chapter 5 Flashcards
Growth patterns
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
Nutrition
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.
Oral health
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.
Food allergies
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
Brain size
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
lateralization
corpus callosum
sideness
corpus-long thick band of axons that connects two hemispheres of the brain
Brain maturation
From ages 2 to 6, maturation of prefrontal cortex has several notable benefits.
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.
Inhibition and flexibility
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
Piaget: Preoperational thought
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
Obstacles to logic
Centration
Egocentrism
Focus on appearance
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)
static reasoning
irreversibility
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)
Conservation
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.
Vygotsky:
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.
Zone of proximal development (ZPD)
Scaffolding-
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
Overimitation
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
