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HG/D SG FLCDS > CH 5 SG > Flashcards

CH 5 SG Flashcards

(65 cards)

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1
Q

What changes happen to the brain development in early childhood?

A

MORE NEURAL CONNECTIONS (BY AGE 6 BRAIN IS 90-95% OF ADULT WT./CONTINUED MATURATION)

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2
Q

What changes happen to physical developmental in early childhood?

A

•GROWTH IS RAPID!
•ARMS & LEGS LENGTHEN
•MUSCLE DEVELOPMENT
•CENTER OF GRAVITY DROPS
•HEIGHT & WT.

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3
Q

What are the factors involved in potty training?

A

•MANY VIEWS
•CURRENT GUIDELINES
•NO SINGLE TIME
•BEGIN WHEN SHOW SIGNS OF READINESS
•PHYSICLLY HAVE TO KNOW SENSATIONS & BE ABLE TO CONTROL

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4
Q

What are the research findings in Piaget’s preoperational stage?

A

KID’S THOUGHTS ARE SYMBOLIC & MAGICAL (NOT LOGICAL)

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5
Q

What is Vygotsky’s theory of development?

A

THINKING IS SHAPED BY OTHER PEOPLE (EMPHASIZED SOCIAL ASPECTS OF COGNITIVE DEVELOPMENT)

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6
Q

Theory of mind

A

PERSON’S THEORY OF WHAT OTHER PEOPLE MIGHT BE THINKING

(NEED TO BE ABLE TO REALIZE OTHERS ARE NOT NECESSARILY THINKING THE SAME THOUGHTS AS THEY ARE)
•RARELY BEFORE AGE 4

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7
Q

Divided attention

A

the ability to respond simultaneously to multiple tasks or multiple task demands

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8
Q

Language development

A

PREMIER COGNITIVE ACCOMPLISHMENT!
• BRAIN MATURATION
• MYELINATION
• SCAFFOLDING
• SOCIAL INTERACTION

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9
Q

Executive function

A

the group of complex mental processes and cognitive abilities that control the skills (such as organizing tasks, remembering details, managing time, and solving problems) required for goal-directed behavior

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10
Q

Emotional regulation

A

(EFFORTFUL CONTROL)
•ABILITY TO CONTROL WHEN & HOW EMOTIONS ARE EXPRESSED
•Maturing frontal lobe contributes
•Important for social and emotional success

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11
Q

Self-concept

A

SET OF BELIEFS ABOUT WHAT THEY ARE LIKE AS INDIVIDUALS
(IDENTITY, “WHO AM I?”, SELF-ESTEEM, PHYSICAL APPEARANCE, PERSONALITY, GENDER)

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12
Q

Sex

A

Biologically based

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13
Q

Family structure

A

WIDE VARIETY

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14
Q

What are the 4 important dimensions of caregiving?

A
  1. EXPRESSING WARMTH
  2. DISCIPLINE
  3. COMMUNICATION
  4. EXPECTATIONS FOR MATURITY
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15
Q

Helicopter parenting

A

OVER-CONTROLLING (CONSTANCE GUIDANCE)
•RESULTS
•POOR SELF-REGULATION
•BEHAVIORAL
•DIFFICULTY MANAGING EMOTIONS
•LATER—UNPREPARED FOR CHALLENGES

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16
Q

Lemasters and Defain’s model of parenting

A

a framework that focuses on the underlying motivations of parents when parenting

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17
Q

Play

A

UNIVERSAL (AIDS IN DEVELOPMENT)
•Higher level of this leads to more mature social skills (DEVELOP INTO A “GOOD” PLAYMATE) (SHARE, TAKE TURNS, MANAGE CONFLICT)

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18
Q

Adverse childhood experiences (ACEs) and the long-term effects:

A

abuse, violence, neglect, caregiver mental illness, and household violence —> (mental health conditions, chronic physical health conditions and/or substance use disorder)

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19
Q

Resilience

A

THE ABILITY TO BOUNCE BACK FROM ADVERSIVE CIRCUMSTANCES
•TRAUMA AND STRESS CAN BE PROBLEMATIC
•AVERSIVE CHILDHOOD EXPERIENCES (ACEs)

