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DEVPSYCH > CHAPTER 6: EARLY CHILDHOOD > Flashcards

CHAPTER 6: EARLY CHILDHOOD Flashcards

1
Q

(Physical Development)

By the time a child is 6 years old, their brain has already grown to about ____of the size it will be when they become an adult.

A

95%

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2
Q

(Physical Development)

What are the changes in the child’s brain structure during 3 to 6 years of age?

A
  • Increased Myelination
  • Rapid growth in Frontal Lobe
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3
Q

(Physical Development)

It is responsible for planning and coordinating movement, higher-level cognitive functioning, and Broca ’s area.

A

Frontal Lobe

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4
Q

(Physical Development)

It is essential for language production.

A

Broca’s Area

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5
Q

(Physical Development)

Study shows that _____ ______ had lags in frontal and temporal lobes, thus lower school readiness.

A

low SES (socioeconomic status)

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6
Q

(Physical Development)

Gross motor skills: At this age, simple movements like hopping, jumping, and running are shown.

A

Age 3

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7
Q

(Physical Development)

Gross motor skills: At this age, children is becoming more adventurous.

A

Age 4

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8
Q

(Physical Development)

Gross motor skills: At this age, children developed hair-raising risks.

A

Age 5

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9
Q

(Physical Development)

Fine motor skills: At this age, children are still clumsy.

A

Age 3

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10
Q

(Physical Development)

Fine motor skills: At this age, children have improved their fine motor and coordination.

A

Age 4

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11
Q

(Physical Development)

Fine motor skills: At this age, children have developed their body coordination.

A

Age 5

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12
Q

(Physical Development)

What happens in a child’s perceptual development at 3 to 4 years old?

A

They become efficient in identifying colors.

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13
Q

(Physical Development)

What happens in a child’s perceptual development at 4 or 5 years old?

A

They become efficient in moving across series of letters.

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14
Q

(Physical Development)

What are the signs of vision problems in children?

A

(RuBAST)

  • Rubbing eyes
  • Blinking excessively
  • Appearing irritable
  • Shutting one eye
  • Tilting or thrusting head forward
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15
Q

(Physical Development)

Children should sleep _____ ______ each night without interruption.

A

11 to 13 hours

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16
Q

(Physical Development)

What sleeping problems can children experience?

A

narcolepsy, insomnia, and nightmares

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17
Q

(Physical Development)

What are the potential effects of less hours of sleep for children?

A

(SPO)

  • worse school readiness
  • worse peer acceptance
  • overweight
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18
Q

(Physical Development)

This refers to extreme daytime sleepiness.

A

Narcolepsy

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19
Q

(Physical Development)

What is strongly influenced by caregiver’s behavior?

A

Nutrition and Exercise

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20
Q

(Physical Development)

What is the percentage of overweight children from 0 to 5 years old in the Philippines?

A

5%

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21
Q

(Physical Development)

Evidence shows that overweight and obese children are likely to ____ _____ into adulthood and more likely to develop _______ ________ like diabetes and cardiovascular diseases at a younger age.

A

stay obese; noncommunicable diseases

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22
Q

(Physical Development)

These are now the leading killers in the Philippines, comprising more than _____ of all deaths each year.

What is it? What is the percentage?

A

Noncommunicable Diseases; 50%

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23
Q

(Physical Development)

How many children die daily in the Philippines from malnutrition?

A

95

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24
Q

(Physical Development)

It is the biggest problem for children’s health which results in chronic fatigue from failure to eat quality meats and dark green vegetables.

A

Iron Deficiency Anemia

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25
Q

(Physical Development)

What are the leading causes of child mortality in the Philippines of 1 to 4 years old?

A

(PDGC)

  • Pneumonia
  • Diarrhea and gastroenteritis
  • Congenital anomalies
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26
Q

(Physical Development)

What are the leading causes of child mortality in the Philippines of 5 to 9 years old?

A

(PDA)

  • Pneumonia
  • Dengue
  • Accidental drowning
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27
Q

(Physical Development)

In the United States, it is one of the major danger to children.

A

exposure to parental smoking

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28
Q

(Cognitive Development)

In this concept, the cognitions are dominated by egocentrism and magical beliefs.

What is it?

A

Piaget’s Preoperational Stage

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29
Q

(Cognitive Development)

In this substage, the child gains the ability to represent an object that is not present.

A

Symbolic Function Substage

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30
Q

(Cognitive Development)

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

A

Egocentrism

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31
Q

(Cognitive Development)

It is the belief that inanimate objects have lifelike qualities and are capable of action.

A

Animism

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32
Q

(Cognitive Development)

In the Intuitive Thought substage, children use _____ _____ and want to _____ the answers to why questions.

A

primitive reasoning; know

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33
Q

(Cognitive Development)

In this substage, children are very curious, have a difficulty understanding events that cannot be seen, and are unaware of how they know what they know.

