Early Childhood

Question 1

absence or deficiency of growth hormone produced by pituitary gland to stimulate the body to grow

Answer 1

o Growth Hormone Deficiency

Question 2

the preference of using one hand over the other

Answer 2

o Handedness
 Left-handedness run in families

Question 3

normal weight but shorter than they should for their age and may have cognitive and physical deficiencies, visible in developing countries

Answer 3

o Stunted Children

Question 4

Jean Piaget’s second stage of cognitive development

Answer 4

Preoperational Stage
o Lasting from ages 2 to 7, characterized by the expansion in the use of symbolic thought
o Children begin to represent the world with words, images, and drawings
o Dominated by egocentrism and magical beliefs
o Does not yet perform Operations (which are reversible mental actions that allow children to do mentally what before they could do only physically)

Question 5

beginning of the ability to reconstruct in thought what has been established in behavior

Answer 5

o Preoperational Thought
- Divided into Symbolic Function and Intuitive Thought

Question 6

– being able to think about something in the absence of sensory or motor cues

Answer 6

Symbolic Function
- Can use symbols, or mental representations such as words, numbers, or images to which a person has attached meaning

Question 7

children imitate an action at some point after observing it

Answer 7

 Deferred Imitation

Question 8

– fantasy play, dramatic play, or imaginary play; children use an object to represent something else

Answer 8

 Pretend Play

Question 9

begin to use primitive reasoning and want to know the answers to all sorts of questions

Answer 9

Intuitive Thought
- Occurs approx. 4-7 yrs of age
- Children also begin to able to understand the symbols that describe physical spaces

Question 10

they mentally link two events, especially events close in time, whether or not here is logically a causal relationship

Answer 10

o Transduction

Question 11

the concept that people and many things are basically the same even if they change in outward form, size, or appearance

Answer 11

o Identities

Question 12

– tendency to attribute life to objects that are not alive

Answer 12

o Animism

Question 13

the tendency to focus on one aspect of a situation and neglect others

Answer 13

o Centration

Question 14

– failure to understand that an action can go in two or more directions

Answer 14

 Irreversibility

Question 15

young children center so much on their own point of view that they cannot take in another’s

Answer 15

o Egocentrism

Question 16

the fact that two things are equal remain so if their appearance is altered, as long as nothing is added or taken away

Answer 16

o Conservation

Question 17

the awareness of the broad range of human mental states – beliefs, intents, desires, dreams, and so forth – and the understanding that others have their own

Answer 17

o Theory of Mind
- Allows us to understand and predict the behavior of others and makes the social world understandable

Question 18

o Memory can be described as a filing system that has three steps:

Answer 18

Information-Processing Approach: Memory

Question 19

putting information in the memory

Answer 19

Encoding

Question 20

putting away in the filing cabinet where it is kept

Answer 20

Storage

Question 21

searching for the information and take it out of the memory system

Answer 21

Retrieval

Question 22

o Three types of Storage

Answer 22

Sensory Memory
Working Memory
Long-Term Memory

Question 23

– temporary storage for incoming sensory information

Answer 23

Sensory Memory

Question 24

short-term storehouse for information a person is actively working on, trying to understand, remember, or think about

Answer 24

Working Memory

Question 25

storehouse of virtually unlimited capacity that holds information for long period of time

Answer 25

Long-Term Memory o The central executive also retrieves information from LTM, assisted by:

Question 26

aids in the processing of verbal information

Answer 26

Phonological Loop

Question 27

maintains and manipulates visual information

Answer 27

Visuospatial Sketchpad

Question 28

the conscious control of thoughts, emotions, and actions to accomplish goals or to solve problems

Answer 28

Executive Function  Enables children to plan and carry out goal-directed mental activity

Question 29

– ability to identify something encountered before

Answer 29

o Recognition

Question 30

ability to reproduce knowledge from memory

Answer 30

o Recall

Question 31

begins at 2 years old, produces a script of a familiar, repeated event

Answer 31

o Generic Memory

Question 32

refers to awareness of having experienced a particular event at a specific time and place (if repeated, it becomes generic memory)

Answer 32

o Episodic Memory

Question 33

refers to memories of distinctive experiences that form a person’s life history

Answer 33

o Autobiographical memory  Generally emerges between ages 3 to 4  The more unique an event is, the more children remember it better

Question 34

defined as the focusing of mental resources on select information

Answer 34

o Attention

Question 35

involves action planning, allocating attention to goals, error detection and compensation, monitoring progress on tasks, etc.

Answer 35

 Executive Attention

Question 36

focused and extended engagement with an object, tasks, and dealing with novel or difficult circumstances

Answer 36

 Sustained Attention

Question 37

o Two most commonly used individual tests for preschoolers are:

Answer 37

Standford-Binet Intelligence Scales Wechsler Preschool and Primary Scale of Intelligence

Question 38

used for ages 2 and up, taking 45 to 60 mins  Child is ask to define words, string beads, build blocks, etc.  Measure fluid reasoning, knowledge, quantitative reasoning, etc.

