Early Childhood Flashcards
(70 cards)
1
Q
brain and nervous system
A
- brain growth, synapse formation, myelinization continue
- lateralization
- maturation of hippocampus
- handedness
2
Q
lateralization
A
- corpus callosum grows and matures most during this time
- genes provide mechanism for lateralization
- experience shapes pace
- language primarily centered in the left brain
3
Q
maturation of hippocampus
A
probably accounts for improvements in memory functions across preschool years
4
Q
handedness
A
- develops from 2 to 6 years old
- right = dominant gene
5
Q
types of play and cognitive development
A
- sensorimotor (around 12 months)
- constructive (around 2 years)
- first pretend (around 15-21 months)
- substitute pretend (around 2-3 years)
- sociodramatic (around 3-4 years)
- rule-governed (around 4-5 years)
6
Q
sensorimotor play
A
- exploring
- manipulating objects with senses
- trial and error
7
Q
constructive play
A
- use objects to build or construct
- drawing, building, digging
8
Q
first pretend play
A
- toy is used for its actual purpose
- later, recipients of pretend action becomes another person or toy
9
Q
substitute pretend play
A
- begin to use objects to stand for something different
10
Q
sociodramatic play
A
- start understanding roles and creating imaginary companions
11
Q
rule-governed play
A
- must go through sociodramatic play first
- some rules are set for negotiation
- there is a reason behind the role
12
Q
Piaget preoperational stage
A
- children become proficient in use of symbols and thinking/communicating
- have difficulty thinking logically
- centration
- conservation
- egocentrism
13
Q
centration
A
children can only think of the world one variable at a time
14
Q
conservation
A
- understanding that matter can change in appearance without changing in quantity
- not developed before 5 years old
15
Q
egocentrism
A
- young child’s belief that everyone sees and experiences the world the way they do
- project their perspective
16
Q
theory of mind
A
- understanding that people have thoughts, desires, feelings, beliefs, other than their own
- observable around 4-5 years old
- false belief principle
- important observations/tests: Sally and Anne test, Smarties Test
17
Q
developing theory of mind
A
- correlated with performance on Piaget’s tasks
- enhanced by pretend play, shared pretense with other children
- some level of language facility may be necessary
18
Q
the beginning of lies
A
- children start lying when they begin to develop ToM
- they understand the reality of others
19
Q
emotional empathy and ToM
A
- emotional empathy not related to ToM
- development of aggression and prosocial behaviour early on
20
Q
challenges to Piaget’s view
A
- observations are generally confirmed
- preschoolers are more cognitively developed than Piaget thought
21
Q
Vygotsky’s sociocultural theory
A
- primitive stage
- naive psychology stage
- egocentric speech stage
- ingrowth stage
22
Q
primitive stage
A
infant possesses mental processes similar to animals
23
Q
naive psychology stage
A
- learns to use language to communicate
- does not understand symbols
24
Q
egocentric speech stage
A
- uses language as guide to solve problems
- becomes internalized by the end of early childhood
25
ingrowth stage
- inner speech develops
- logical thinking results from internalization of speech acquired from children/adults in social world
26
inner speech in the modern world
has been theorized that not everybody has inner speech
27
fast-mapping
- vocabulary grows rapidly
- ability to categorically link new word's meaning
- leads to child usingthe word often
- gains feedback on whether their hypothesis is correct
28
grammar explosion
- questions and negatives
- overregularization (overgeneralization)
29
questions and negatives
set of rules used that do not match adult speech
30
overregularization
using grammar rules when they do not apply
31
phonological awareness
- understand sound patterns of language they are acquiring
- knowledge of language's system for representing sounds with letters
- can be learned in school through instruction
- increase in phonological awareness = faster rate of learning how to read
- invented spelling
32
phonological awareness primarily develops through ____
play
- nursery rhymes
- repetitive word games
33
invented spelling
strategy children use with phonological awareness skills when they write
34
psychoanalytic perspective
- autonomy vs shame and doubt
- centers around child's new mobility and accompanying desire for mobility
- initiative vs guilt is ushered in by new cognitive skills
- key period = balance between emerging skills/desires for independence + parent's need to protect and control child