A

Intuitive Thought Substage

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34
Q

(Cognitive Development)

What are the limits of preoperational thought?

A

Centration and Conservation

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35
Q

(Cognitive Development)

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

A

Centration

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36
Q

(Cognitive Development)

This concept explains that an alter of a substance’s appearance does not change its basic properties.

A

Conservation

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37
Q

(Cognitive Development)

In his theory, children think and understand primarily through social interaction. Their development also depends on the tools provided by society.

A

Vygotsky

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38
Q

(Cognitive Development)

It refers to the concept where in a range of tasks are too difficult for the child alone but can be learned with the guidance and assistance from adults or more-skilled children.

A

Zone of Proximal Development (ZPD)

39
Q

(Cognitive Development)

It refers to changing the level of support during a teaching session. It also explains that as the student’s competence increases, less guidance is given.

A

Scaffolding

40
Q

(Cognitive Development)

He places strong emphasis on cultural context, hence a social constructivist. He did not propose any general stages of development.

A

Vygotsky

41
Q

(Cognitive Development)

He believes that language plays a powerful role in shaping thought. He also thinks that education plays a central role in helping children to learn the tools of the culture.

A

Vygotsky

42
Q

(Cognitive Development)

He places little emphasis on sociocultural context, hence dubbed as a cognitive constructivist. He also emphasized on developmental stages: Sensorimotor, Preoperational, Concrete and Formal Operational.

A

Piaget

43
Q

(Cognitive Development)

He believes that language has a minimal role and that cognition primarily directs language. He also thinks that education merely refines the child’s cognitive skills that have already emerged when they were young.

A

Piaget

44
Q

(Socioemotional Development)

Children’s developing minds and social experiences produce remarkable advances in the development of?

A
  • The Self
  • Emotional Maturity
  • Moral Understanding
  • Gender Awareness
45
Q

(Socioemotional Development)

In early childhood, ________ lives and ________ develop significantly and their small worlds widen, such as playing with peers and media.

A

emotional; personalities

46
Q

(Socioemotional Development)

It refers to children’s understanding that they are persons in their own right.

A

The Self

47
Q

(Socioemotional Development)

In this stage, children use their perceptual, motor, cognitive, and language skills to make things happen on their own initiative.

A

Initiative vs. Guilt

48
Q

(Socioemotional Development)

In this stage, infants develop a sense of basic trust if their needs are dependably met.

A

Stage 1: Trust vs. Mistrust

49
Q

(Socioemotional Development)

In this stage, toddlers learn to exercise their will and do things for themselves. Otherwise, they doubt their abilities.

A

Stage 2: Autonomy vs.. Shame and Doubt

50
Q

(Socioemotional Development)

In this stage, preschoolers learn to initiate tasks and carry out plans, or they feel guilty about efforts to be independent.

A

Stage 3: Initiative vs. Guilt

51
Q

(Socioemotional Development)

In this stage, children learn the pleasure of applying themselves to tasks, or they feel inferior.

A

Stage 4: Industry vs. Inferiority

52
Q

(Socioemotional Development)

In this stage, teenagers work at refining a sense of self by testing roles and then integrating them to form a single identity, or they become confused about who they are.

A

Stage 5: Identity vs. Confusion

53
Q

(Socioemotional Development)

In this stage, young adults struggle to form close relationships and to gain the capacity for intimate love, or they feel socially isolated.

A

Stage 6: Intimacy vs. Isolation

54
Q

(Socioemotional Development)

In this stage, the middle-aged discover a sense of contributing to the world, usually through family and work, or they may feel a lack of purpose.

A

Stage 7: Generativity vs. Stagnation

55
Q

(Socioemotional Development)

In this stage, the older adult may feel a sense of satisfaction or failure when reflecting on his or her life.

A

Stage 8: Integrity vs. Despair

56
Q

(Socioemotional Development)

Children in the stage of initiative versus guilt excitedly move out into a?

A

wider social world

57
Q

(Socioemotional Development)

In the stage of initiative versus guilt, what are the changes that happen in children?

A
  • Begins to discover the kind of person they will become
  • Identify intensely with parents
58
Q

(Socioemotional Development)

It is the great governor of initiative.

A

Conscience

59
Q

(Socioemotional Development)

Initiative and enthusiasm may also bring this self-conscious emotion which lowers self-esteem.

A

Guilt

60
Q

(Socioemotional Development)

This is about how children come to understand themselves. It is the representation of their self, including substance and self-conceptions.

A

Self-understanding

61
Q

(Socioemotional Development)

It is the ability to distinguish themselves from other people or things.

A

Self-recognition

62
Q

(Socioemotional Development)

These are a central component of the self in early childhood.

A

Physical Activities

63
Q

(Socioemotional Development)

These may involve body attributes, material possessions, and physical activities.

A

Self-descriptions

64
Q

(Socioemotional Development)

How do children start understanding and perceiving others?

