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Infant and Child Development > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

Body growth (3-6 years)

A
  • slower growth pattern
  • height: 2-3”
  • weight: 4.5lbs
  • Boys grow faster and heavier
  • body fat declines
  • shape becomes more streamlined
  • posture/balance improve
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2
Q

Skeletal growth (3-6 years)

A 
Epiphyses
  -45 new
Teeth
  -Lose baby teeth (based on genetics)
  -care of primary teeth is essential
  -30-60% US preschoolers have some affected teeth
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3
Q

general growth curve

A

rapid growth during infancy, slower gains
in early and middle childhood, and rapid growth again during
adolescence

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4
Q

asynchronous

A

body systems differ in their patterns of growth

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5
Q

Brain Development (3-6 years)

A

-size increases (70% > 90% of adult weight)
-reshaping and refining
(overproduced synapses & myelination of neural fibers leads to synaptic growth/pruining)
-plasticity declines
-rapid growth in prefrontal cortical areas
-lateralization

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6
Q

Lateralization (3-6 years)

A
  • left hemisphere active b/w 3-6 then levels off (thought, language, behavior control – rapidly develop)
  • right hemisphere increases steadily (spatial skills gradually development)
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7
Q

Synaptic pruining

A

loss of synapses by seldom-stimulated neurons, a process returns them to an uncommitted state so they can support future development

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8
Q

Handedness

A
  • reflects dominant hemisphere
  • may be genetic basis, by affects by experience
  • left handers show no problems verbally or mentally
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9
Q

Advances in brain development

A
  • cerebellum
  • reticular formation
  • hippocampus
  • amygdala
  • corpus callosum
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10
Q

Cerebellum (advances)

A
  • aids balance/control

- motor coordination/thinking

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11
Q

Reticular Formation (advances)

A

alertness/consciousness

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12
Q

Hippocampus (advances)

A

memory/spatial ability

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13
Q

Amygdala (advances)

A
  • processing emotional information; facial expressions

- memory for emotionally salient events

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14
Q

Corpus Callosum (advances)

A
  • communication between hemispheres

- coordination of movement/integration of thinking

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15
Q

Heredity and Hormones

A 
Growth Hormone (GH):
   -development of almost all body tissues

GH deficiency

Thyroid Stimulating Hormone (TSH)

Psychosocial dwarfism

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16
Q

GH Deficiency

A
  • no treatment: 4’4” max height

- with treatment: catch-up growth and normal rate

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17
Q

Thyroid Stimulating Hormone

A
  • Pituitary: thyroid to release thyroxin (CNS)
  • Necessary for brain development & body growth
  • TSH deficiency: no treatment = mental retardation
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18
Q

Psychosocial Dwarfism

A
  • growth disorder (2-15yo)

- decreased GH secretion, very short stature, immature skeletal age, adjustment problems

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19
Q

Young Children Sleep

A
  • contributes to growth (GH released during sleep)
  • total sleep declines ( 12 to 10 hours)
  • disrupted or lack of sleep leads to cog. deficits and behavioral problems
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20
Q

Help get to sleep

A
  • regular bedtime (ensures 10-11 hours of sleep a night)
  • bedtime ritual
  • no TV or computer right before bed
  • respond firmly but gently to persistence
  • NO sleeping meds
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21
Q

Sleep disorders

A
  • nightmares
  • sleepwalking
  • sleep terrors
  • usually subside w/o treatment
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22
Q

Nutrition

A
  • appetite decreases
  • caution to new foods
  • need high-quality diet
  • nutritionally deficient diet leads to attention/memory issues, poor mental tests, and behavior problems (hyperactivity/aggression)
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23
Q

Encourage good nutrition

A
  • varied & healthy diet
  • predictable meals with small portions
  • repeated exposure to new foods
  • positive/pleasant meals (no pressure)
  • avoid restricting foods (focuses attention)
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24
Q

Infectious Disease/Illness and Malnutrition

A
  • well nourished children with ordinary illnesses have no effect on physical growth
  • Malnutrition: poor diet suppresses immune system and more susceptible to disease
  • disease contribute to malnutrition: illness reduces appetite and diarrhea can cause dehydration
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25
Q

Childhood injuries

A

unintentional injuries in early childhood is the leading cause of child mortality in industrialized nations

  • most common injuries: auto accidents, drowning, and burns
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26
Q

Factors related to childhood injuries

A

Individual Differences:

  • boys more likely to be injured and injuries more severe
  • temperament: inattentive, irritable, aggressive, overactive

-Poverty, low education, stress

Societal conditions:

  • births to teens not ready for parenthood
  • shortage of quality child care
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27
Q

