Midterm

Question 1

Describe patterns of growth that occur during early childhood

Answer 1

o Body fat is reduced to more adult like portions.
o Increase in boss growth and muscle growth
o Spine straightens center of gravity moves to chest to belly.
o Grows 2-3 inches and 5 pounds per year. Taller and leaning out
o By age 6 children weights 40-50 pounds.

Question 2

Describe the changes in appetite that occur.

Answer 2

o Smaller appetite and growth slows during pre-school.

o They won’t starve themselves.

Question 3

What are major health/nutritional issues for this age group? Explain how parents are sometimes misinformed about these issues.

Answer 3

o Lacking in nutrients than having high calorie consumption of food.
o Sugar and excess fat children love it is a major problem.
o Require adequate calories and also essential minerals. Offering more healthy food
o Parents push childern to eat “eat all you can before having ice cream” because they under estimate their children’s weight. Likely 2-5
o Low SES income can determine the child’s health have habits such as more television less access to fresh foods than wealthier people. Also have a higher rate in child obesity.

Question 4

Describe changes in gross and fine motor skills that occur during early childhood.

Answer 4

o Gross motor skills improve dramatically they know how to coordinate their steps.
o Hand-eye coordination practice a lot and is naturally motivated. Kids are majority playing. Balanced brain coordination.
o North-American 5 year old’s can ride a tricycle bike. Elsewhere kids can swim or climb cliffs.
o Children learn from each other the best because they doing the same things.
o Motor skills children pick up later, litter harder to master requires more brain coordination and brain laterization is needed. Girls have more fine motor skills because they tend to play with smaller things.

Question 5

How does play facilitate these skills?

Answer 5

o Play facilitates kids because they learn a set of skills: social skills, creativity, hand-eye coordination and problem solving and imagination all learned through playing.

Question 6

What is the just right phenomenon? When does it occur?

Answer 6

o The just right phenomenon occurs with repeated exposures and certain daily routines are built.
o Causes attachment to the routines, little events are center of their lives.
o Picky eaters they play with food as well. And they are picky by the way things are done.

Question 7

Identify aspects of brain development that pertain to this age group.

Answer 7

o By the age of 2 neurons have connected to one another. Prefrontal cortex matures and social understanding develops.
o Childern hold their emotions better.
o 6 year old have 90% of brain adult weight .

Question 8

What is the effect of increased myelination?

Answer 8

o Increased myelination is when the molecules or fiber in the axon speeds the transmitting and thought processing. Faster nerve impulses neuron to neuron.
o Saltatory conduction
It is to help speed the thought and transfer thoughts faster
Pruning around the prefrontal cortex and social processing.

Question 9

What is the corpus collosum? What is the effect of increased growth during childhood?

Answer 9

orpus collosum is when the white nerve fiber band joins the brain hemispheres together. It helps enable coordinate motor activity.
o It effects the motor activity and hand eye coordination.

Question 10

What is lateralization?

Answer 10

o Is when children pick there dominate side of the brain by hand dominance.
o Different brain functions is specialized in one side of the brain or the other
o Can be established by the age of 5.
o Left handers are less lateraled. Opposite hand opposite brain. Cross laterization.

Question 11

What changes in children’s behavior can be linked with maturation of the corpus collosum?

Answer 11

o Changes in childerns behavior such as emotions, no terrible twos. Prefrontal cortex controls attentions and regulation of emotions. Tears are less common.

Question 12

Describe the major functions of the limbic system. Be able to define and explain the functions of areas within the limbic system–hippocampus, hypothalamus, amygdala.

Answer 12

o The limbic system helps regulate emotion. processing expression
o The hypothalamus is where the body sends information to control certain things. Fight or flight response. Gives instructions to your body and is connected to the pituitary gland.
o Amygdala senses reacts to fear in emotion or anger or anxiety.
o Hippocampus is for forming new memories. Memories are associated with emotion. And converts short term memories to long term.

Question 13

• What is the HPA axis? What does HPA stand for? What is the function of this axis?

Answer 13

o Hypothalamic-pituitary-adrenal which does reaction to stress. It is to regulate the stress response. Is something is stressful it does to the H first then the glands to the adrenal glands which produces cortisol. It also effects the brain function.
o High cortisol levels can effect the brain function.
CORTISOL IS THE DIFFERENCE.

