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Developmental Psychology > Early Childhood > Flashcards

Early Childhood Flashcards

1
Q

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

A

o Growth Hormone Deficiency

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2
Q

the preference of using one hand over the other

A

o Handedness
 Left-handedness run in families

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3
Q

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

A

o Stunted Children

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4
Q

Jean Piaget’s second stage of cognitive development

A

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)

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5
Q

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

A

o Preoperational Thought
- Divided into Symbolic Function and Intuitive Thought

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6
Q

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

A

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

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7
Q

children imitate an action at some point after observing it

A

 Deferred Imitation

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8
Q

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

A

 Pretend Play

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9
Q

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

A

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

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10
Q

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

A

o Transduction

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11
Q

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

A

o Identities

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12
Q

– tendency to attribute life to objects that are not alive

A

o Animism

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13
Q

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

A

o Centration

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14
Q

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

A

 Irreversibility

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15
Q

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

A

o Egocentrism

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16
Q

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

A

o Conservation

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17
Q

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

A

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

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18
Q

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

A

Information-Processing Approach: Memory

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19
Q

putting information in the memory

A

Encoding

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20
Q

putting away in the filing cabinet where it is kept

A

Storage

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21
Q

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

A

Retrieval

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22
Q

o Three types of Storage

A

Sensory Memory
Working Memory
Long-Term Memory

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23
Q

– temporary storage for incoming sensory information

A

Sensory Memory

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24
Q

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

A

Working Memory

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25
Q

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

A

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

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26
Q

aids in the processing of verbal information

A

Phonological Loop

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27
Q

maintains and manipulates visual information

A

Visuospatial Sketchpad

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28
Q

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

A

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

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29
Q

– ability to identify something encountered before

A

o Recognition

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30
Q

ability to reproduce knowledge from memory

A

o Recall

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31
Q

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

A

o Generic Memory

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32
Q

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

A

o Episodic Memory

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33
Q

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

A

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

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34
Q

defined as the focusing of mental resources on select information

A

o Attention

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35
Q

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

A

 Executive Attention

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36
Q

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

A

 Sustained Attention

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37
Q

o Two most commonly used individual tests for preschoolers are:

A

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

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38
Q

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.

A

Stanford-Binet Intelligence Scales

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39
Q

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.

A
  1. Wechsler Preschool and Primary Scale of Intelligence
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40
Q

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

A

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

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41
Q

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

A

Scaffolding

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42
Q

Scaffolding

A

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

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43
Q

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

A

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

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44
Q

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

A

o Syntax

45
Q

practical knowledge of how to use language to communicate

A

o Pragmatics

46
Q

speech intended to be understood by a listener

A

o Social Speech

47
Q

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

A

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

48
Q

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

A

o Emergent Literacy
 Social interaction promotes emergent literacy

49
Q

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

A

o Child-centered Kindergarten

50
Q

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

A

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

51
Q

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

A

o Reggio Emilia Approach

52
Q

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

A
53
Q

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

A

o Developmentally Appropriate Practice

54
Q

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

A

o Developmentally Appropriate Practice

55
Q

our total picture of our abilities and traits

A

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

56
Q

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

A

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

57
Q

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

A

o Emotion-Coaching Parents

58
Q

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

A

o Emotion-Dismissing Parents

59
Q

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

A

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

60
Q

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

A

o Purpose

61
Q

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

A

o Maladaptive Tendency: Ruthlessness

62
Q

too much guilt to do anything so nothing would happen

A

o Malignant Tendency: Inhibition

63
Q

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

A

o Gender Identity

64
Q

– psychological or behavioral differences between males and females

A

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

65
Q

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

A

o Gender Roles

66
Q

the acquisition of gender role

A

o Gender-typing

67
Q

preconceived generalizations about male or female behavior

A

o Gender Stereotypes

68
Q

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

A

o Theory of Sexual Selection

69
Q

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

A

o Identification

70
Q

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

A

o Gender Constancy

71
Q

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

A

 Gender Identity

72
Q

awareness that gender does not change

A

 Gender Stability

73
Q

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

A

 Gender Consistency

74
Q

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

A

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

75
Q

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

A

o Social Cognitive Theory

76
Q

Cognitive levels of play

A
  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)
77
Q

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

A

Functional Play (Locomotor Play or Sensorimotor Play)

78
Q

use of objects or materials to make something

A

Constructive Play (Object Play or Practice Play)

79
Q

– involves imaginary objects, actions, or roles

A

Dramatic Play (Pretend Play, Fantasy Play, Imaginative Play

80
Q

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

A

a. Unoccupied Behavior

81
Q

Type of play child spends most time watching others play

A

Onlooker Behavior

82
Q

Type of play child plays alone

A

Solitary Independent Play

83
Q

Type of play, plays beside the other children independently

A

Parallel Play

84
Q

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

A

Associative Play

85
Q

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

A

Cooperative or Organized Supplementary

86
Q

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

A

o Reticent Play

87
Q

involves interaction with peers

A

o Social Play

88
Q

combines sensorimotor/practice play with symbolic representation

A
89
Q

combines sensorimotor/practice play with symbolic representation

A

o Constructive play

90
Q

activities that children engage in for pleasure and that have rules

A

o Games

91
Q

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

A

o Gender Segregation

92
Q

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

A

o Discipline

93
Q

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

A

o External Reinforcements

94
Q

a sense of pleasure or accomplishment

A

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

95
Q

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

A

 Corporal Punishment

96
Q

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

A

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

97
Q

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

A

o Power Assertion

98
Q

include ignoring, isolating, or showing dislike for a child

A

o Withdrawal of Love

99
Q

o Types of Child Maltreatment

A

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

100
Q

Parenting Styles

A

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

101
Q

motivation to help another person with no expectation of reward

A

o Altruism

102
Q

voluntary, positive actions to help others

A

o Prosocial Behavior

103
Q

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

A

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

104
Q

o Piaget’s Moral Reasoning

A
  1. Heteronomous Morality
  2. Autonomous Morality
105
Q

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

A

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

106
Q

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

A

 Immanent Justice

107
Q

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

A
  1. 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
108
Q

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

A

o Conscience

Developmental Psychology (9 decks)

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