Preventing injuries

A
  • supervision/instruction
  • temperament (risk takers vs. avoiders)
  • child proof (remove serious dangers in home)
  • playground equipment (safe/age appropriate)
  • water (extra caution)
  • animals (practice safety)
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28
Q

gross motor skills

A
  • balance improves
  • gait smooth and rhythmic by age 2
  • upper and lower body skills combine into more refined actions by age 5
  • greater speed and endurance
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29
Q

fine motor skills

A
  • self-help: dressing, eating, tying shoes

- drawing: writing and painting

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30
Q

Individual differences in motor skills

A

Genetics: Body Build

  • tall/muscular body
  • large build/small build

Gender

  • boys: better at power & force (jumping, running, throwing)
  • girls: better at balance, foot movement (hopping and skipping)

Caregiver Involvement
-channel children into different activities

Practice

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31
Q

Enhance early motor development

A

every day play

daily routines

play space/ equipment

encourage

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32
Q

advances in mental representation

A

Language:

  • most flexible means of mental representation
  • detaches thought from action

Make-believe/Pretend Play:
-children practice and strengthen representational schemes

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33
Q

Make believe play

A

With age:

  • more detached from real-life conditions
  • younger: use realistic objects in realistic ways
  • older: pretend with less realistic objects

Less self-centered

  • Younger: play directed toward self
  • older: become detached participant

More complex combinations of schemes
- sociodramatic play

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34
Q

Limitations of pre-operational thought

A
  • cannot perform mental operations
  • mental actions that obey logical rules
  • thinking is rigid
  • egocentric/animistic
  • unable to conserve
  • lack hierarchical classification
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35
Q

Educational Principles Derived from Piaget’s Theory

A
  1. Discovery learning
    - discover on own through spontaneous interaction
  2. Sensitivity to readiness to learn
    - build on current thinking
  3. Acceptance of individual differences
    - play individual activities
    - evaluate based on previous development
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36
Q

Vygotsky’s Sociocultural Theory

A

Private Speech:

  • foundation for all highter cog. processes (attention, memory, planning, problem-solving)
  • helps guide behavior (when tasks are difficult, when they are confused)
  • Gradually becomes more silent (inner speech)
  • children with learning and behavior problems use private speech longer to compensate
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37
Q

Vygotsky theory of education

A

-assisted discovery

Teacher:

  • guides learning with explanation, demonstration
  • tailors help to zone of proximal development

Peer Collaboration:
- teach and help one another

Make Believe Play:

  • imaginations help children separate thinking from objects
  • rules strengthen capacity for self-control
38
Q

Attention

A
  • sustained attention continues to improve
  • inhibition
  • planning
39
Q

Inhibition in Attention

A
  • increased ability to inhibit impulses
  • keep mind on a competing goal
  • parents who help child maintain focus are more cognitively and socially mature
40
Q

Planning in Attention

A
  • thinking out a sequence of acts ahead of time
  • allocating attention to reach a goal
  • children can generate and follow a plan for familiar/simple tasks
  • games with rules, patterns, recipes help
41
Q

Memory

A

Recognition & Recall:

  • Recognition: noticing that a stimulus is identical or similar to one previously experienced
  • Recall: generating a mental representation of an absent stimulus
42
Q

Memory Strategies

A
  • deliberate mental activities that improve remembering
  • DO NOT USE rehearsal, organization, elaboration
  • Memory strategies: tax limited working memory
43
Q

Metacognition

A
  • awareness and understanding of aspects of thought

- allows us to interpret and predict behavior

44
Q

False beliefs

A

-don’t accurately represent reality > guides behavior

45
Q

Mastery of false beliefs

A
  • understand another’s mental representation of situation is different from their own
  • develops 4-6 years
46
Q

Theory of Mind

A
  • coherent set of ideas about mental activities
  • Metacognition (thinking about thought)
  • False beliefs
  • Mastery of false beliefs
47
Q

Child care center

A
  • variety of arrangements for watching children
  • most of day is devoted to constructive play
  • care in home, caregiver’s home, or center
48
Q

Preschool

A
  • program with planned educational experiences

- often choose as child care option

49
Q

Types of Preschool/Kindergarten

A
  • Child centered program

- Academic program

50
Q

Child centered program

A
  • teacher provides activities and children select

- learning through play

51
Q

Academic program

A
  • teacher structures children’s learning

- teaching academic skills through formal lessons

52
Q

Project Head Start

A
  • 1965
  • provide 1-2 years of preschool
  • nutritional and health service
  • parental involvement
53
Q

Educational TV

A
  • promotes early literacy/math skills and academic progress in school
  • higher grades, more books, value achievement

