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PSYC 203 > LESSON 6: Development in toddler > Flashcards

LESSON 6: Development in toddler Flashcards

1
Q

toddler age

A

1-3 years old

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2
Q

a toddler as defined by the Merriam-Webster dictionary is a child who is just learning to ___ or one who ____

A
  • walk
  • toddles
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3
Q

CDC stands for

A

centers for disease control

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4
Q

physical changes of age groups ____:

  • growth and development slows
  • reduced appetite
A

2-4 years old

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5
Q

physical changes of age groups ____:

  • 3 inches increase in height each year
  • 4-5 pounds increase in weight each year
  • will have all of 20 of their primary teeth
A

2-6 years old

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6
Q

physical changes of age groups ____:

  • large head and stomach
  • short arms and legs
A

3 years old

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7
Q

age in which toddlers will have all 20 of their primary teeth

A

2-6 years old

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8
Q

physical development at _____ months:

  • walk alone
  • run
  • pull toy while walking
  • help undress self
  • drink from cup and eat with spoon
  • use one hand more than the other
A

18 months

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9
Q

physical development at _____ years old:

  • climb onto and down a furniture without support
  • throw ball overhead
  • stand in tiptoes
  • kick a ball
A

2 years old

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10
Q

_____% of brain growth happens before kindergarten

A

90%

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11
Q

at _____, a quarter size (25%) of the average adult brain is developed

A

at birth

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12
Q

50% of the average adult brain

A

1 year old

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13
Q

about 80% of the adult size brain

A

3 years old

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14
Q

90% to nearly full grown adult size brain

A

5 years old (kindergarten)

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15
Q

growth in the ____ hemisphere in which:

increases inactivity which correlates with the burst in language skills

A

left hemisphere

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16
Q

activity in the _____ hemisphere grows steadily

A

right

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17
Q

_____ hemisphere is involved in tasks that require spatial skills

A

right

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18
Q

connects the two hemispheres of the brain

A

corpus callosum

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19
Q

the corpus callosum undergoes a growth spurt between ages ____ to ____ which results in improved coordination between right and left hemispheres

A

3 to 6

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20
Q

_____ development involves physical growth and strengthening of a child’s bones, muscles, and ability to move and touch their surroundings

A

motor development

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21
Q

typical motor skill development follows a predictable sequence that starts from the ___, including the ___, ____, ______, and _____, then moves to the _____ such as ____, ____, and _____

A
  • inner body (head, neck, arms, and legs)
  • outer body (hands, feet, fingers, and toes)
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22
Q

voluntary movements involving the use of large muscle groups

A

gross motor skills

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23
Q

at _____ years old:

  • children enjoy simple movement (hopping, jumping, running back and forth)
A

4 years old

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24
Q

at _____ years old:

  • children are still enjoying the same kind of activities, but they have become more adventurous
  • scramble over low jungle gyms as they display their athletic prowess
A

4 years old

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25
Q

at _____ years old:

  • it is not unusual to perform hair-raising stunts on practically any climbing object
  • children are even more adventurous then they were 4
A

5 years old

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26
Q

at ____, can walk steadily and stop safely

A

18 months to 2 years old

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27
Q

can jump from a low step

A

3 years old

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28
Q

good sense of balance and may be able to walk along a line

A

4 years old

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29
Q

can walk backwards and sideways

A

3 years old

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30
Q

has good spatial awareness

A

3 years old

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31
Q

squat to pick up or move a toy

A

18 months to 2 years old

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32
Q

can catch, kick, throw, and bounce a ball

A

4 years old

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33
Q

bend at waist to pick up objects

A

4 years old

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34
Q

can run up and down stairs

A

4 years old

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35
Q

begin to kick a large ball

A

18 to 2 years old

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36
Q

more exact movements of the hands and fingers and include the ability to reach and grasp an object

A

fine motor skills

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37
Q

at ____ years old, children have had the ability to pick up the tiniest objects between their thumb and forefinger for some time, they are still somewhat clumsy at it

