Chapter 5 Flashcards

(58 cards)

1
Q

Growth Patterns

Early Childhood: Body Changes

A
o Weight and height increases and the relationship between these
measurements changes
o Average body mass index
(BMI) is lower than at any
other time of life
o Children become slimmer as the lower body lengthens.
o Center of gravity moves
from the breastbone down
to the belly button
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2
Q

Nutrition

Early Childhood: Body Changes

A

• Obesity is a more frequent problem than malnutrition
• In low-income family cultures, parents tend to guard against undernutrition and rely on fast foods, so their children are especially
vulnerable to obesity
• Overfeeding is causing an epidemic of illnesses associated with obesity,
such as heart disease and diabetes

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3
Q
Nutritional deficiencies
(Early Childhood: Body Changes)
A

• Children who eat more vegetables and fewer fried foods usually gain bone
mass but not fat
• Young children are compulsive about daily routine
– Toddlers need to be fed a variety of healthy foods before the child refuses anything new

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4
Q

Food allergies

Early Childhood: Body Changes

A

• About 8 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

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5
Q

Oral health

Early Childhood: Body Changes

A
• Teeth are affected by diet and illness.
• Tooth decay correlates with
obesity
– Too much sugar, too little
fiber, sweetened beverages
• Poor oral health in early
childhood is detrimental to
permanent tooth development.
– Jaw malformation, chewing
difficulties, speech problems
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6
Q

Cerebral cortex

Brain Development

A

Outer layers

Ultimate control and information-processing center

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7
Q

Prefrontal cortex

Brain Development

A

Outer layers

Performs brain’s “executive functions,” e.g. planning, selecting, and coordinating thoughts

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8
Q

Thalamus

Brain Development

A

Relays messages between lower brain centers and cerebral cortex

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9
Q

Spinal cord

Brain Development

A

Pathway for neural fibers traveling to and from brain; controls simple reflexes

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10
Q

Brain complexity

Brain Development

A

Neuroscientists have named and studied literally hundreds of parts of the brain, all of which are connected to other parts.

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11
Q

Limbic system

Brain Development

A
Parts of the brain that are crucial in the expression and
regulation of EMOTIONS
– Amygdala
– Hippocampus
– Hypothalamus
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12
Q

Amygdala

Brain Development

A

Tiny brain structure that registers emotions, particularly FEAR and ANXIETY

Neural centers in the limbic system linked to emotion

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13
Q

Hippocampus

Brain Development

A

Brain structure that is a central processor of MEMORY, especially memory for locations.

A structure in the limbic system linked to memory

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14
Q

Hypothalamus

Brain Development

A

Brain area that responds to the amygdala and the hippocampus to produce HORMONES that activate other parts of the brain and body

Controls maintenance functions such as eating; helps govern endocrine system; linked to emotion and rewards

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15
Q

Corpus callosum

Connected Hemisphere of the Brain

A

Axon fibers connecting two cerebral hemispheres
• Is part of the brain that grows and myelinates rapidly during early childhood.
• Consists of a band of nerve fibers that connects the left and right sides of the brain.
• Facilitates communication between the two brain hemispheres.

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16
Q

Lateralization

Connected Hemisphere of the Brain

A
  • Begins with genes.

* Refers to the specialization in certain functions by each side of the brain, with one side dominant for each activity.

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17
Q

From ages 2 to 6, maturation of the prefrontal cortex has several notable benefits, e.g.
(Brain Development)

A
  • 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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18
Q

Size at 2yrs vs 6yrs

A

• By age 2, a child’s brain weighs 75% of what it will in
adulthood.
• The brain reaches 90 percent of adult weight by age 6.

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19
Q

Speed of thought

Brain Development: Speed and Preservation

A

The primary reason for faster thinking is new and extensive myelination.
• By age 6, most children can see and immediately name an object—precursor of reading ability.

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20
Q

Myelin

Brain Development: Speed and Preservation

A

a fatty coating on the axons that speeds signals between neurons.

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21
Q

Maturation of the prefrontal cortex

Brain Development: Speed and Preservation

A
  • Gradually enables children to focus attention and curb impulsiveness.
  • Before such maturation, many young children jump from task to task; they cannot stay quiet.
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22
Q

Perseveration

Brain Development: Speed and Preservation

A

In a phenomenon called perseveration, some children persevere in, or stick to, one thought or action, unable to quit.

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23
Q

Left vs right brain

The Whole Brain

A
  • Left-right distinction exaggerated
  • No one exclusively left- or right-brained
  • Both sides of brain usually involved in every skill
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24
Q