Question 14

• What is the difference between abuse and negligence?

Answer 14

o Abuse is physical, sexual, or verbal. This is a long lasting effect on kids.
o Negligence is something that isn’t intentional by parents. Its physical and emotions such as when kids parents don’t have enough money to provide for them.

Question 15

• What are some consequences of maltreatment?

Answer 15

o	Repeated injuries
o	Hypervigilance (always alert) 
o	Social isolation
o	Fearful towards caregiver 
o	Absent from school 
o	Somatic complaints

Question 16

• Describe the three levels of prevention and give an example for each. Which level is the hardest to achieve? Which is the most effective?

Answer 16

o Primary is the most effective way in any level of prevention but it is the most expensive hardes to achieve it is to help overall. Safer for everyone
o Secondary is spotting warnings and interventions and to keep it from the hurts.
o Tertiary is when the problem is already caused and someone trying to fix it. Less effective method.

Question 17

• At what ages does Piaget’s preoperational phase begin and end?

Answer 17

o Age 2-7

Question 18

• Describe major aspects of thinking that characterize this phase. Define symbolic thought and animism and provide examples of each.

Answer 18

o Animism is when a child thinks an object has feelings or thoughts that can be shared.
o Centration is when a young child focuses one idea and exclude all others.
 Egocentrism is when a child thinks about the world in their perspective.
o Focus on appearance is when a child believes that form of something is there form forever. Doesn’t include attributes that aren’t apparent.
o Static reasoning is when nothing in the world changes it is the way it is.
o Irreversibility is when nothing can be undone after its done.
o Conservation is when the amount of a substance remains the same when the appereance changes. (Volume, Number, Matter, Length)

Question 19

• What are the major limitations of preoperational thought?

Answer 19

o Centration is when the child focuses and centers one idea excluding all others. Focus on appetence is what ever the thing object looks like its going to look like that forever. Static reasoning meaning that the world is unchanging and Irreversibility meaning what is done cannot be done.
o Conservation is when the amount of substance looks different the kid will think its something else this can be see in volume, matter, number, and length.

Question 20

Explain how Vygotsky’s approach differs from that of Piaget. Define and give examples of: guided participation, scaffolding, zone of proximal development.

Answer 20

o Paget’s skills is prior to logic they have no logic skills but symbolic thought it is the development of symbolic thought.
 Preoperational is before the logic occurs Verbal ability permits symbolic thinking they pretend to play with things.
 Animism is a belief that every object is alive and has thoughts. The object has feelings.
 Centration a young child focuses centers on one idea, excluding all others. After they learn one thing they apply it to everything. Very self centered. Ego centric.
 Focus on appearance has a change in something can make the baby sad because it’s not used to seeing something different like that.
 Static reasoning would think the world is unchanging. They are the way they are forever.
 Irreversibility is when kids think
 nothing can be reversed. What is done is done they can’t unsee things.
 Centratio is when kids focus all their attention to one situation in their lense and they ca’t see in their own perspective egocentrism.
 Conservation the principle that amount of substance remains the same and its different when it is changed by volume, number, length, and matter.
o Vyhostsky approach is more social. All social aspects of development are embedded in the social context.
 Zone of proximal development is when skills can be exercised in when its just right its not to hard or to easy. Its when learning occurs.
 Scaffolding is temporary support parents give to children. And then giving less and less help.
 Guided participation is where a child learns from a mentor who build and guide their experiences.
 Laguage is a tool it is essential to cognitive development through social interactions.
 Private speech is an internal monologue that helps develop new ideas and solves problems, Young children talk outload.

Question 21

• What are theory-theory and theory of mind?

Answer 21

o Theory-theory idea is that children attempt to explain everything they see and hear by constructing stories. They question things that are most common in human behavior, it is like they are curious with the world. It is a natural drive to them. They seek questions because it will make sense with an experience or reasoning. It helps them understand the world more better.
o Theory of mind is when a person’s theory of what other people are thinking. In order to have this children have to understand people aren’t thinking the same thoughts with them. Children don’t believe that other people have thoughts, desires, needs, as them. By the age of 6 kids can start to attribute to other people thoughts. Such as lying if you’d ask a 3 year old kid to lie they can’t because they only see the world with their eyes.