A

3 years old

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38
Q

at _____ years old, children’s fine motor coordination has improved substantially and become much more precise

A

4 years old

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39
Q

at _____ years old:

  • children’s fine motor coordination has improved further
  • hand, arm, and body all moved together under better command of the eye
A

5 years old

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40
Q

point to known objects

A

18 months to 2 years old

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41
Q

can wash and dry hands

A

3 years old

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42
Q

can build a tower of 10 or more cubes

A

4 years old

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43
Q

may use and hold a pen in adult fashion

A

4 years old

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44
Q

can copy simple letters

A

4 years old

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45
Q

can turn pages of a book

A

18 months to 2 years old

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46
Q

can hold a pencil in their whole hand or between the thumb and first 2 fingers (primitive tripod grasp)

A

18 months to 2 years old

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47
Q

can eat using a fork and spoon

A

3 years old

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48
Q

process by which children learn to use language

A

language developmen

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49
Q

make sounds with changes in tone

A

10-15 months old

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50
Q

known as the one-word period before children start to combine words

A

single-word utterances

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51
Q

refers to the one-word expression that children use around age 1

A

holophrastic speech

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52
Q

begin to play and explore the patterns of intonation, stress, pitch and tone which characterize more adult speech

A

10-15 months old

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53
Q

common nouns used to denote real objects

A

referential words

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54
Q

errors in language development

A
  • underextension
  • overextension
  • overlap
  • mismatch
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55
Q

when a child uses a word to refer to only a sub-group of the category of objects to which that word applies

A

underextension

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56
Q

occurs when there are no correct associations between a word and its category of referents

A

mismatch

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57
Q

can be thought of as a cross between underextension and overextension

A

overlap

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58
Q

occurs when a child uses a word to refer to the whole category of objects to which it refers

A

overextension

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59
Q

point in language development where the rate of acquisition of new words is thought to accelerate rapidly

A

vocabulary spurt

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60
Q

uses gesture and tones to convey meaning with just two words

A

combining two words

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61
Q

speech consisting of phrases of a small number of words combined to make sense, but without complex grammatical forms

A

telegraphic speech

62
Q

at _____ years old:

  • children utter or combine three or more words
  • demonstrate a knowledge of morphology rules
  • begin using the plural and possessive forms of nouns
  • identify objects and body parts
  • follow simple instructions
  • can speak about 200 words
A

2 years old

63
Q

at ____ years old:

  • follows instructions with 2 to 3 steps
  • understand words like in, on, and under
  • speaks clearly
  • produce all the vowel sounds and most of the consonant sounds
A

3 years old

64
Q

at ____ months old:

  • single-word utterances
  • holophrastic speech
  • referential words
  • errors
A

10-15 months

65
Q

at _____ months old:

  • vocabulary spurt
  • combining two words
  • telegraphic speech
A

18 months

66
Q

smallest unit of sound that makes a meaningful difference in a language

A

phoneme

67
Q

string of one or more phonemes that makes up the smallest units of meaning in a language

A

morpheme

68
Q

set of rules used to obtain meaning from morphemes

A

semantics

69
Q

set of rules of a language by which we construct sentences

A

syntax

70
Q

how we communicate effectively and appropriately with others

A

pragmatics

71
Q

branch of linguistics that studies how languages or dialects systematically organize their sounds

A

phonology

72
Q

study of the forms of words

A

morphology

73
Q

how humans acquire, organize, and learn to use knowledge

A

cognitive development

74
Q

piaget’s stage of cognitive development observed in toddlers

A

stage 2: preoperational stage

75
Q

2 years olds often engage in ______ play

A

symbolic

76
Q

in preoperational stage, _____ is used instead of logic

A

intuition

77
Q

a young child gains the ability to mentally represent an object that is not present

A

symbolic function substage

78
Q

symbolic function substage occurs roughly between the ages of _____

A

2 and 4

79
Q

in symbolic function substage, the toddler begins to use ____ and engage in _____

