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family development > chapter 5: preschoolers > Flashcards

chapter 5: preschoolers Flashcards

1
Q

nutritional needs and issues

A

calories/ kilogram need decreases as growth slows

-many kids become picky eaters, but they still eat enough for growth and health

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2
Q

sleep for preschoolers

A

most trade their afternoon nap for nightime sleep at about 4yr
-about 20-35% have sleep issues (some have sleep disturbances, but some cant settle down if they dont have a normal routine

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3
Q

sleep problems for preschoolers: nightmares

A

vivid, frightening dreams occuring toward morning, that usually wake the dreamer (occasional nightmares are normal)

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4
Q

sleep problems for preschoolers: night terrors

A

a byproduct of wakening too rapidly from deep sleep, iin which the child appears to wake in a panicked state, then goes back to sleep right away and doesnt remember anything in the morning

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5
Q

sleep problems for preschoolers: sleepwalking

A

when kids are in a deep sleep and get up and walk around. still asleep.
-it is best to wake them up and put them back into bed

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6
Q

sleep problems for preschoolers: bedwetting

A

happens with about 10-15% of 5yr olds

  • it is important to eliminate feelings of guilt and shame
  • a conditioning alarm system is often helpful treatment
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7
Q

gross motor skills: beyond walking

A

in early childhood kids:

  • start walking with more ease
  • running, with the ability to easily change direction
  • skipping
  • hopping
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8
Q

fine motor skills development

A

at 2 or 3: can put on simple clothing and use zippers
at 3 or 4: can use buttons
at 5: can dress and undress, except for shoes
at 6: they can tie shoes

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9
Q

handedness

A

the cause of handedness is unclear

  • environment plays a role
  • many suspect a genetic contribution
  • hand preference becomes stronger in preschool years
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10
Q

handedness: lateralization

A

certain cognitive functions are located on one side of the brain more than the other
-because motor skills are controlled by the opposite hemisphere, some researchers believe in a link between handedness and lateralization

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11
Q

preoperational thinking

A

this is the first stage of piagets theory, in which symbolic thought becomes possible
-the preoperational child can form mental representations

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12
Q

preoperational thinking: egocentrism

A

this is difficulty in seeing the world from another’s point of view; typical of children in the preoperational period (piaget used the “three mountains test” as a way to test egocentrism)

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13
Q

preoperational thinking: animism

A

crediting an inanimate object with life and lifelike properties such as feelings (seen as an offshoot of egocentrism; if the child has feelings and thoughts, everything must)

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14
Q

preoperational: centration

A

according to piaget, narrowly focused type of thought charictaristic of preoperational children (usually can only focus on one part of a situation at a time)
-it is seen as the reason that preoperational kids cant understand that if the appearance of something changes it does not mean that the quantity changes (they often confuse appearance with reality)

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15
Q

what does piaget’s theory tell us (3)

A
  • cognitive growth occurs as children construct their own understanding of the world
  • children profit from experience only when they can interpret this experience within their current cognitive structures
  • cognitive growth can be partially rapid when children discover inconsistencies and errors in their own thinking
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16
Q

criticisms of piaget’s thoery (3)

A
  • does not account for variability in children’s performance
  • cognitive development is probably not nearly as stagelike as he suggested
  • undervalues the influence of the sociocultural environment
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17
Q

naive biology: teleological explanations

A

children believe that living things and parts of living things exist for a purpose (probs because they think that the inanimate objects are built with someone in mind)

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18
Q

naive biology: essentialism

A

kids believe that all living things have an essence that cant be seem, but it is what makes something that thing

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19
Q

naive biology: things that kids believe that arent true

A

-plants arent living things
-body parts have intentions
(these are both believed until about 7-8)

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20
Q

information processing: mental hardware

A

mental and neural structures that are built in and that allow the mind to operate

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21
Q

information processing: mental software

A

like mental “programs” that are the basis for performing particular tasks

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22
Q

attention span

A

in preschoolers the attention span is better than infants, but still not as good as adults or older kids
(this can be helped by limiting distractions, and reminding them to pay attention)

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23
Q

growth of the body

A

is faster in infancy

-as we grow we become less top heavy

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24
Q

bandura: leaning by immitation

A

this is the social learning theory, it is the idea that as children we learn some things just by watching others

25
Q

autobiographical memory

A

these are memories of signifigant events in your own life

-believed to emerge in early childhood

26
Q

why would preschoolers not be good as eyewitnesses

A

because they arent good at source monitoring, so they may not know where the memory came (if you were to tell them about an event that didnt occur they may confuse it with actual events)

27
Q

if using a preschooler as an eyewitness it is important to: (7)

A
  • interview them ASAP after the event
  • encourage the truth, even if it means that they dont know, and correct the interviewer if wrong
  • start by asking the kid to describe event in their own words
  • use open-ended questions
  • dont use as many specific questions
  • get them comfortable by beginning with asking about a neutral event
  • ask questions that consider alternative explanations
28
Q

gelman and meck

A

they said that kids have mastered three basic principles of numbers and counting by the age of 3

29
Q

gelman and meck: one to one principle

A

the idea that there must be, and can only be one name for each thing counted

30
Q

gelman and meck: stable order principle

A

idea that number names must always be counted in the same order

31
Q

gelman and meck: cardinality principle

A

idea that the last number name denotes the number of items being counted

32
Q

what helps kids learn number names more easily? (3)

