Chapter 7. Flashcards

Question

Sensory issues with food

Answer 1

An estimated 3 to 8 percent of children are allergic to a specific food. Food aversions (strong dislike) often develop at this age.

Answer 2

Five or more servings of fruits and vegetables. Zero sugar-sweetened beverages. 2 hours or less of screen time. Minimum of 1 hour of physical activity. Exercise should occur daily.

Answer 3

Sleep problems are linked with negative outcomes: * Attention problems. * Worse at reading. * Obesity. * A D H D.

Answer 4

Minor illnesses are common in early childhood. The average toddler has between 7-8 colds a year!

Answer 5

In every nation, unintentional injuries and accidents are a significant risk to development. About 4/1000 Canadian children (0.4%) aged 1 to 4 years have an accident that requires hospitalization. Unintentional injuries account for slightly more than 1/4 of all deaths for children in this age range. 90% of injuries are preventable and most happen at home.

Answer 6

* Individual characteristics * Family/home characteristics * School/peer characteristics * Community characteristics Physicians recommend that caregivers develop ongoing home safety and childproofing measures. Urban planners also need to be involved in the design and construction of safe environments.

Answer 7

Continued periodic medical check ups and immunizations (vaccinations) Doctors monitor preschoolers’ growth and motor development. Doctors and nurses often serve as parents’ first source of help with children who have sensory or developmental disabilities that were not diagnosed in infancy

Answer 8

Social skills and emotion regulation. Impulse control. Use of personal protection.

Answer 9

Child management and parenting skills. Parent protective behaviors. Home safety equipment. – Parents encourage girls to be safe. – Parents give boys more freedom to roam, expect more independent play, and don’t prioritize safety as highly as for girls.

Answer 10

Home/school partnerships. Absence of playground hazards. Injury prevention and safety promotion programs and policies.

Answer 11

Positive activities for families. Active surveillance of hazards. Effective prevention policies.

Answer 12

In the beginning of early childhood children begin to learn how to accomplish goals... By the end, they are manipulating symbols and can make accurate judgements about others’ thoughts, feelings, and behaviours. (Theory of mind)

Answer 13

* Sensorimotor stage (birth- 2 years). * Pre-operational stage (2-7years). * Concrete operational stage (7-11 years). * Formal operational stage (11 years- through adulthood.)

Answer 14

Children become proficient in the use of symbols in thinking and communicating. Children form stable concepts and begin to reason, although there are several limits to logical thought. In the preoperational stage, children do not yet perform operations: reversible mental actions that allow them to do mentally what they formerly did physically. Symbolic thought is the major accomplishment of the pre-operational stage.

Answer 15

The use of symbols-words and also mental representation of objects or events to represent the world. Symbolic thought allows children to understanding that words can refer to things not seen, and that an item can symbolize something else. Symbolism is an important part of pretend play. Piaget believed that preschooler’s drawings are symbols of objects, people, and events in their lives.

Answer 16

The child gains the ability to mentally represent an object that is not present. Between about 2 and 4 years of age. – Children begin to mentally represent objects that are not present. – Children draw and use words to represent people and things in the world, and to engage in pretend play.

Answer 17

Child believes that all people see the world as he or she does. The inability to distinguish between one’s own perspective and someone else’s. The young child’s belief that everyone sees and experiences the world the way she does. Is due to the fact that children are one- dimensional thinkers; they do not yet understand that others may have different perspectives. EX: A child gestures during a telephone conversation, not realizing that the listener cannot see the gestures. Children’s thought is still limited by egocentrism and animism in pre-operational stage. (The mountains moved around)

Answer 18

Children use primitive reasoning and want to know the answers to many questions. Children begin to exhibit primitive reasoning. Children in this stage ask many questions: – “Why do leaves fall?” – “What makes you grow up?”

Answer 19

Conservation: the awareness that altering an object or substance’s appearance does not change its basic properties; Principle that the amount of a substance remains the same when its appearance changes. (Den tjocka låga behållaren vs. den höga smala som innehåller samma mängd vätska.) Centration: is when a child focuses on only one thing at a time. * Young children fail to understand conservation of liquids because they focus (center) on what they see (appearance), noticing only the immediate (static) condition. * It does not occur to them that they could reverse the process and re create the liquid’s level of a moment earlier (irreversibility). All characteristics of preoperational thought are evident in Piaget’s classic conservation task errors.

Answer 20

Research generally confirmed Piaget’s observations. Although preschoolers are a great deal more cognitively sophisticated than Piaget thought. Moving away from egocentrism seems to be about a more developed understanding of appearance and reality.

Answer 21

The belief that inanimate objects have lifelike qualities and are capable of action.

Answer 22

Child focuses on one aspect of a problem or situation but ignores other relevant aspects. Includes characteristic of preoperational thought whereby a young child focuses (centers) on one idea, excluding all others; may include egocentrism. EX: In conservation of quantity, the child pays attention to the height of the liquid in the container but ignores the diameter of the container.