A
  • language
  • pretend play
80
Q

2 limitations of preoperational though:

A
  • egocentrism
  • animism
81
Q

inability to distinguish between one’s own perspective and someone else’s perspective

A

egocentrism

82
Q

belief that inanimate objects have lifelike qualities and are capable of action

A

animism

83
Q

refers to the awareness of one’s own mental processes and the mental processes of others

A

theory of mind

84
Q

from ____ to ____, children begin to understand three mental states

A

18 months to 3 years

85
Q

3 mental states:

A
  • perception
  • emotion
  • desires
86
Q

the child can distinguish between positive and negative emotions

A

emotion

87
Q

toddlers recognize that if people want something, they will try to get it

A

desires

88
Q

by _____ years of age, a child recognizes that another person will see what’s in front of her own eyes instead of what’s in front of the child’s eyes

A

2

89
Q

by _____ years of age, the child realizes that looking leads to knowing what’s inside a container

A

3

90
Q

based on false-belief understanding which is the understanding that an individual’s belief or representation about the world may contrast with reality

A

false belief task

91
Q

between ages _____, children come to understand that the mind can represent objects and events accurately or inaccurately

A

3 to 5

92
Q

at _____, children realize that people can have false beliefs

A

5 years old

93
Q

recognizing _____ is often described as a pivotal one in understanding the mind

A

false beliefs

94
Q

children younger than ____ do not understand that it is possible tp have a false belief

A

4 years old

95
Q

how do children “pass” in the sally and anne false-belief task

A

if they understand that sally looks in her basket first before realizing the toy isn’t there

96
Q

children’s ability to interact with others and regulate their own behavior

A

social development

97
Q

age group _____:

  • begin to socialize in parallel activities
  • extend relationship to other people
  • defend territory
  • show an awareness of other people’s feelings
A

24 months

98
Q

at _____ months:

  • seek out others
  • show more independence
  • might show attachment to one friend
  • use their imagination
  • show interest in being part of a group
  • share toys and take turns
  • follow simple rules in games
A

36 months

99
Q

indicators of possible dysfunctional social dev’t:

A
  • shows no interest in playing with other children
  • unable to share or take turns with other children
  • wants to be dependent on caregivers for everything
  • extremely rigid about routines and becomes upset when things change
  • has extreme difficulty separating from parents or caregivers
100
Q

4 parenting styles

A
  • authoritative
  • authoritarian
  • permissive
  • uninvolved
101
Q

indulgent parenting style

A

permissive parenting style

102
Q

traditional model of parenting

A

authoritarian parenting style

103
Q

neglectful parenting style

A

uninvolved parenting style

104
Q

best parenting style

A

authoritative parenting style

105
Q

authoritative parenting style is described as ______ or ______

A
  • tough but fair
  • firm but nurturing
106
Q

extensive _____ is allowed in authoritative parenting style

A

verbal give-and-take

107
Q
  • do not interact much with their children at all
  • do not make demands on their children
A

uninvolved

108
Q
  • restrictive and punitive style
  • dictatorial and overbearing
A

authoritarian

109
Q

involves holding expectations of children that are below what could be reasonably expected from them

A

permissive

110
Q

parenting style associated with children’s social competence

A

authoritative parenting style

111
Q

parenting style associated with children’s incompetence, especially lack of self-control

A

uninvolved and permissive parenting style

112
Q

parenting style associated with children’s social incompetence

A

authoritarian parenting style

113
Q

effects of ______ parenting style:

  • gain self-assurance
  • handle responsibility
  • figure out how to overcome difficulties
  • become confident in their own judgement
A

authoritative parenting style

114
Q

effects of ______ parenting style:

  • fail to learn self-discipline
  • may feel somewhat insecure
  • develop poor emotional control
  • become overly rebellious when things doesn’t get their way
  • give up when faced with challenges
A

permissive

115
Q

effects of ______ parenting style:

  • struggle to form close relationships
  • have failed relationships
  • cut themselves off from others
A

uninvolved

116
Q

effects of ______ parenting style:

  • developing a “follower” mentality
  • difficulty discerning right from wrong on their own
  • low self-esteem and seeking confirmation of their worth from outside authority figures
A

authoritarian

117
Q

it tells children what not to do rather than what to do

A

punishment

118
Q

effects of ______:

  • children may imitate this aggressive, out-of-control behavior
  • can instill fear, rage, or avoidance
  • may cause the child to avoid being around the parent and to fear the parent
A

punishment

119
Q

support that divorced or separated parents provide one another in jointly raising a child

A

co-parenting

120
Q

refers to both abuse and neglect in infants and children

A

child maltreatment

121
Q

types of child maltreatment:

A
  • physical abuse
  • child neglect
  • sexual abuse
  • emotional abuse
122
Q

characterized by failure to provide for the child’s basic needs

A

child neglect

123
Q

child neglect can be:

A
  • physical
  • educational
  • emotional
124
Q

includes acts or omissions by parents or other caregivers that have caused, or could cause, serious behavioral, cognitive, or emotional problems

A

emotional abuse

125
Q

characterized by the infliction of physical injury as a result of punching, beating, kicking, burning, shaking, or otherwise harming a child

A

physical abuse

126
Q

includes fondling a child’s genitals, intercourse, incest, rape, sodomy, exhibitionism, and commercial exploitation through prostitution or the production of pornographic materials

A

sexual abuse

127
Q

most common form of child maltreatment

A

child neglect

128
Q

a toddler’s understanding between what is right and wrong

A

values

129
Q

whose job is to teach the child about the values that they will use to guide their own lives

A

family

130
Q

toddler’s interaction between the members of the family that will teach them to trust, build friendships and relationships, and find comfort with others

A

socialization

131
Q

engaging the toddler to do physical activities will help in polishing the toddler’s ______

A

motor skills

132
Q

a toddler’s ability to have sympathy and compassion towards others

A

emotional skills

133
Q

key qualities that ensure the child’s security

A
  • dependability
  • consistency
  • repectfulness
  • responsiveness
134
Q

toddlers learn how to be their true selves and fully express themselves at home

A

emotional security

135
Q

degree to which children are liked by their peers and included in the participation in the peer group

A

peer acceptance

136
Q

peer acceptance is affected by _____ and _____

A
  • home relationship
  • family’s level of moral support
137
Q

degree to which children are disliked by their peers and excluded from the participation in the peer group

A

peer rejection

138
Q

in peer rejection, there is absence of ______

A

prosocial behavior

139
Q

pleasurable activity in which children engage for its own sake, and its functions and forms vary

A

play

140
Q

play improves the _____, _____, ______, and ______ of toddlers

A
  • physical
  • cognitive
  • social
  • emotional
141
Q

it is vital to explore the world

A

play

142
Q

play’s function include

A
  • affiliation with peers
  • tension release
  • advances in cognitive development
  • exploration
  • provision of a safe haven
143
Q

types of play

A
  • sensorimotor play
  • practice play
  • pretense / symbolic play
  • social play
  • constructive play
144
Q

involves social interaction with peers and increases in preschool years

A

social play

145
Q

primary confined to infancy and involves practice play

A

sensorimotor play

146
Q

child transforms the physical environment into a symbol

A

pretense / symbolic play

147
Q

combine sensorimotor and repetitive activity with symbolic representation of ideas

A

constructive play

148
Q

involves the repetition of behavior when new skills are being learned or when physical or mental mastery and coordination of skills are required for games or sports

A

practice play

149
Q

constructive play occurs when children engage in ____ or ____ of a product of a solution

A
  • self-regulated creation
  • construction
150
Q

type of mass media that affects children’s behavior, and it is the most influential

A

television

151
Q

effects of television

A
  • children may become more aggressive and anxious
  • can teach children that it is better to behave in positive, prosocial ways than in negative, antisocial ways

PSYC 203 (11 decks)

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