Answer 38

Stanford-Binet Intelligence Scales

Question 39

individual test taking 30 to 60 mins  Yields verbal, performance, and combined scores  Includes subtests designed to measure both verbal and nonverbal fluid reasoning, etc.

Answer 39

2. Wechsler Preschool and Primary Scale of Intelligence

Question 40

the imaginary psychological space between what children can do or know by themselves and what they could do or know with help

Answer 40

o Zone of Proximal Development  Can be assessed by Dynamic Tests

Question 41

– supportive assistance that a more sophisticated interaction partner provides, and ideally it should be aimed at ZPD

Answer 41

Scaffolding

Question 42

Scaffolding

Answer 42

– supportive assistance that a more sophisticated interaction partner provides, and ideally it should be aimed at ZPD

Question 43

– allows a child to pick up approximate meaning of a new word after hearing it only once or twice in conversation

Answer 43

o Fast Mapping  Nouns are easier to fast map than verbs

Question 44

a concept and involves the rules for putting together sentences in a particular language

Answer 44

o Syntax

Question 45

practical knowledge of how to use language to communicate

Answer 45

o Pragmatics

Question 46

speech intended to be understood by a listener

Answer 46

o Social Speech

Question 47

– talking aloud to oneself with no intent to communicate with others (Egocentric Speech)

Answer 47

o Private Speech  Immature (Piaget)  Learning Process (Vygotsky)

Question 48

development of fundamental skills that eventually lead to being able to read

Answer 48

o Emergent Literacy  Social interaction promotes emergent literacy

Question 49

emphasizes the education of the whole child and concern for his or her physical, cognitive, and socioemotional development

Answer 49

o Child-centered Kindergarten

Question 50

based on the beliefs that children’s natural intelligence involves rational, spiritual, and empirical aspects

Answer 50

o Montessori Method - Children have given considerable freedom and spontaneity in choosing activities

Question 51

less formal than Montessori; teachers follow children’s interest and support them in exploration

Answer 51

o Reggio Emilia Approach

Question 52

– based on knowledge of the typical development of children within an age span as well as the uniqueness of the child

Question 53

– based on knowledge of the typical development of children within an age span as well as the uniqueness of the child

Answer 53

o Developmentally Appropriate Practice

Question 54

– based on knowledge of the typical development of children within an age span as well as the uniqueness of the child

Answer 54

o Developmentally Appropriate Practice

Question 55

our total picture of our abilities and traits

Answer 55

o Self-Concept - Children’s self-definition typically change between ages 5 and 7

Question 56

self-evaluative part of the self-concept, the judgement children make about their overall worth

Answer 56

o Self-Esteem  Children’s self-esteem tends to be unidimensional (either good or bad)

Question 57

monitor their children’s emotions, view negative emotions as opportunities for teaching, assist them in labelling emotions, and coach them in how to deal effectively with emotions

Answer 57

o Emotion-Coaching Parents

Question 58

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

Answer 58

o Emotion-Dismissing Parents

Question 59

– involve a comparison of one’s self or one’s actions to social standards

Answer 59

o Social Emotions  Guilt, shame and pride  Developed after they gain self-awareness and accept the standards of behavior their parents have set

Question 60

the courage to envision and pursue goals without being unduly inhibited by guilt or fear of punishment

Answer 60

o Purpose

Question 61

don’t care who they step in just to achieve their goals

Answer 61

o Maladaptive Tendency: Ruthlessness

Question 62

too much guilt to do anything so nothing would happen

Answer 62

o Malignant Tendency: Inhibition

Question 63

– awareness of one’s femaleness or maleness and all it implies in one’s society of origin

Answer 63

o Gender Identity

Question 64

– psychological or behavioral differences between males and females

Answer 64

o Gender Differences - Boys and girls do equally well on tasks involving basic mathematical skills and are equally capable of learning math but show variations in specific abilities

Question 65

– behaviors, interests, attitudes, skills, and personality traits that a culture considers appropriate for males or females

Answer 65

o Gender Roles

Question 66

the acquisition of gender role

Answer 66

o Gender-typing

Question 67

preconceived generalizations about male or female behavior

Answer 67

o Gender Stereotypes

Question 68

the selection of sexual partners is a response to differing reproductive pressures early men and women confronted in the study for survival

Answer 68

o Theory of Sexual Selection

Question 69

adoption of characteristics, beliefs, attitudes, values, and behaviors of the parent of the same sex

Answer 69

o Identification

Question 70

a child’s realization that his or her gender will always be the same

Answer 70

o Gender Constancy

Question 71

awareness of one’s own gender and that of others, which typically occurs ages 2 and 3

Answer 71

 Gender Identity

Question 72

awareness that gender does not change

Answer 72

 Gender Stability

Question 73

the realization that a girl remains a girl even if she has a short haircut and plays with trucks, typically occurs between ages 3 and 7

Answer 73

 Gender Consistency

Question 74

it views children as actively extracting knowledge about gender from their environment before engaging in gender-typed behavior

Answer 74

o Gender-Schema Theory  Place more emphasis on the influence of culture  Children match their behavior to their culture’s view of what boys and girls are supposed to be and do