Answer 23

Characteristic of pre-operational thought whereby a young child thinks that nothing changes. Whatever is now has always been and always will be.

Answer 24

Characteristic of pre-operational thought. A young child thinks that nothing can be undone. A thing cannot be restored to the way it was before a change occurred.

Answer 25

Child assumes that an object really is what it appears to be. Child mistakes a person wearing a Halloween mask for a “real” monster.

Answer 26

Some differences between Piaget and Vygotsky were that Vygotsky believed learning was acquired through language and social and cultural interactions. Piaget believed, although learning could be acquired through peer interactions, that learning was acquired independently, and each child came to their own understanding.

Answer 27

The difference between what children can do alone and what they can do with assistance. A child makes little progress cleaning his room alone but accomplishes the task readily when a parent provides structure (e.g., “Start by getting stuff off the floor”.) Signifies tasks that are too hard for the child to do alone, but that he can manage with guidance. Upper limit: level of additional responsibility child can accept with assistance of an able instructor. Lower limit: Level of problem solving reached on these tasks by child working alone.

Answer 28

Providing instruction that matches the learner’s needs exactly—neither too much instruction nor too little. A teacher provides much help when a child is first learning to distinguish “b” from “d” but provides less help as the child learns the difference. The process by which children’s learning of new cognitive skills is guided by an adult or a more skilled child who structures the child’s learning experience. To create an appropriate scaffold, the model must: 1. Gain and keep the child’s attention 2. Model the best strategy, and 3. Adapt the whole process to the child’s developmental level

Answer 29

Speech that is not directed at others but instead guides the child’s own behavior. A child working on a puzzle says to herself, “Start by looking for pieces with straight edges". Refers to this use of language for self- regulation. When young children gain the skill to act without verbalizing, they have internalized their egocentric speech in the form of inner speech. Private speech plays a positive role in development.

Answer 30

STEM teaching is an interdisciplinary approach to learning where students learn can apply concepts in science, technology, engineering, and mathematics. By their very nature, early childhood settings are primed to support STEM learning. Teaching strategies: * Assess the child’s Z P D. * Use the child’s Z P D in teaching. * Use more-skilled peers as teachers. * Place instruction in a meaningful context. * Transform the classroom with Vygotskian ideas.

Answer 31

Asserts that complex forms of thinking have their origins in social interactions. Vygotsky believed that children’s minds grow through interaction with the social environment: Parents, teachers, and older children who can provide valuable guidance. Every aspect of children's cognitive development is embedded in the social context.

Answer 32

▪ 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 when they imitate adult actions that are irrelevant and inefficient. ▪ Universal trait of young, socially motivated children.

Answer 33

It is by collaborative dialogue that children learn. Language is crucial to cognitive development: By age 7, children are able to think and solve problems with words. Words are the mediator between brain potential and comprehension. Children use speech to communicate socially and to help them solve tasks. Young children also use language to plan, guide, and monitor their behavior.

Answer 34

Not specific enough about age related changes. Does not adequately describe how changes in socioemotional capabilities contribute to cognitive development. Overemphasized the role of language in thinking.

Answer 35

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. Compared to older children, 2- to 6 year-olds are more open to learning, have much to learn, and are open to suggestion. Many cognitive psychologists now focus on executive function, particularly on efforts to improve it during early childhood. Combines 3 essential abilities: – memory – inhibition – flexibility Executive function skills are foundational. Executive function skills are not inborn.

Answer 36

Mischel and colleagues’ studies using the “marshmallow experiment” linked delay of gratification in preschool with later academic success, coping, and competence.

Answer 37

A set of ideas constructed by an individual to explain other people’s ideas, beliefs, desires and behaviors. In other words, ToM is the understanding that people are mental beings who have their own mental states, including thoughts, wishes, and feelings that differ from our own. The child's ability to understand others perspectives and see that they might differ from their own. Develops and emerges gradually over time. Can be seen when young children try to escape punishment by lying.

Answer 38

10 months: people, but not objects, have goals and intentions - rudimentary beginnings Age 3: understand some aspects of the link between people’s thinking, feelings, and behaviour - I want - I try to get. From 18 months to 3 years: children begin to understand three mental states: – Perceptions; – Emotions; and – Desires. Age 4 - basic principle that each person’s actions are based on her or his representation of reality. * 4 – 5 year olds - Cannot yet understand that other people can think about them. Do not understand that most knowledge can be derived from inference. This understanding develops by age 6. From 3 to 5 years, children come to understand false beliefs. 5 – 7 year olds - Understand the reciprocal nature of thought. Very important for peer relationships. * At 5 to 7 years, children develop a deepening appreciation of the mind itself rather than just mental states. – They can see the mind as an active constructor of knowledge. – They realize the same event can be open to multiple interpretations.

Answer 39

An understanding that enables a child to look at a situation from another person’s point of view and determine what kind of information will cause that person to have a false belief.

