Chapters 9-12 And Films Flashcards
(53 cards)
Gross motor skills
Age 6 to7 - hop, jump, climb, pedal, and balance bicycle
Age 8 to 10 - develop balance, coordination, and strength
Reaction time
Improves (decreases) from early childhood to about age 18, but there are individual differences
Fine Motor skills
6 to 7 age - tie shoelaces, hold pencils like adults, zip zippers, brush teeth, wash themselves, use chopsticks
Improves throughout childhood
Concrete - operational stage
Age 7 to 12 - thought is reversible and flexible, less egocentric and are able to engage in decentration, understand law of conservation, increased relational concepts: transitivity and seriation, cannot think abstractly or hypothetical
Decentration
The ability to focus on multiple aspects of a problem
Transitivity
The principle that if A > B and B> C, then A> C.
Seriation
Placing objects in a series according to a trait
Sensory memory AKA sensory register
Lasts a fraction of a second, present for all senses
Working memory AKA short-term memory
Can last up to 30 secs if there is focus on the stimulus in sensory memory
Promote memory includes
Encode visual stimuli as sounds, rehearsing
Long term memory
May last days, years, or a lifetime, vast storehouse of information containing names, dates, places, becomes organized according to categories
Elaborating strategy
Relate new material to material they already know
Vocabulary and grammar
Age 6 - vocabulary at 10k words
Age 7 to 9 - realize words can have different meanings
Can understand passive language
Use connectives (conjunctions)
Do bilingual children encounter more academic problems than monolingual children?
No, most linguists consider it advantageous for children to be bilingual because it contributes to the complexity of the child’s cognitive processes.
Self concept in middle childhood
It gradually evolves, can be seen how they describe themselves, but less positive in descriptions and increasingly compare themselves to others
9 year old - list several physical characteristics
11 year old - will include relationships
Self- esteem
Evaluate themselves changes over time
Young preschoolers – see themselves as generally “good at doing stuff” or not
5 to 7 year – judge their performance in several areas
Learned Helplessness
Low self-esteem in academics can lead to an acquired belief that one cannot obtain rewards
“Helpless” children traits
Tend to quit following failure
Believe that success is due more to ability than to effort
Is there anything we can do to prevent a learned helplessness orientation?
Yes! According to Carol Dweck, there is which is attribution retraining
Attribution retraining
intervention where helpless children persuaded to attribute failures to lack of effort rather than lack of ability.
Growth mindset vs Fixed mindset
Growth mindset - intelligence can be developed
Fixed mindset - intelligence is fixed
Parent - child relationships
Coregulation - control gradually transferred from parent to child
Children and parents spend less together
10 to 12 year - tend to evaluate parents more harshly than they did in early childhood
Peer relationships
Peers are more influential than family during middle childhood.
Peers help with, practicing cooperation, relating to leaders, coping with aggressive impulses, appropriate impulses
Peers important for comparing feelings and experiences, helping friends to understand that they are not alone.
Peer acceptance and rejection
Children more likely to be rejected by peers display behavioral/learning problems, are aggressive, disrupt group activities
Acceptance or rejection very important in childhood because Problems with peers affect later adjustment