Question 22

• What is a false belief task? What are some examples?

Answer 22

o For example for the smarties task if you give a smarties to a child they would think there are smarties in there but if they open the box it is something else such as crayons. If you ask the kid what another kid would see in the box unopened they would assume it would be still smarties because they don’t recognize, they project what they believe after they have seen the box but not before. The child doesn’t recognize if a person asked another child the same question they have an independent mind thinking. In the sally-Annes task it is clear to see how children think in their own minds because it was evident that sally went away before they changed the marble into another box. So this shows us that the kid has no recognition of having other person’s point of view. If kids do get the answer right that means the kid was simultaneously can hold two distinct point of view in their minds.

Question 23

• Explain how children respond to false belief tasks at age 3 vs. age 5.

Answer 23

o At the age of 3 kids will not understand how where the ball went when asked other childern they would think other wise. By the age of 5 they can think.

Question 24

• Distinguish assimilation and accommodation and give examples for each.

Answer 24

o Assimilation is when the kid already has a conception it already has reinterpretations of old ideas. They learn nothing new from anything they take their old experience and compare them. Accommodation is when an old idea is to include new experiences.

Question 25

• Briefly summarize major improvements in language and pragmatics that occur during early childhood. Underextensions Oveergulaiton

Answer 25

o The cognitive skill learning is also the sensitive period in the early childhood. They are good at mastering vocabulary and be able to hear international language. These are all not forced they are natural . o They learn about an average at least 10 words a day unintentionally. 1,000 by the age of 6. o Numbers are associated with language it is important to hear words early it facilities math knowledge. Pre schoolers can count one to one correspondence, remember time, age, in their daily lives and know what numbers are higher than one another. o Under extensions is when they see an object and has only one name to it when it has a broader term. Ex: if you show a flower the only picture would be a flower and no other flowers are flowers. Over extension is when they use the word to much to categorize everything. They learn shortly after what’s wrong. o Overregulation is when they first learn grammar they are egar to use it. Past tense for example has a lot of irregular verbs so they will imply it to their daily use o Be able to use grammatical forms by the age 5-6. Pragmatics is where children needs to learn informal and formal ways to say things. Example say to friends, parents, adults. Understanding social situations. o Bilingualism they know they a quire two different sets of word and grammar. Balanced bilingual is when a person who is fluet in both languages. It has perfect exposure. Language shift is when a kid is being more dominate in their school language than their home language. Usually spend more time with one language because their embarrassed to speak it at school or their language isn’t valued.

Question 26

• Compare and contrast child-centered and teacher-centered learning approaches.

Answer 26

o A teacher-center learning approach is when there is a academic goals to achieve. There is a student seated at a desk. It is taught to an entire class. There are more children than teachers. They have to accomplish certain skills taught such as numbers and letters. It is structured and clear distinction between work and play, inspired by behaviorism. One downside is when kids may need more attention to others. There major goal is readiness. o A child center learning is more based on art. There is no itinerary and don’t separate work and play. They play and work with other kids. They stress on childern explorations vs. adults. And Childern learn from each other. Mostly for arts.

Question 27

• Child-centered programs are inspired by which developmental theories?

Answer 27

o Vygotsky theory where children learn socially.

Question 28

• What is the difference between Intrinsic and Extrinsic motivation? How does a child’s motivation for a particular activity influence his or her likelihood of engaging in the behavior?

Answer 28

o Extrinsic motivation is when a kid is going the activity for a reward. Occurs when people do something for the joy of doing it. Offering an awards kids don’t see the vaule more or less the second time they want more. o Intrisic motivation is when they are doing it out of joy. Less motivated

Question 29

• Define and give examples of internalizing and externalizing problems.

Answer 29

o Internalizing problems are negative emotions to distress and by feeling guilty or ashamed. Children have low self-esteem and risk in later life. They are harder to find in kids and can have long term depression or anxiety. o Externalizing problems are when kids express their emotions outside not internally meaning they are violent and aggressive. o It is associated with the limbic system in the release of hormones. ``

Question 30

• Identify and provide examples for each of Parten’s stages of play.

