q

memories of the significant events and experiences of one’s own life.

A. Executive Attention
B. Sustained Attention
C. Short-term memory
D. Theory of mind
E. Autobiographical memory

A

E. Autobiographical memory

85
Q

Between 1 and 3 years of age, children gradually come to understand that they can control their own actions. With this understanding, children strive for independence rom others. However, will fall negativity once the child cant handle demanding situations that may result from failure. A blend this gives rise to will, the knowledge that, within limits, youngsters can act on their world intentionally.

A. Autonomy vs Shame & Doubt
B. Initiative vs Guilt
C. Trust vs Mistrust

A

A. Autonomy vs Shame & Doubt

86
Q

Children have become convinced that they are people of their own, they begin to discover what kind of person they will become. They identify intensely with their parents, who most of the time appear to them to be powerful and beautiful, although often unreasonable, disagreeable, and sometimes even dangerous.

A. Autonomy vs Shame & Doubt
B. Initiative vs Guilt
C. Trust vs Mistrust

A

B. Initiative vs Guilt

87
Q

Emotions experienced by humankind and that consist of three elements: a subjective feeling, a physiological change, and an overt behavior. Pride, shame, embarrassment, and guilt are examples of self-conscious emotions. Self-conscious emotions do not appear to develop until self-awareness appears around 18 months of age.

A. Basic Emotions
B. Emotion-Coaching-Parents
C. Emotion-Dismissing-Parents

A

A. Basic Emotions

88
Q

monitor their children’s emotions, view their children’s negative emotions as opportunities for teaching, assist them in labeling emotions, and coach them in how to deal effectively with emotions.

A. Basic Emotions
B. Emotion-Coaching-Parents
C. Emotion-Dismissing-Parents

A

B. Emotion-Coaching-Parents

89
Q

View their role as to deny, ignore, or change negative emotions.

A. Basic Emotions
B. Emotion-Coaching-Parents
C. Emotion-Dismissing-Parents

A

C. Emotion-Dismissing-Parents

90
Q

Involves the development of thoughts, feelings, and behaviors regarding rules and conventions about what people should do in their interactions with other people.

A. Moral Development
B. Moral Feelings
C. Moral Reasoning

A

A. Moral Development

91
Q

according to Freud, to reduce anxiety, avoid punishment, and maintain parental affection, children identify with parents, internalizing their standards of right and wrong, and thus form the superego, the moral element of personality.

A. Moral Development
B. Moral Feelings
C. Moral Reasoning

A

B. Moral Feelings

92
Q

From about 4 to 7 years of age, children display heteronomous morality, the first stage of moral development in Piaget’s theory. Children think of justice and rules as unchangeable properties of the world, removed from the control of people.

A. Moral Development
B. Moral Feelings
C. Moral Reasoning

A

C. Moral Reasoning

93
Q

the first stage of moral development in Piaget’s theory, occurring from approximately 4 to 7 years of age. Justice and rules are conceived of as unchangeable properties of the world, removed from the control of people.

A. Heteronomous Morality
B. Immanent Justice
C. Autonomous Morality
D. Conscience

A

A. Heteronomous Morality

94
Q

the concept that if a rule is broken punishment will be meted out immediately.

A. Heteronomous Morality
B. Immanent Justice
C. Autonomous Morality
D. Conscience

A

B. Immanent Justice

95
Q

In Piaget’s theory, displayed by older children (about 10 years of age and older). The child becomes aware that rules and laws are created by people and that in judging an action one should consider the actor’s intentions as well as the consequences.

A. Heteronomous Morality
B. Immanent Justice
C. Autonomous Morality
D. Conscience

A

C. Autonomous Morality

96
Q

refers to an internal regulation of standards of right and wrong that involves an integration of all three components of moral development we have described so far—moral thought, feeling, and behavior.

A. Heteronomous Morality
B. Immanent Justice
C. Autonomous Morality
D. Conscience

A

D. Conscience

Developmental Psychology Preliminary Exam (14 decks)

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