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Flashcards in Exam 3 Deck (61)
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1
Q

What are some average growth statistics in early childhood?

A

Age 2-6: kids grow 2-3 inches and gains 5 lbs each year. Average 6 y/o= weighs 45 lbs and 46 inches tall
Avg. 10 y/o: 70 lbs & 4.5 ft tall (for girls, 10 y/o isn’t too far from puberty)

2
Q

What can impact physical development?

A

Genetics, nutrition, exercise

(Exs. Of genetics-> parents’ height, hormones (growth hormones), ethnic differences) genetics instruct growth

3
Q

Why is nutrition important? What can hinder it?

A

It affects skeletal growth, body shape, susceptibility to disease. Because of poverty, many ppl eat poorly. Appetites decline from 2-6 y/o. (Picky eaters, changes w/ age though it can be a relatively stable individual trait) [might even be evolutionary: predisposed to eating familiar food rather than novel food]

4
Q

Talk about malnutrition some.

A

Dietary deficiencies aren’t limited to developed nations only, though chronic malnutrition is higher there. Malnourished kids have cognitive deficits [trouble interacting] Also, low income families may lack the funds to provide a range of foods

5
Q

Describe the difference between gross and fine motor skills.

A

Gross: walking, kicking a ball; large coarse movements
Fine: writing your name, buttoning your shirt
There are significant gains in gross & fine skills during early childhood; practice & context contribute to this, as shown by the fact that lower SES kids are at risk for lower skills dev.

6
Q

Fine & gross motor skills continued…

A

Fine: increased myelin (fatty cells surrounding axon of neuron); involve hand-eye and small muscle coordination; contributes to increased independence (difficult for kids b/c it requires both hands/both sides of the brain); allows for development of new interests
Gross: becomes more complex (advancements in flexibility, agility, strength, balance)

7
Q

Why is rough and Tumble play important?

A

Because kids test their bodies, learn new motor skills and develop social skills

8
Q

Neural development?

A

By age 2, brain is 75% of its adult weight. By 5, it’s at 90%. There’s an increase in brain matter, pruning, early experience, and myelination. In neurons, the number and size of dendrities increases, myelianation continues, increasing speed and efficiency of info

9
Q

What is latéralisation?

A

The process of the hemispheres becoming specialized to carry out different functions (begins before birth) this is the role of the corpus callosum. (Ex. If you’re right-handed, left hemisphere dominates)

10
Q

What’s plasticity?

A

Brains capacity to change its organization and function (over abundance of neurons and synapses-> receives as much sensory and motor stimulation as possible) pruning of synapses. (Most plastic in early life; ability to compensate for an injury depends on age, site of injury, and brain areas/capacities compromised)

11
Q

What is brain-based education?

A

Views learning as multidimensional and includes more that just academics; kids are encouraged to dev. Musical/cog/phys/creative abilities (everyday enrichment can alter kids brains because they’re so plastic) some education emphasizes teaching different parts of brain separately; emphasizes adult learning, consistent with Piaget

12
Q

What are some of the criticisms?

A

Argue that integrating neurological research into the classroom is not supported with evidence. The pruning of unused synapses contributes to increase in motor speed and reaction time; growth of cerebellum/mye. Of its connections to the cortex contribute to advances in growth/fine motor skills

13
Q

What happens in middle childhood?

A

Total brain volume stabilizes, synaptic pruning, increased attention, cog. Flexibility; health concerns are asthma (most common), obesity ( most pressing/preventable) which can lead to short & longterm health problems (heart disease, diabetes, etc)

14
Q

Describe asthma and obesity.

A

Asthma: more common w/ age, genetics, more pollution, etc. (Wheezing/coughing)
Obesity: kids at risk for peer rejection, depression, low self-esteem, body dissatisfaction (more than 17% are obese); this is influenced by genetic and contextual factors like being sedentary, no exercise, too much TV

15
Q

Describe some more about early childhood and exercise.

A

Exercise should be daily in early childhood (2 hrs/day in preschool); US kids don’t exercise enough; more than 10% of 2-5 y/o are overweight & by age 5 Have type 2 diabetes. Low income kids are @ most risk. In 1970s, 15% of middle childhood kids were obese, today its 30%.

16
Q

What are some problems with psychical functioning and obesity?

A

Lower levels of overall physical health (diabetes, heart disease, hypertension); low emotional self-esteem, depression, peer interaction
Malnutrition: globally, 30% of kids are underweight. In US, 20% of kids (1/5) don’t get enough to eat. Low income kids (decrease in vitamins/nutrients (A, K, C; iron/calcium))
Can also harm cognitive development long term

17
Q

What is safety/development influenced by?