Answer 30

o Solitary play- playing with objects themselves no sharing. (2 years old) o Onlooker play (3 years) showing more interest to play with other kids but don’t approach them, they have more interest in socializing. o Parallel Play are when kids are playing but beside each other. They aren’t playing the same game but they would play beside them. There presence is there o Associative play is when kids are sharing their material to play but they aren’t playing the same game. Playing with the same tub of toys. They learn how to share. o Cooperative play playing in an interactivr fashion. Taking turns coordinated. Turn based play.

Question 31

• Define and provide examples of rough and tumble and sociodramatic play. What functions are served by each type of play?

Answer 31

o Rough and tumble play is like kids fighting playfully. Kids are learning the difference in emotions when it comes to play. Notice how to play with other people reads children’s microaggression. Regulating their motor skill. Boys usually rough and tumble play more o Soicodramtic play is when kids are acting a script. Helps emotion regulation and following a story line and verbally initative. The benefits are to understand what’s real or fake. Distinction between whats real or pretending. Mostly with girls.

Question 32

• Explain Erikson’s 3rd stage: Initiative vs. Guilt. At what ages does this stage occur?

Answer 32

o 3-5 Protective optimism is when kids over exaggerate their accomplishments. Or tell someone about their activity. It helps them try new things and stop at middle child. There self esteem is overly positive and very successful sense. They enjoy sharing things. o Relates to 3rd stage because it helps the kids do more things in life take more chances.

Question 33

• Distinguish between sex and gender.

Answer 33

o Sex is based off of biological properties such as XX female and XY male. o Gender is where it is a social construct. It tells the behaviors that’s right for men and women. They are not biological. And its for development play and personality. o Before the age of 2 they have difference in toy activity preference emerges. o At the age of 2 children identify as boys or girls and apply gender label consistently. o Age 3 they have a sense of gender stability that a girl will be a women and a boy as a male. Has a view of can change gender. Ex wearing a wig. o Age 4 have certain toys appropriate for one gender but not the other. Gender consistency even though wearing boy clothes don’t change their sex. o Age 2-8 has gender expectations and biases meaning if they want a boy or a girl game. Endorse certain things because of their sex. And preference playmates are naturally there own sex.

Question 34

• Describe some of the evidence regarding very early gender development.

Answer 34

o Gender development for operant conditioning is when is children is rewarded for a gender-typical behavior. (dressing up) adults like to reinforce because its cute. And cute thigs are positive. Girls being a tomboy is socially accepted but if boys dress like a girl it has negative outcomes.

Question 35

• Define the following terms: gender identity, gender stability, gender constancy. When are each of these achieved?

Answer 35

o Gender identity around the age of 2 they apply labels ro gender constantly. Physical differences. o Age of 3 Gender stability when a girl becomes a women and a boy becomes a man. They think wearing something can change its gender such as a wig. o Gender constancy is achieved at the age of 4 which children stays the same gender even though a characteristic has changed in them.

Question 36

• Explain how children develop gendered expectations/biases and preferences using the sociocultural framework

Answer 36

o Gender differences vary by geographic and socioexonimics. o Influences on cultures values and preferred behavior in gender. o Kids are impacted by cultural emotions.

Question 37

• What are some of the consequences of gendered marketing for toys?

Answer 37

o For boys the games that are targeted desensitized boys. Arrosal response is normal for guys. For highly violent games are for boys. o Girls need better spatial ability meaning they can understand they way parts are put in helps academic process math and science performance later on.  Legos are masculine so girls need more constructive toys all kids benefit from toys and has exposure to wide variety of toys and activities.

Question 38

• Explain why middle childhood can be described as “a healthy time”.

Answer 38

o Healthy time because at the age of 10 it is the least expected to die unless it is on some rare cases. They have more awaress in life. Most boring time.

Question 39

• Describe patterns of physical growth during middle childhood.

Answer 39

o Growing patterns they have wiggly muscles but they strengthen. Growth becomes slower and more steady. o Gross motor skills improve ex standing on one leg o Greater autonomy part of life style can shower, take a bath.

Question 40

• What is the significance of physical activity during these years?