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20
Q

CORPUS CALLOSUM

A

•CONNECTS HEMISPHERES
•ALLOWS CHILDREN TO COORDINATE BOTH SIDES OF BRAIN & BODY

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21
Q

PREFRONTAL CORTEX

A

•IMPROVEMENTS PLANNING & REFLECTION

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22
Q

AMYGDALA

A

•EMOTIONS

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23
Q

HIPPOCAMPUS

A

•MEMORY

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24
Q

MYELINATION

A

•HELPS SPEED NEURAL MESSAGE
•BRAIN IS WORKING MORE EFFICIENTLY

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25
MOTOR SKILLS
•MATURATION & PRACTICE
26
GROSS MOTOR SKILLS
•LARGE GAINS IN USE OF LARGE MUSCLES
27
FINE MOTOR SKILLS
•IMPROVE, BUT NOT AS RAPIDLY •USING PENCIL OR CRAYON
28
COGNITIVE
•BRAIN MATURATION PLUS EXPERIENCES
29
SYMBOLIC THOUGHT
•OBJECT OR WORD CAN STAND FOR SOMETHING ELSE (PRETEND PLAY)
30
ANIMISM
•GIVING HUMAN QUALITIES TO INANIMATE OBJECTS
31
CENTRATION
•YOUNG CHILD FOCUSES OR CENTERS ON ONLY ONE IDEA
32
EGOCENTRISM (TYPE OF CENTRATION)
•THINK ABOUT THE WORLD ONLY FROM THEIR PERSPECTIVE
33
Focus on appearance
Ignore all attributes that aren’t visible (a boy wearing a dress as a girl)
34
Static reasoning
The thought that things don’t change
35
Irreversibility
Nothing can be undone
36
CHILDREN LEARN THROUGH GUIDED PARTICIPATION OF OTHERS, SUCH AS,…
•CHALLENGE •ASSIST •ADD INFORMATION •ENCOURAGE
37
ZONE OF PROXIMAL DEVELOPMENT (ZPD)
•SKILLS (COGNITIVE & PHYSICAL) THAT PERSON CAN EXERCISE ONLY WITH ASSISTANCE
38
SCAFFOLDING
TEMPORARY SUPPORT AIMED AT HELPING MASTER GOAL
39
Selective attention
the ability to focus on a single task or stimulus while ignoring distracting information
40
Fast-mapping
words are easily learned by making connections between new words and concepts already known
41
OTHER COGNITIVE DEVELOPMENTS (ABOUT 4 YRS)
•HAVE DEVELOPED CAPACITY FOR VERBAL THOUGHT •BEGIN TO ENJOY TRICKS, RIDDLES, & GUESSING GAMES
42
RAPID VOCABULARY
•LOGICAL EXTENSION •AFTER LEARNING A WORD, USE THAT WORD TO DESCRIBE OTHER OBJECTS IN THE SAME CATERGORY
43
Emotional intelligence
Ability to recognize own feelings (Recognize emotions of others Managing own emotions Impulse control)
44
USE OF GRAMMAR
•ARTICLES •PLURALS (OVER REGULARIZATION) •APPLYING RULES OF GRAMMAR WHEN EXCEPTIONS OCCUR
45
Empathy
the ability to understand emotion and concerns of another person (part of emotional intelligence) Notice other’s emotional state / match their emotions
46
Protective optimism
Over-estimate skills and knowledge (Optimistic view) Not comparing yet/allows them to try new things
47
Gender identity
Feeling or sense of being male, female, or an alternative gender and contentment with one’s gender
48
Gender
Socially constructed
49
TRANSGENDER
Term used to describe people whose gender identity differs from the sex they were assigned at birth
50
GENDER ROLES
SET OF BELIEFS ABOUT MALES & FEMALES
51
GENDER CONSTANCY
UNDERSTANDING GENDER REMAINS SAME DESPITE CHANGES IN OUTWARD APPEARANCE
52
Family function
Way a family works to meet the needs of its members (more important)
53
Three factors increase the likelihood of family dysfunction:
1. Frequent changes (Homeless children, Parental deployment, Natural disasters, sickness) 2. Poverty 3. Conflict
54
PARENTING STYLES (BAUMRIND)
•REMEMBER •WAY TO THINK ABOUT PARENTING •COMBINATION OF TECHNIQUES IS OFTEN USED •INCONSISTENCY - not helpful
55
PERMISSIVE (INDULGENT)
•FEW DEMANDS •LITTLE PUNISHMENT •CHILD—LITTLE SELF-RESTRAINT
56
AUTHORITARIAN
•RULES WITH NO RATIONALE •NO BARGAINING •CHILD—POOR INTERACTION SKILLS
57
AUTHORITATIVE
•RULES, BUT EXPLAIN RATIONALE (ideal) •FLEXIBLE •BARGAINING •CHILD—SELF-RELIANCE, HIGHER SELF-ESTEEM, BETTER SOCIAL SKILLS
58
NEGLECTFUL/ UNINVOLVED
•UNAWARE OF CHILDREN’S BEHAVIOR & DON’T SEEM TO CARE
59
FUNCTIONAL PLAY
SIMPLE, REPETITIVE ACTIVITIES
60
CONSTRUCTIVE PLAY
•MANIPULATE OBJECTS TO PRODUCE SOMETHING (COGNITIVE SKILLS, FINE MOTOR MOVEMENTS, EXPERIENCE PROBLEM SOLVING)
61
TECHNOLOGY PLAY
•Digital play can advance development if a child is with other children •Various digital tools are used as part of social interaction
62
PHYSICAL ACTIVITY
•DEVELOP MUSCLE STRENGTH (active play) •DEVELOP MUSCLE CONTROL
63
ROUGH AND TUMBLE PLAY
PLAY SEEMS TO BE ROUGH BUT NO INTENT TO HARM (active play) •WRESTLING •CHASING
64
SOCIODRAMATIC PLAY
(SYMBOLIC PLAY OR REPRESENTATIONAL PLAY) •KIDS ACT OUT ROLES & STORIES, RE-ENACT THEIR OWN EXPERIENCES •BUILDS ON PRETENDING & IMAGINATION •Explore and rehearse the social roles •Test their ability to explain •Practice regulating their emotions •Develop a self-concept
65
PLAY & GENDER
•BOYS MORE ROUGH & TUMBLE PLAY •GIRLS ORGANIZED GAMES & ROLE PLAYING •TREND SAME-SEX PLAY MATES (INCREASES IN MIDDLE CHILDHOOD)

HG/D SG FLCDS (12 decks)

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