A

Through psychological traits

65
Q

(Socioemotional Development)

What self-conscious emotions become more common during the early childhood years?

A

Pride and Guilt

66
Q

(Socioemotional Development)

Children’s expression of emotions are influenced by?

A

Parents’ responses

67
Q

(Socioemotional Development)

These are behaviors that benefits others rather than oneself. Children’s understanding of emotion is linked to an increase of these behaviors.

A

Prosocial Behaviors

68
Q

(Socioemotional Development)

By the age of 5, most children show a growing awareness of the need to _____ _____ according to _____ _______.

A

manage emotions; social standards

69
Q

(Socioemotional Development)

It plays a key role in children’s ability to manage the demands and conflicts they face in interacting with others.

A

Regulating Emotions

70
Q

(Socioemotional Development)

It is fundamental to becoming socially competent.

A

Emotion Regulation

71
Q

(Socioemotional Development)

These parents monitor their children’s emotion, 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.

Their characteristics are less rejecting, praising, and nurturant.

A

Emotion Coaching Parents

72
Q

(Socioemotional Development)

These parents view their role as to deny, ignore, or change negative emotions.

A

Emotion Dismissing Parents

73
Q

(Socioemotional Development)

The ability to ______ ______ benefits children in their relationships with peers.

A

modulate emotions

74
Q

(Socioemotional Development)

This involves thoughts, feelings and behaviors regarding rules and conventions about what people should do in their interactions with other people (Vozzola, 2014).

A

Moral Development

75
Q

(Socioemotional Development)

These refer mainly to guiding principles, and ethics refer to specific rules and actions, or behaviors.

A

Morals

76
Q

(Socioemotional Development)

These feelings are central to the account of moral development according to Freud.

A

Anxiety and Guilt

77
Q

(Socioemotional Development)

It is the moral element of personality.

A

Superego

78
Q

(Socioemotional Development)

It can motivate moral behavior.

A

Guilt

79
Q

(Socioemotional Development)

What are the two distinct stages in how children think about morality according to Piaget?

A

Heteronomous Morality and Autonomous Morality

80
Q

(Socioemotional Development)

This morality develops during 4 to 7 years of age. Justice and rules are conceived of as unchangeable properties of the world, removed from the control of people.

The rightness of goodness is based on consequences, not the intentions.

A

Heteronomous Morality

81
Q

(Socioemotional Development)

Heteronomous moralists believe in this concept which explains that if a rule is broken, punishment will be meted out immediately.

A

Immanent Justice

82
Q

(Socioemotional Development)

This morality develops from 10 years old and above. Children become 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.

The rightness of goodness is based on intentions.

A

Autonomous Morality

83
Q

(Socioemotional Development)

It refers to an internal regulation of standards of right and wrong that involves an integration of all three components of moral development.

A

Conscience

84
Q

(Socioemotional Development)

What should be the parenting strategy for moral development in children?

A

Proactively avert potential misbehavior before it takes place.

Younger children: diversion and alternative activities

Older children: talk about values

85
Q

(Socioemotional Development)

What are Baumrind’s parenting styles?

A
  • Authoritative
  • Authoritarian
  • Neglectful/Uninvolved
  • Indulgent/ Permissive
86
Q

(Socioemotional Development)

“Let’s talk about it.”

It encourages children to be independent but places limits and control. It is both high in responsiveness and demandingness. This parenting style is responsive, reciprocal, power-with, democratic, assertive and flexible. It also has high-expectations and clear standards.

A

Authoritative Parenting

87
Q

(Socioemotional Development)

“Because I said so!”

It is restrictive. It is low in warmth and high in demandingness. This parenting style is autocratic, power-over, and emotionally distant. It also has little warmth, high expectations, structured environments, clear rules, power-over, and punishment.

A

Authoritarian Parenting

88
Q

(Socioemotional Development)

“You’re on your own.”

It is uninvolved. It is both low in control or strictness and warmth. This parenting style is absent, uninterested, neglectful, and passive. It also has limiting time and competing priorities.

A

Neglectful/Uninvolved Parenting

89
Q

(Socioemotional Development)

“You’re the boss.”

It is highly involved but few demands. It is high in responsiveness but low in control or strictness. This parenting style is indulgent, accepting, lenient, and non-directive. It avoids confrontation, has few rules, and low expectations.

A

Indulgent/Permissive Parenting

90
Q

(Socioemotional Development)

It is linked to lower levels of moral internalization and mental health.

A

Corporal Punishment

91
Q

(Socioemotional Development)

What are the types of child maltreatment?

A
  • Physical abuse
  • Child neglect
  • Sexual abuse
  • Emotional abuse
92
Q

(Socioemotional Development)

About ____ of parents who were abused themselves when they were young go on to abuse their own children.

A

1/3

93
Q

(Socioemotional Development)

Adolescents who experienced abuse or neglect as children are more likely to engage in ______ ______ and _______ _______.

A

violent behavior; substance abuse

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