Question 75

observation enables children to learn much about gender-typed behaviors before performing them

Answer 75

o Social Cognitive Theory

Question 76

Cognitive levels of play

Answer 76

1. Functional Play (Locomotor Play or Sensorimotor Play 2. Constructive Play (Object Play or Practice Play 3. Dramatic Play (Pretend Play, Fantasy Play, Imaginative Play)

Question 77

simplest level; begins during infancy, consisting of repeated practice in large muscular movements

Answer 77

Functional Play (Locomotor Play or Sensorimotor Play)

Question 78

use of objects or materials to make something

Answer 78

Constructive Play (Object Play or Practice Play)

Question 79

– involves imaginary objects, actions, or roles

Answer 79

Dramatic Play (Pretend Play, Fantasy Play, Imaginative Play

Question 80

Type of play child does not seem to be playing but watches anything of momentary interest

Answer 80

a. Unoccupied Behavior

Question 81

Type of play child spends most time watching others play

Answer 81

Onlooker Behavior

Question 82

Type of play child plays alone

Answer 82

Solitary Independent Play

Question 83

Type of play, plays beside the other children independently

Answer 83

Parallel Play

Question 84

Type of play children talk, borrow, and lend toys, follow each other around and play similarly

Answer 84

Associative Play

Question 85

Type of play child plays in a group organized for some goal – to make something, play formal game, or dramatize a situation

Answer 85

Cooperative or Organized Supplementary

Question 86

combination of Unoccupied and Onlooker categories is often a manifestation of shyness

Answer 86

o Reticent Play

Question 87

involves interaction with peers

Answer 87

o Social Play

Question 88

combines sensorimotor/practice play with symbolic representation

Question 89

combines sensorimotor/practice play with symbolic representation

Answer 89

o Constructive play

Question 90

activities that children engage in for pleasure and that have rules

Answer 90

o Games

Question 91

a phenomenon wherein girls tend to select other girls as playmates, and so boys

Answer 91

o Gender Segregation

Question 92

refers to methods of molding character and of teaching self-control and acceptable behavior

Answer 92

o Discipline

Question 93

– may be tangible or intangible; it must be seen as rewarding and received fairly consistently after showing desired behavior

Answer 93

o External Reinforcements

Question 94

a sense of pleasure or accomplishment

Answer 94

o Internal Reinforcements - Punishment, if consistent, immediate, and clearly tied to the offense, may be effective

Question 95

the use of physical force with the intention of causing a child to experience pain but not injury for the purpose of correction or control of the child’s behavior

Answer 95

 Corporal Punishment

Question 96

designed to encourage desirable behavior or discourage undesirable behavior by settling limits, demonstrating logical consequences of the action, explaining, discussing, etc.

Answer 96

o Inductive Techniques  To consider how her actions would affect others

Question 97

intended to stop or discourage undesirable behavior through physical or verbal enforcement

Answer 97

o Power Assertion

Question 98

include ignoring, isolating, or showing dislike for a child

Answer 98

o Withdrawal of Love

Question 99

o Types of Child Maltreatment

Answer 99

1) Physical Abuse – infliction of physical injury 2) Child Neglect – failure to provide child’s basic needs 3) Sexual Abuse 4) Emotional Abuse – acts or omissions by parents or other caregivers that have caused or could cause, serious behavioral, cognitive, or emotional problems

Question 100

Parenting Styles

Answer 100

a. Authoritarian – emphasizes control and unquestioning obedience, high control, low responsiveness b. Permissive/Indulgent – make few demands, warm, noncontrolling, low control, high responsiveness c. Authoritative – emphasizes child’s individuality but also stress limits, high control, high responsiveness d. Neglectful or Uninvolved – parents neglect children; low control, low responsiveness

Question 101

motivation to help another person with no expectation of reward

Answer 101

o Altruism

Question 102

voluntary, positive actions to help others

Answer 102

o Prosocial Behavior

Question 103

used aggression as a tool to gain access to a wanted object

Answer 103

o Instrumental Aggression  Overt (Direct) Aggression – boys; tend to openly direct aggressive acts at a target  Relational Aggression – more subtle; indirect social aggression

Question 104

o Piaget’s Moral Reasoning

Answer 104

1. Heteronomous Morality 2. Autonomous Morality

Question 105

children think of justice and rules as unchangeable properties of the world, removed from the control of people

Answer 105

Heteronomous Morality  4-7 years of age  Consider its consequences, not its intentions  “law is law” the concept that if a rule is broken, punishment will happen immediately Immanent Justice – the concept that if a rule is broken, punishment will happen immediately  From 7-10 yrs old, children are in transition showing some features of the first stage of moral reasoning and some stages of the second

Question 106

the concept that if a rule is broken, punishment will happen immediately

Answer 106

 Immanent Justice

Question 107

becomes aware with the rules and laws created by people, and in judging an action they consider the actor’s intentions as well as the consequences

Answer 107

2. Autonomous Morality  10 yrs and older  Intentions are considered o Conscience – refers to an internal regulation of standards of right and wrong that involves integration of all three components of moral development

Question 108

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

Answer 108

o Conscience