Answer 40

o They like to interact with kids o Play in more of a organized system. o Become friends as well help academic achievement and reduce depression.

Question 41

• What are some health issues that can begin during middle childhood?

Answer 41

o Child obesity is at risk. Later risk often during middle childhood. o Correlates with asthma which makes it difficult to breathe.

Question 42

• Define and provide examples of selective attention.

Answer 42

o Selective attention is the ability to concentrate on some stimuli while ignoring others. Ability to attend only to relevant aspect of a task.

Question 43

• How does reaction time change during middle childhood? Explain how brain development enables this change.

Answer 43

o Faster reaction time because of the synaptic pruning from the myelination. It makes the kid think quicker and have more coordination in two sides of the body. o myelination is the coating of the axon with fatty which conducts signals more efficiently.

Question 44

• When does the concrete operational phase begin and end?

Answer 44

o 7-11 years

Question 45

• What are the major characteristics of operational thought?

Answer 45

o Conservation they can reason o Classification they can categories o Reversability they understand what things can be done and reverse back. o Seriation they can be arranged in logical events. o Transitive Inerences able to figure out unspoken link understand without evidence.

Question 46

• Explain how children’s thinking during middle childhood differs from thinking during early childhood.

Answer 46

o They are more advanced in stages.

Question 47

• How does Vygotsky’s view of cognitive development differ from that of Piaget?

Answer 47

o Vygotsky views are social learning ZONE OF PROX. SCAFFOLDONG GUIDED PARTICIPATION LANGUAGE o Paige’s has different types of thigns they can work on and get better at such as conservation, reversability, classification, and seriation.

Question 48

• What is the information-processing perspective?

Answer 48

o Gradual memory improvement enables school- aged childern to master new concepts and expand their knowledge.

Question 49

• Distinguish: sensory memory, working memory, and long-term memory.

Answer 49

o Information processing perspectives is to expand there knowledge o Sensory memory stimulus information Is storied for a split second to allow to be processed o Work short term memory is conscious mental activity occurs. o Long term memory virtually limits amounts of information can be stored indefinitely.

Question 50

• What are control processes?

Answer 50

o Regulate the analysis and flow of information. o Selective attention o Emotion regulation o Metacognition knowing your own learning style.

Question 51

• What is metacognition and why is it important for the school-age child?

Answer 51

o Metacognition is important to learning and knowledge transfer and preparing students to become lifelong learners is a main aim of schooling. The engagement of young students in metacognitive thinking is considered necessary, as they seem capable of developing fundamental forms of metacognition after the age of three. The development of metacognitive skills helps young children to become thoughtful about their learning process.

Question 52

• Define pragmatics.

Answer 52

o Pragmatics is the practical use of language includes the ability to adjust language communication according to audience and context. Adapting to a particular context. o Know how to act.

Question 53

• Explain what is meant by “linguistic code switching”.

Answer 53

o To switch 2 languages at a time knowing them.

Question 54

• How do self-concept and self-esteem change during middle childhood?

Answer 54

o Acutal self versus ideal self. o Important to establish healthy and unhealthy self esteem. Unrealistically high self esteem: reduced effort out control, less achievement & social competence, higher aggression

Question 55

• How do these changes in self-concept and self-esteem relate to children’s mastery of academic and other skills?

Answer 55

o Self concept are influenced by cognitive development and feedback from others comparing kids there age or who’s smarter.

Question 56

• Explain the importance of healthy self-esteem.

Answer 56

o Healthy self-esteem by social comparision just healthier.

Question 57

• What is resilience?

Answer 57

o The tendency to access themselves compared to their age group. By social status and other attributes by measuring them against those of other people especially in ones peers. o More realistic and self-evaluation.

Question 58

• Explain Erikson’s 4th stage: Industry vs. Inferiority. At what ages does this stage occur?

Answer 58

o Ages 5-12 years old. o Children attempt to master skills developing a sense of themselves either industrious or inferior competed or incompetent. o Peer groups increasing of acceptance is important. o Childern Culture rules and rituals children distinct from society. Do different things. o Emphasizes independence from adults. o Children culture values relationship’s with peers over adults. Loyalty to peers. o Friendships are more important, demand more from their friends. Typically between the same interest. Has at least one close friend. Usually the same sex and age.