35
social cognitive theory
socialand personality development in early childhood = related to improvements in cognitive domain
36
social cognitive theory: person perception
ability to classify others according to categories such as age, gender, race
37
social cognitive theory: understanding social conventions
able to distinguish social conventions and moral rules
38
social cognitive theory: understanding others' intentions
children understand that intentional wrongdoing = deserving of greater punishment than unintentional rule transgressions
39
sociocultural theory: zone of proximal development
child depends on more knowledge guide to learn
40
attachment
- attachment quality predicts B during preschool years
41
secure attachments
increases likelihood of having positive relationships with teachers
42
insecure attachments
increases likelihood of having negative, critical attitudes towards teachers and themselves
43
attachment in school
insecure-avoidant = overly self-reliant
insecure ambivalent = attention seeker
disorganized = unpredictable, highly anxious
44
Baumrind's parenting key components
- warmth or nurturance
- clarity + consistency of rules
- levels of expectations
- communication between parent and child
45
Baumrind's parenting key components
- warmth or nurturance
- clarity + consistency of rules
- levels of expectations
- communication between parent and child
46
Baumrind's parenting styles
- authoritarian
- permissive
- authoritative
- uninvolved
47
authoritarian parenting style
-low nurturance and communication
- high control and maturity demands
48
permissive parenting style
- high nurturance
- low maturity demands, control, communication
49
authoritative parenting style
high nurturance, maturity demands, control, communication
50
ininvolved parenting style
- low nurturance, maturity demands, control, communication
- produces the most consistently negative outcomes
51
discipline
- training that develops self-control, moral character, proper conduct
- difficult to establish effects of discipline
- different discipline styles work on different temperaments
52
parenting styles and outcomes: authoritative
energetic and friendly children
53
parenting styles and outcomes: authoritarian
conflicted and irritable children
54
parenting styles and outcomes: permissive
impulsive and aggressive children
55
parenting style causes
- ability to adapt to stressful situations
- children's behaviour
- education
- family of origin
- family environment
- mental health
- personality
- perspective taking ability
- relationship between each other
56
ethnicity and SES effects on parenting styles
- style = dependent on cultural context
- style = common in all SES
- lower SES = increase in risk factors
57
peer relationships
- child's family experience = central influence 2-6 years
- involves social skills
- involves play
58
social skills
- set of behaviours
- involve being accepted as a play partner or friend by peers
59
play in terms of peer relationships
- solitary play (all ages)
- parallel play (14-18months)
- associative play (18 months)
- cooperative play (3-4 years)
60
aggression
- behaviour intended to injure and harm another person
- aggressive B tends to run in families
- harsh punitive parenting is linked with aggression
- reinforcement and modeling play a role in aggression
- PA and IA almost always occur together
- low level of PA and IA between 2-8 years
61
physical aggression
- peaks at around age 2
62
indirect aggression
- peaks at around age 11
63
research on aggression
- vast majority of preschool children use physical aggression
- vast majority leans to use other means of solving problems with age
- girls learn more quickly than boys
- only 5% of male and a few females = chronically physically aggressive by adolescence
64
prosocial behaviour
- conduct intended to help and benefit other people
- typically measured/observed by the action taken by the person
65
altruism
- intrinsically motvated conduct intended to help others without expectation of reward
- can be detrimental to the person
66
parents of prosocial behaviour and altruistic children
- create a loving warm environment
- provide prosocial attributions
- look for opportunities for children to do helpful things
- model through generous behaviour
67
friendships (18 months)
- important changes in social behaviour
- early hints of playmate preference or individual friendships
68
friendships (3 years)
20% children have stable play mates
69
friendships (4 years)
more than 60% spend 30% of time with other child
70
importance of stable friendships in early childhood
related to social competence during elementary school years