2-6 years old:
-2hr/day

7-11 years old:
- 3.5 hrs/day

-Heavy watching detracts from school success and social experiences

54
Q

Computers

A

Word Processing:

  • can support emergent literacy
  • sustained attention and interest

Games:
-practice basic skills

Programming languages:
-problem solving, metacognition, collaboration

55
Q

Vocabulary in Early Childhood

A

2 yr olds: 200 words
6 yr olds: 10,000 words

-learn 5 words a day

  • Objects
  • Verbs
  • Modifiers
56
Q

Objects (vocab)

A
  • parents point

- label and talk

57
Q

Verbs (vocab)

A

-require understanding of relationships between object and action

58
Q

Modifiers (vocab)

A

from general (big) to specific (tall)

59
Q

Syntactic Bootstrapping

A
  • observe how words used in syntax (structure of sentence)

- use syntax to refine word meaning and generalize

60
Q

Grammar

A
  • subject-verb-object structure by age 4
  • overregularization
  • complex structures
61
Q

Overregularization

A

extend rules to exceptions (“I want somes”; “mouses”)

62
Q

Pragmatics

A

-practical, social side of language

2 year old:
-effective conversations: turn taking, face-face

4 year old:
-adjust conversation of fit listener

63
Q

factors that support language learning

A
  • Recasts
  • Expansions
  • Exposure to language
64
Q

Recasts

A

restructuring incorrect speech into correct form

65
Q

Expansions

A

elaborating on children’s speech

66
Q

Initiative

A

(vs. Guilt)

  • eagerness to try new tasks, join activities with peers
  • acts out family scenarios and highly visible occupations
67
Q

Guilt

A

(vs. Initiative)

  • overly strict superego, or conscience, causing guilt
  • related to excessive threats, criticism, punishment
68
Q

Self Concept (what we think of ourselves)

A
  • attributes, Abilities, attitudes and values

- develop as self awareness increases

69
Q

foundations of self-concept

A

-based on OBSERVABLE characteristics

70
Q

factors contributing to preschooler’s theory of mind

A
  • children use complex sentences with mental state words likely to pass false belief tasks
  • cognitive thinking ability
  • make-believe play
71
Q

fast-mapping

A
  • connect words with underlying concept

- begin making educated guesses about word meaning (red cup: red)

72
Q

Mutual exclusive bias

A

-words refer to separate (non-overlapping) categories
-every object has only ONE label (or name)
ball is ball- not orb or sphere

73
Q

Types of Peer Realation

A

Nonsocial Activity
Parallel Play
Social Interaction

74
Q

Nonsocial Activity

A
  • unoccupied, onlooker behavior

- solitary play

75
Q

Parallel Play

A
  • plays near other children with similar materials

- does not try to influence them

76
Q

Social Interaction

A

Associative Play:
-separate activities but exchange toys

Cooperative Play:
-orient towards common goral – make believe play

77
Q

Functional Play

A

play with toys or objects according to their intended function

-a ball is used for rolling, not biting on

78
Q

Constructive Play

A

When children manipulate their environment to create things, they are engaged in constructive play.

Experimenting with materials, they can build towers with blocks, construct objects with miscellaneous loose parts, play in the sand, and draw sidewalk murals with chalk.

79
Q

Psychoanalytic Perspective

A

stresses emotional side of conscience development

80
Q

Social Learning Theory

A

focuses on how moral behavior learned through reinforcement and modeling

81
Q

Cognitive-developmental Perspective

A

emphasizes thinking and reasoning with regard to justice and fairness

82
Q

Moral Imperatives

A
  • actions that protect rights and welfare

- children react strongly to moral offenses

83
Q

Social Conventions

A
  • customs determined by social consensus (table manners)

- peers seldom react to violations of social convention

84
Q

Personal Choice

A
  • up to the individual (friends, hair)
  • do not violate rights
  • not socially regulated
85
Q

Proactive Aggression

A
  • act to fulfill a need or desire
  • obtain an object, privilege, space or social reward
  • unemotionally attack a person to reach a goal
  • decreases with age
86
Q

Reactive Aggression

A
  • angry response to frustration or a blocked goal
  • meant to hurt someone
  • increases with age
87
Q

Gender identity

A

social learning
cognitive-developmental
gender schema

88
Q

Social Learning (gender)

A
  • emphasizes modeling and reinforcement

- gender typing behacior leads to gender identity

89
Q

Cognitive-developmental

A
  • focus on children as active thinkers about their social world
  • self-perceptions (gender constancy) come before behavior
90
Q

Gender Schema

A

combines social learning and cognitive-developmental theories

Infant and Child Development (2 decks)

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