Plasticity and trauma

The Whole Brain

A
  • In early years, the plasticity of the brain allows a lost function in one hemisphere to be replaced in the other half.
  • Brain trauma and disease
25
Left-handedness | The Left-Handed Child
* Shown in some newborns * Discouraged in many cultures – Difference-equals-deficit error * Not accommodated in many contexts * Now more accepted than a century ago
26
ADHD | Children with ADHD
Attention-deficit/hyperactivity disorder • Imbalance between the left and right sides of the prefrontal cortex and abnormal growth of the corpus callosum seem to underlie ADHD. • Children with ADHD are too impulsive for their age.
27
Piaget: Preoperational Thought (stage 2) | Thinking During Early Childhood
• Piaget's theory of cognitive development – Occurs from 4-7 – The child begins to go beyond recognizing and is able to use words and images to refer to objects. • The child's verbal ability permits symbolic thinking. • Language frees the child from the limits of sensorimotor experience.
28
Centration | Thinking During Early Childhood: Obstacles to logic
Characteristic of preoperational thought, whereby a young child focuses (centers) on one idea, excluding all others
29
Egocentrism | Thinking During Early Childhood: Obstacles to logic
Young children's tendency to think about the world | entirely from their own personal perspective
30
Focus on appearance | Thinking During Early Childhood: Obstacles to logic
Characteristic of preoperational thought, whereby a young child ignores all attributes that are not apparent
31
Static reasoning | Thinking During Early Childhood: Obstacles to logic
Characteristic of preoperational thought, whereby a young child thinks that nothing changes; whatever is now has always been and always will be.
32
Irreversibility | Thinking During Early Childhood: Obstacles to logic
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.
33
Conservation | Thinking During Early Childhood
Principle stating that the amount of a substance remains the same (i.e., is conserved) when its appearance changes
34
Overimitation | Thinking During Early Childhood
When a person imitates an action unnecessarily that are irrelevant and inefficient. • Common among 2- to 6-year-olds who will imitate adult actions that are irrelevant and inefficient • Tendency of children to copy an action that is not a relevant part of the behavior to be learned
35
Zone of proximal development (ZPD) | Vygotsky – Thinking During Early Childhood
Vygotsky's term for the skills that a person can exercise only with assistance, not yet independently
36
Scaffolding | Vygotsky – Thinking During Early Childhood
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
37
Lev Vygotsky: Social learning | Vygotsky – Thinking During Early Childhood
Every aspect of children's cognitive development is embedded in the social context.
38
Mentors | Vygotsky – Thinking During Early Childhood
* Present challenges * Provide guidance as knowledgeable sources. * Offer assistance (without taking over). * Add crucial information. * Encourage motivation.
39
Theory-theory | Thinking During Early Childhood
a scientific theory relating to the human development of understanding about the outside world. – Children attempt to explain everything they see and hear. – Children develop theories about intentions before they employ their impressive ability to imitate.
40
Theory of mind | Brain and Context
A person’s theory of what other people might be thinking. Children gradually realize that other people do not always know and think what they themselves do. – Emergent ability, slow to develop but typically beginning in most children at about age 4 – Can be seen when young children try to escape punishment by lying
41
``` Executive function (Brain and Context) ```
The cognitive ability to organize and prioritize the many thoughts that arise from the various parts of the brain, allowing the person to anticipate, strategize, and plan behavior • Executive functions lead to better understanding of false belief • Child's ability to develop theories correlates with the maturity of the prefrontal cortex and with advances in executive processing. • Context, experience, and culture are relevant
42
``` Executive function (Brain and Context) ```
SMTHNNGN
43
Vocabulary | Language
• Brain maturation, myelination, scaffolding, and social interaction make early childhood ideal for learning language. • Early childhood is a sensitive period (or best time) to master vocabulary, grammar, and pronunciation. • The average child knows about 500 words at age 2 and more than 10,000 at age 6.
44
Vocabulary explosion | Language
Becomes more general | • Verbs, adjectives, adverbs, conjunctions, and many nouns mastered
45
Fast-mapping | Language
Speedy and sometimes imprecise way in which children learn new words by tentatively placing them in mental categories according to their perceived meaning
46
Grammar of a language | Language: Grammar
Structures, techniques, and rules that communicate meaning
47
Overregularization | Language: Grammar
Applying rules of grammar even when exceptions occur, making the language seem more “regular” than it actually is. – E.G., comed instead of came
48
Pragmatic | Language: Grammar
– Practical use of language, adjusting communication to audience and context – Difficult aspect of language
49
Learning two languages | Language
Language-minority children – Often have lower school achievement, diminished self-esteem, and inadequate employment
50
Two positions | Learning Two Languages
– Children who are taught two languages risk becoming semilingual, with delayed, incomplete, and possibly impaired development – There is little evidence that learning two languages confuses children. • In the U.S., 15 percent of young children who enter school speak language other than English. • Achievement related to being bilingual before age 6.
51
Language shifts | Language: Losses and Gains
Becoming more fluent in the school language than in their home language
52
Balanced bilingual | Language: Losses and Gains
Being fluent in two languages, not favoring one over the other – Occurs if adults talk frequently, listen carefully, and value both languages
53
Homes and schools | Early Childhood Education
• Quality matters. • If the home educational environment is poor, a good preschool program aids health, cognition, and social skills. • If a family provides extensive learning opportunities and encouragement, the quality of the preschool is less crucial.
54
Child-centered or developmental programs | Early Childhood Education
* Emphasize children's natural inclination to learn through play rather than by following adult directions. * Encourage self-paced exploration and artistic expression. * Show the influence of Vygotsky, who thought that children learn through play with other children with adult guidance.
55
Examples of child-centered programs: Montessori schools | Early Childhood Education
Emphasize individual pride and accomplishment, presenting literacy-related tasks.
56
Examples of child-centered programs: Reggio Emilia approach | Early Childhood Education
A famous Italian early childhood education program that encourages each child's creativity in a carefully designed setting.
57
Teacher-directed programs | Early Childhood Education
* Stress academic subjects taught by a teacher to an entire class. * Help children learn letters, numbers, shapes, and colors, as well as how to listen to the teacher and sit quietly. * Make a clear distinction between work and play. * Are much less expensive, since the child/adult ratio can be higher.
58
Preparing for life: Project Head Start | Early Childhood Education
• Most widespread early-childhood education program in the United States • Begun in 1965 and funded by the federal government • Initially, the program was thought to be highly successful at raising children's intelligence; ten years later, early gains were found to fade.