Answer 40

Executive function and prefrontal cortex functioning. Language development - Some level of language facility may be a necessary condition for the development of a theory of mind. Socioeconomic status. Neurodiversity: Children with autism have difficulty developing a theory of mind. Development of a theory of mind is enhanced by pretend play, shared pretense with other children, and discussion of emotion-provoking events with parents. Increased ToM is correlated with increased social ability.

Answer 41

Executive attention: a good predictor of self-regulation, involves: ▪ Action planning; ▪ Allocating attention to goals; ▪ Error detection and compensation; ▪ Monitoring progress on tasks; and ▪ Dealing with novel or difficult circumstances. Sustained Attention(vigilance): is focused and extended engagement with an object, task, event, or other aspect of the environment.

Answer 42

Working memory capacity increases with age for a few reasons: * Children become better able to use strategies (such as rehearsal) to maintain memory items. * Processing speed increases (as the result of myelination). The retention of information over time (memory) is central to cognitive development. At 5 years old, children seem to have developed a bit of meta-memory as they use rehearsal. (knowledge about how memory works and the ability to control and reflect on one’s own memory function).

Answer 43

Acquiring memories is accompanied by increased myelin formation in the prefrontal cortex, a brain region important for the formation of long-term memories.

Answer 44

The Flexible Item Selection Task: – Asks children to sort items based on 2 of 4 dimensions. – Measures abstraction and cognitive flexibility. 2 year-olds could not understand the instructions. 3 year-olds could understand but couldn’t match the cards on even one dimension. 4 year-olds could match on one but not more dimensions. (telefoner i samma färg men inte fisk och telefon). 5 year-olds could match on one or more dimensions. Working memory plays an important role in children’s ability to problem solve and use logical reasoning. It comes down to how many ideas/dimensions they can hold in their mind at one time.

Answer 45

The ability to focus mental resources on select information - improves significantly in the preschool years.

Answer 46

Apparently unlimited and possibly indefinite storage of information.

Answer 47

Involves memory of significant events and experiences in one’s life. In some areas (remembering a story, a song, or interesting event or experience), young children have been shown to have reasonably good memories. Auto-biographical memories become more complex over time.

Answer 48

Metamemeory is knowledge about how memory works and the ability to control and reflect on one’s own memory function. By 5 years old children do show some evidence of meta-memory as they use rehearsal (repetition -think of how we used to remember phone numbers or access codes) to try to boost their own remembering.

Answer 49

Learning a word after one exposure to it (or very few). A process in which young children learn the connection between a word and its referent quickly, only after limited exposure.

Answer 50

Grammar is: Structures, techniques, and rules that communicate meaning.Word order and word repetition, prefixes and suffixes, intonation and emphasis. Children actively infer and use language rules. Preschool children show a growing mastery of complex rules for how words should be ordered. After kids learn more than 2 word sentences they learn grammatical rules. As children move beyond two-word utterances, they demonstrate a knowledge of morphology rules: ▪ Plural and possessive forms of nouns; ▪ Appropriate verb endings; and ▪ Prepositions, articles, and forms of to be.

Answer 51

Language is pivotal to every kind of cognition in early childhood. Early childhood is a sensitive period (or best time) to master vocabulary, grammar, and pronunciation. Children enter the early childhood period producing only a limited number of words and simple sentences but leave it as accomplished, fluent speakers of at least one language. Language is pivotal to every kind of cognition in early childhood.

Answer 52

Overregularization - Application - Using rules when they don’t apply... goed " for "went", or "tooths" for "teeth" A child who is applying the rules might say, “Mommy sitted down”; “sheeps” (not sheep) and “childs” (not children.) All languages have irregularities. Early in language development children learn these rules, and then apply them rather strictly - so, they know the rules, but not the exceptions.

Answer 53

Phonological awareness is: Children’s understanding of the sound patterns of the language they are acquiring. Includes children’s knowledge of the language’s system for representing sounds with letters. Can be learned in school through instruction: * Primarily develops through word play: – Nursery rhymes. – Games involving repetitive words. The greater a child’s phonological awareness, the faster he/she/they learns to read.

Answer 54

Additions that change meaning In English is the addition of –ing: “Where going?”

Answer 55

A strategy young children with good phonological awareness skills use when they write.

Answer 56

Preschools and daycare programs no longer have clear differences.

Answer 57

Homes and schools: 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. Teacher–child interaction correlates with learning.

Answer 58

Child centered programs: Goal it to educate the whole child ▪ Stress children’s natural inclination to learn through play rather than by following adult directions. ▪ Encourage self-paced exploration and artistic expression ▪ Often show the influence of Piaget or Vygotsky, who thought that children learn through play with other children and through cultural practices that structure life. Teacher-directed programs: 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.

Answer 59

Schools emphasize individual pride and accomplishment, presenting literacy-related tasks (such as outlining letters and looking at books)

Answer 60

Approach involves a famous program of early-childhood education that originated in the town of Reggio Emilia, Italy; it encourages each child's creativity in a carefully designed setting.

Answer 61

Schools emphasize creativity, social understanding, and emotional growth.