Question 59

• What is industry? How does a child develop a sense of industry?

Answer 59

o Industry is having a sense of learning, creating and accomplishing numerous new skills and knowledge o Achieved through social interactions.

Question 60

• How does industry differ from earlier initiative?

Answer 60

o industry determines their self esteem based on their ability to do productive behavior and explore on their abilities as well as others.

Question 61

• What are the consequences of developing a sense of inferiority?

Answer 61

o Social rejection low self-esteem

Question 62

• Explain the significance of the peer group during middle childhood.

Answer 62

o Acceptance from another child is important for children. Friendships become critical. More hangouts. Emphasizes independence from adults. Values peers over adults. o Child culture

Question 63

• Explain how friendships change during middle childhood.

Answer 63

o Become more stable and involved over the course of middle childhood. Demand more. o Buffer against psychopathology. At least a close friend. Help with family issues. o Typically children with similar interest.

Question 64

• What is meant by child culture?

Answer 64

o Childern culture is when particular habits styles and caules that reflect a set of rules and rituals that characterize children as distinct from adult society.

Question 65

• Explain children’s moral values during middle childhood.

Answer 65

o Preconventional early childhood outcomes reinforcement rewards and punishments  Self centered and avoiding punishments. o Conventional reasoning social rules, social climates and norms.  “Good girl nice boy” Law and order moral decision. “against the law.” o Postconventional moral principles abstract manner.  Social construct reasoning is centered on ideas. Understanding the law exist but they either follow it or they don’t

Question 66

• What qualities make children popular at every age?

Answer 66

o Popular meaning everyone likes them they have no problems. Not boring.

Question 67

• What are the three types of unpopular children? Describe children that fit each of these categories.

Answer 67

o Neglected children are not rejected they are ignored but not shunned away o Aggressive- rejected is other children do not want to be friends with them because of their confrontational behavior. o Withdrawn rejected meaning children do not want to be friends with them because of their times withdrawn anxious behavior.

Question 68

• What are the consequences of bullying?

Answer 68

``` o Unexplainable injuires o Lost or destroyed books. o Headaches stomach ache or faking an illness o Changes in eating habits skipping meals or binge eating. o Nightmares o Grades loss o Loss in social situation o Feeling helplessness o Self destructive ```

Question 69

• What are the different types of bullying?

Answer 69

o Physical parents recognize easily o Verbal name calling teasing o Relational spreading roomers o Cyber bullying

Question 70

• What makes a bullying intervention successful?

Answer 70

o Earlier interventions are most successful. o Bulling negatively affects the entire school. o Interventions are focused on the indivuidal bullies are not effective. o More effective is the school wide intervention programs o By standers empowered to help victims.

Question 71

• What are Kohlberg’s 3 levels of morality? What are the 6 stages of morality? Provide examples for each.

Answer 71

``` o Preconventional  Might makes right (who has power)  Look out for #1 looking out for themselves. o Conventional  Good girl and nice boy  Law and order o Post conventional  Social contract  Universal ethical principles ```

Question 72

• Identify different types of family structures.

Answer 72

o They way family works to meet the needs of its members and the legal and genetic relationship among family members living in the same home.

Question 73

• Identify the 5 needs of children during middle childhood that families must address.

Answer 73

o Physical necessities, learning, self-respect, peer relationships, harmony and stability.

Question 74

• Across family structures, what two factors negatively influence family function?

Answer 74

o Authoritating parents and critisim.

Question 75

• Identify the 4 parenting types.

Answer 75

o Authoritarian parenting styles higher behavioral standards, strict punishment or miscounduct. Little communication or warmth. o Authoritative parenting parents set limits and enforce rules but are flexible and listen to children. High communication. o Permissive parenting high nurturance and communication but little discipline guidance or control. o Neglecful uninvolved parenting. They don’t care at all.

Question 76

• Describe each parenting type in terms of Diane Baumrind’s 4 dimensions (warmth, discipline, expectations for maturity, communication).

Answer 76

o Experssions of warmth o Strategies of discipline strict punishment o Communication o Expectations for maturity.