A

Safety: influenced by child’s skills/behaviors, characteristics of contexts, parental smoking (22% kids exposed) can lead to asthma/wheezing or coughing and sleep disorders
Negative effects of poverty: malnutrition, less developed, learning disabilities; QUALITY OF HOME ENVIRONMENT PREDICTS KIDS’ SOCIOEMOTIONAL OUTCOMES

18
Q

What is Piaget’s preoperational stage?

A

It’s one dimensional and occurs around ages 2-5. It includes animism (inanimate objects are alive), egocentrism (focus only on self), centration (lack multiple viewpoints and only focus on one aspect of situation), irreversibility (object can be returned to previous state, like a ball of clay), sériation (order stimuli along a quantitative dimension like color), transitive inference or transivity (combine correlations, like A>B and B>C, so A is what to C?), and class inclusion (don’t include everyone and make this mistake often)

19
Q

Egocentricism and centration were exampled in what experiments?

A

The blue/red sided paper and the mountains of sand.

20
Q

What is Piaget’s concrete operational stage?

A

It’s multidimensional (cause and effect relationship); 5/7 to 12 y/o.
Conservation (altering object or appearance has no change on basic properties), decentration (thinking of more than one dimension and not fixating on one), reversibility (mentally undo what’s been done). Child still needs straightforward info, as abstract is difficult.

21
Q

What is Vygotsky’s social constructivist approach?

A

Construction of knowledge is through social interaction, need assistance from others (tying shoes, riding bike = cog. Dev.)

22
Q

What is scaffolding? Zones of PD?

A

Scaffolding: changing the level of support; role of a teacher/advanced peer- may use direct instruction
Zone of proximal development: range of tasks that are too difficult for kid to master alone but can be learned through guidance/assistance

23
Q

Describe info processing.

A

Investigate the skills needed to solve tasks, pay attention, solve problems, memorize (working memory, long-term, metacognition) WM can be manipulated. Development changes in school age kids vs. younger ones. Sensory memory remains stable throughout childhood, working memory.

24
Q

Executive functioning is higher level cog process. Managing one’s thoughts is goal-directed behavior and self- control (through prefrontal cortex). What is attention?

A

Attention: focusing of cog. Resources; Executive attention: plan & monitor, deal with novel stimuli; sustained attention: continued focus; control of attention is still developing; salient versus relevant dimensions (planfulness: young kids don’t examine details)

25
Q

Why is executive attention important?

A

It’s a control processor that regulates cognitive activities and is responsible for: coordinating performance on two tasks, switching quickly between tasks, selectively attending to key info and ignoring relevant info, retrieving info from long term memory

26
Q

Describe some aspects of memory and the mind.

A

Metamemory: the understanding of one’s memory and ability to use strategies to enhance it; improves steadily throughout school. Mneumonic strategies: tricks to aid memory (rehearsal, organization, elaboration).
Theory of mind: involves the ability to infer the existence of mental states within others and use them as explanatory devices for human behavior.

27
Q

What can developing theory of mind help kids with? Also, false belief?

A

It can help them predict and control behavior, empathize, comfort and even deceive or lie.
False beliefs: around age 4/5, kid may misrepresent a situation.
Sally-Anne test: classic protocol for assessing theory of mind/false beliefs

28
Q

Describe language development and what some kids learn in school.

A

Vocab expands 4x in elementary school. Schoolchildren learn synonyms; understand complex grammatical structures, passive voice, conditional sentences, complex constructions, morphology rules (use syntactical rules to construct lengthy & complex sentences)

29
Q

Describe some more language learning.

A

Fast-mapping. Lang irregularities: overextension; overregularities would be “feets” or “runned”
Syntax: rules of grammar (SVO)
Semantics: meanings of words
Pragmatic: how practical/useful is it to use a particular word or phrase
Phonics: based on memorizing rules and the sounds of each letter to sound out words

30
Q

What are some approaches to learning languages? Specifically English?

A

Whole-Lang approach: literacy viewed as an extension of Lang; kids learn to read & write through trial & error [cog dev theory]
Immersion approach- ESL, most common in US
Bilingualism: 1st taught in native Lang, then in English
Dual Lang: two-way immersion; English & non-English students learn the Lang together

31
Q

Discuss moral development? A prominent theory regarding it?