A
  • when they are frequently exposed to it at home
  • when they learn languages that use plural nouns
  • after the number 9 since those number names are usually a conbination of names
33
Q

Vygotsky:

A

suggested that kids learn through interactions with more competent others

34
Q

Vygotsky: intersubjectivity

A

this is when everyone participating in the activity has the same understanding of the activity

35
Q

Vygotsky: guided participation

A

this is when kids are involved in structured activities that are with people who are better at the activities than they are

36
Q

Vygotsky: zone of proximal developement

A

this is the difference between what children can do with assistance and what they can do alone (so if a parent or someone gives guidence and encouragement, the kid could do something that they could not do alone)

37
Q

Vygotsky: scaffolding

A

when the adult adjusts how much assistance they are giving based on how much they think the learner needs it
-in the states and turkey this is mainly based on verbal instruction, whereas in india and guatemala it is more non-verbal

38
Q

Vygotsky: private speech

A

this is basically when a kid is talking to themselves, it serves the purpose of helping the kid regulate their behaviour

39
Q

rules that kids apply to new words that they hear (2)

A
  • if you already know the name of something then a new name presented belongs to something else (unless the new name definitely applies to the object, then it denotes a subcatagory of the original name)
  • a name refers to the whole object, not its parts or its relation to other objects (also applies to all objects of the same type, and if the name is consistently applied to that object only, then it is a proper noun)
40
Q

language: sentence cues

A

kids can also help to find out what kind of word it is by seeing how it is used in a sentance

41
Q

cognitive factors in learning language

A
  • with the development of intentions, there is more motivation to learn the language needed to express the intentions
  • when their attention and perceptual skills improve they can learn more words, and notice the basis for generalization (words sre usually generalized to other objects of the same shape)
42
Q

what happens with word learning at age 2

A

it gets significantly better, showing greater use of language cues and speakers social cues

43
Q

errors when naming things

A
  • the error that kids make is usually regarding boundaries of a word
  • underextension: when children define words more narrowly than adults do
  • overextention: when children define words more broadly than adults do
44
Q

2 important factors in individual learning differences

A
  1. phonological memory: the ability to remember speech sounds briefly
  2. the childs language environment
45
Q

common differences with bilingual children (3)

A
  • they are often little slow in language process at first
  • they do catch up quickly though
  • usually have larger total vocabularies than monolingual children, but slightly smaller in each language
46
Q

advantages with bilingualism (3)

A
  • better understanding the symbolic and arbitrary nature of words
  • better at switching back and forth between tasks
  • better at inhibiting inappropriate responses
47
Q

2 word learning styles

A

referential style: kids whose vocabularies consist mainly of words that name objects, people, or actions
-expressive style: kids whose vocabularies include some names, but also many social phrases
(most kids are somewhere inbetween these two)

48
Q

how can parents encourage language growth

A
  • by talking to children often (especially naming things that the kid is focusing on)
  • by reading to children often (and getting them involved in the book)
49
Q

do videos help preschoolers learn words?

A
  • educational programs that ask children direct questions can help
  • cartoons and non-educational videos do not help
50
Q

do videos help infants learn words?

A

no kind of videos help, infants have difficulty relating what they see on tv to real life

51
Q

telegraphic speech

A

this is speech used by young children that contains only the words that are necessary to get a message across (includes content words, but drops words or endings of words that make the sentence grammatically correct)

52
Q

how do we know that kids are still learning grammatical rules and not just immitating things that their parents say?

A
  • they apply grammatical rules to novel words
  • they demonstrate overregularization: grammatical usage that results from applying rules to words that are exceptions to the rule (i runned)
53
Q

how do children acquire grammar: the behaviourist answer

A

b.f. skinner and other theorists say that kids learn grammar through imitation and reinforcement (they imitate adults , and are reinforced when they say the right thing)

54
Q

how do children acquire grammar: the linguistic answer

A

kids are born with mechanisms that help them process language, this idea is supported by:

  • there are areas of the brain that activate when sentences break grammatical rules
  • grammar cant be taught to non-humans (so the neural mechanisms are unique to humans)
  • there is a critical period for language learning (birth-12)
  • grammar mastery and vocabulary growth are related in a way that suggests they are part of a common, emerging language system
55
Q

how do children acquire grammar: the cognitive answer

A

this is the idea that kids have powerful cognitive skills that help them to detect regularities in their environment
-including patterns in speech

56
Q

how do children acquire grammar: the social interaction answer

A

idea that children learn because they are motivated to express themselves, and that parents are motivated to teach and understand their children

57
Q

3 key elements for effective oral communication

A
  • people should take turns (alternating as listener and speaker)
  • when speaking, remarks should be clear
  • when listening, pay attention and let the speaker know if they arent making sense
58
Q

differences that preschool children exhibit when speaking

A
  • they give more elaborate messages to people who lack critical information, as opposed to those who have the information
  • adjust for the age of who they are talking to
  • still have a little trouble with the clarity of the message
59
Q

can children recognize ambiguity in sentences

A

-not really, but they eventually learn to monitor for clear and consistent messages during elementary school years

family development (13 decks)

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