Exam 2 Flashcards
(130 cards)
Frontal lobe development
o Brain growth slows during early childhood
o Children’s brains undergo rapid, distinct spurts of growth, especially in the frontal lobes
Leading causes of death in children
Accidents
Homicide
Congenital malformations
Deformations and chromosomal abnormalities
Piaget’s preoperational stage (age & what is happening in this stage)
o Ages: About 2 to 7 years old
Children represent the world with words, images, and drawings
They form stable concepts and begin to reason
They do not yet perform operations (reversible mental actions that allow them to do mentally what they formerly did physically)
Examples of Paiget’s preoperational stage
Egocentrism
Animism
Centration
Conservation
Egocentrism
the inability to distinguish between one’s own perspective and someone else’s
Animism
the belief that inanimate objects have lifelike qualities and are capable of action
Centration
a centering of attention on one characteristic to the exclusion of all others
Conservation
the awareness that altering an object or substance’s appearance does not change its basic properties
Vygotsky’s Zone of Proximal Development
the range of tasks too difficult for the child alone but that can be learned with guidance
- Scaffolding
Scaffolding
changing the level of support and instruction provided based on need; as competence increases, less guidance is given
Example of scaffolding
A child is struggling to fit puzzle pieces into correct spots. The teacher observes and asks, “What shape does this piece look like?” or “What color does this piece match?”
Private speech
refers to the use of language for self-regulation
Attention
the ability to focus mental resources on select information; improves significantly in the preschool years
Memory
the retention of information over time is central to cognitive development
Short-term memory
individuals can retain information up to 30 seconds with no rehearsal; increases during early childhood
Considerations to implement when reading to children
o Initiate conversations: ask how they are feeling
o Encourage them to ask questions about stories
o Using “what” and “why” questions (e.g. What do you think is going to happen next?)
o Choose books that play with language (e.g. Creative books on the alphabet, rhymes)
Early childhood education types
Child-centered kindergarten
Montessori approach
Developmentally appropriate practice
Head Start
Child-centered kindergarten
emphasizes education of the whole child and concern for their physical, cognitive, and socioemotional development
Experimenting, exploring, discovering, trying out, restructuring, speaking, and listening
Montessori approach
children are given freedom and spontaneity in choosing activities
Fosters independence and cognitive skills
Developmentally appropriate practice
focuses on the typical developmental patterns of children and the uniqueness of each child
Age and individual appropriateness
Emphasis is on the process of learning
Head Start Program
a compensatory program designed to provide children from low income families with the opportunity to acquire the skills and experiences important for success in school
Improved parenting engagement and skills linked to child success
Evaluations support positive influence of the program in terms of both the cognitive and social worlds of disadvantaged children
Shame
a feeling about who you are
Feeling of being flawed or unworthy of love
Feeling of not being good enough
Focus on self-worth
Defines who you are
Guilt
a feeling about something you have done
Feeling of responsibility or remorse of an action
A feeling that you have done something wrong or bad
Focus is on behaviors and values
Can feel bad about behaviors, but still respect yourself
Heteronomous morality
from approximately 4 to 7 years of age; emphasis on justice and rules
* Believes in immanent justice: if a rule is broken, punishment given out immediately