A

Moral dev: examine thoughts feelings behaviors about rules/conventions; what ppl should do in their interactions with others
Kohlberg’s 6 stages, 3 levels
1. Preconventional morality (rewards/punishment)
2. Conventional: avoidance of blame/seeking approval
3. Postconventional: abstract notion of Justice; understand that some rules can be broken

32
Q

What did Kohlberg think about morality in people?

A

He assumed adolescents moved into conventional morality in early adolescence and that most youth developed post conventional by late adolescence. In actuality, most US adolescents/adults NEVER reach postconventional morality!!

33
Q

What is intelligence? How is it measured?

A

Intelligence: ability to solve problems and to adapt/learn from experiences (normal/symmetrical distribution)
IQ test
Strengths: validity/reliability; scores are good predictors
Criticisms: kids don’t test well, doesn’t measure ability
Bias?
Wechsler test: verbal/nonverbal subtests

34
Q

What is Stenberg’s theory of intelligence?

A

It’s a triangle; the three sides are Analytical (IQ), Applied (business/entrepreneurs), and Creative (solve novel problems).
He argued that all three should be taken into account, not just the one.

35
Q

What are Gardner’s multiple intelligences?

A
Linguistic
Logico-mathematic
Musical
Spatial
Bodily-kinesthetic
Naturalist
Interpersonal
Interpersonal
36
Q

Describe intellectual disabilities and some educational terms.

A

Intellectual disability: IQ of 70 or below, difficulty adapting to everyday life, age/behavior deficits (14% of kids are SPED)
Gifted: IQ of 130, above-average
preschool: 2-5 y/o, academic-oriented; best results when responsive stimulating interactions occur daily
Reasons for SPED? Intellectual disability, ADHD, learning disabilities

37
Q

What is ADHD? Autism Spectrum Disorder?

A

ASD: deficiencies in social relationships, abnormalities in communication, restricted, repetitive and stereotyped patterns of behavior
Causes? Abnormalities in brain structure, lack of connectivity, genetic factors, age of parents
NOT poor family socialization or vaccines
ADHD: common (10%); predominately inattentive, predominately hyperactive-compulsive, or combined.
Causes? Less thickness of cerebral cortex

38
Q

Education terms?

A

IEP: individualized education plan, tailored for students
LRE: least restrictive environment, similar setting to nondisabled students
Inclusion: full time in the regular classroom
Federal legislation mandates that kids be put in LREs

39
Q

Erickson’s psychosocial stages: Initiative vs. Guilt.

A

Self-concept: specific belief a/o ourselves (abilities, traits, characteristics)
Preschoolers describe themselves with possession
Empathy: understand another person’s emotions
Pro social behavior: helping others w/out expecting a reward
The next stage is Industry vs. Inferiority or self-competence in school vs. lack of self-confidence

40
Q

Talk about agression and emotions.

A

Instrumental agression: used to achieve a goal in early childhood. Kids who continue to be aggressive often have coercive parents, family dysfunction, low income, mom’s w/ antisocial behavior and early pregnancy
By age 7/8, kids know shame, guilt, pride and are aware of cultural rules for expressing emotions

41
Q

What’s emotional regulation? How do parents participate?

A

Emotional regulation: helps child to manage demands/conflicts with others (socialization of emotion= parent’s role)
Emotion-coaching: parents view negative emotions as a learning opportunity
Emotion-dismissing: parents view their role to deny/change/ignore negative emotions
By middle childhood, there’s an improved emotional understanding, multiple emotions, understand causes of emotions, suppression of negative emotions, strategies for controlling them (empathy)

42
Q

What’s the difference between kids and their genders?

A

Boys and girls are more alike than different. (Largest diff.= aggression)
Boys: physical/verbal agression
Girls: relational aggression (rumors, exclusion)
Gender role causes? Evolution/brain differences/ hormone differences
Cog dev explanation? Gender schema, learn about gender as they learn about the world
Contextual= social learning/sociocultural influences

43
Q

From Baumrind’s parenting styles, what’s the authoritarian style?

A

Value control and obedience.
Characteristics: decrease in support/warmth, increase in detachment
Outcomes: in boys, an increase in anger and defiance; in girls, an increase in dependency and decrease in exploitation

44
Q

From Baumrind’s parenting styles, what’s the authoritative style?

A

Firm and impose restraints, but are loving and accepting; children feel safe and secure
Characteristics: warm/sensitive, firm expectations, appropriate punishments
Outcomes: curious, self-reliant, assertive

45
Q

What’s neglectful parenting style?

A

Focus on their own needs, not the child’s
Characteristics: low support/warmth/control
Outcomes: ???

46
Q

What’s is the permissive/indulgent type?

A

Make few demands, kids control themselves
Characteristics: warm, indulgent, value self-expression, few rules, total autonomy
Outcomes: decrease in self control, task persistance, school achievement

47
Q

Describe discipline in middle childhood. Siblings?

A

Discipline is reinforcement or punishment. (Consequences influence child’s behavior) punishment is appropriate in small doses and specific contexts.
School age kids are more independent and spend less time with parents, often showing less respect for parents.
80% of US kids have a sibling; there’s ambivalence and conflict in these relationships

48
Q

There are changing families in today’s changing society. (Step, same sex, etc.) How do same-sex and single parent families affect kids?

A

Same-sex: outcomes do NOT differ from other kids on emotional development. More social/academic competence and less behavioral problems
Single parent: 1/3 of kids raised with single mom live in poverty. Can lead to phys/behav/mental probs, but there are small as most kids tend to be well-adjusted.
Protective factors: stability, continuity, opportunities for dev./maturing

49
Q

Describe cohabiting families, divorce effects, and step families

A

Cohabiting: kids develop as well as married fams, though less stable relationships/environments can lead to kids experiencing more conflicts in home, more transitions in family life, more behavior/academic probs
Divorce outcomes: boys have an increase in behavior problems and delinquent activities; girls have higher rates of anxiety/depression
Stepfamilies: 15-20% of US kids; most of the time biological mom and stepdad. This is a blended/reconstructed fams

50
Q

Why is play important to kids? Describe some aspects related to play.

A

Playing with peers contributes to physical/cog/emo/social dev. Types? Parallel, associative, cooperative, rough-and-Tumble, sociodramatic
School-aged friendships are based on similarities (interests, play preferences, demographics, ethnicity)

51
Q

What’s peer acceptance and popularity?

A

Peer acceptance: degree to which a child is viewed as a worthy social partner by peers; extremely important source of self-validation, self-esteem, and confidence in middle childhood
Popularity: kids who are socially skilled, valued by their peers, Have interpersonal skills/theory of mind, helpfulness, trustworthiness, assertiveness, skilled @ Elmo regulation

52
Q

Talk about agression and popularity.

A

Agressive popular children are socially skilled yet show antisocial/aggression; not empathetic to others, labeled by peers/teachers as tough
Peer rejection: judged as being unattractive, deviant, incompetent, socially isolated (poor comm/Lang skills, emo control, social info processing)

53
Q

Describe some rejected kids.

A

Aggressive-rejected: confrontational, hostile, impulsive, hyperactive; assume hostile intentions in everyone and react aggressively
Withdrawn-rejected: socially withdrawn, passive, timid, socially awkward; isolate themselves
Similarities between the two? Both misinterpret other kids behavior and motives, have trouble understanding & regulating their emotions, poor listeners, less socially competent

54
Q

Discuss bullying.

A

Bullying: ongoing interaction in which a child repeatedly attempts in inflict physical (common), verbal, or social harm on another child
Boys: physically bigger, physical aggression, target boys and girls
Girls: verbally assertive, target other girls, relational aggression (verbal/psych)
No gendered bully characteristics: impulsive, domineering, show little anxiety/insecurity in peer contexts

55
Q

What are bulky victims like?

A

Inhibited, frail in appearance, younger, perceived by peers as different (quieter/cautious) [they don’t fit the other kids’ schemas]
Outcomes of bullying: negative emotional/academic consequences

56
Q

What’s up with media and violence?

A

6/10 TV shows portray violence, often glamorizing, trivializing, or glorifying it. [this could be an evolutionary point: we have innate aggressive tendencies and gravitate to negative things]
There is a causal relationship between media violence and aggressive behavior, especially in kids. Virtual violence may have a larger affect than passive media.

57
Q

Children are most likely to imitate agression if:

A
  1. They identify with the perpetrator
  2. See the perpetrator being rewarded
  3. Perceived the story line to be realistic
58
Q

How can parents decrease this?

A

If parents watch with them and comment on empathy, they can decrease kids identification with perpetrator.

59
Q

Talk about fear/anxiety in kids.

A

The intensity and frequency of kids’ fear declines; anxiety becomes more complex (parents health). There’s also school refusal, or a fear of school, that occurs briefly but often.

60
Q

Kids and sexual abuse?

A

27% of kids under the age of 17 have been sexually abused. This is most often girls in middle childhood (4-12).

61
Q

What is a strong determinant of kids’ recovery from this?

A

Resilience, or the ability to respond/perform positively in the face of adversity. (Must show adaptation/flexibility) this depends on prior development, competence, risk factors, nature of current challenges, and protective factors