MODULE 4: Early Childhood Flashcards
(122 cards)
1
Q
[BODY GROWTH AND CHANGE] the obvious physical change that characterizes early childhood.
A
Growth in height and weight
2
Q
[HEIGHT AND WEIGHT] The average child grows ______ inches in
height and gains _______ pounds a year during early childhood.
A
2½ and 5 to 10
3
Q
[HEIGHT AND WEIGHT] As the preschool child grows older, the
percentage of __________ in height and weight ________ with each additional year
A
increase and decreases
4
Q
[HEIGHT AND WEIGHT] During the preschool years, both boys and girls slim down as the trunks of their bodies lengthen. TRUE OR FALSE?
A
TRUE
5
Q
[HEIGHT AND WEIGHT] Boys have more fatty tissue than Girls ; Girls have more muscle tissue. TRUE OR FALSE?
A
FALSE
6
Q
[PHYSICAL CHANGES] is the absence or deficiency of growth hormone produced by the pituitary gland to stimulate the body to grow
A
Growth hormone deficiency
7
Q
[PHYSICAL CHANGES] Although the brain continues to grow in early
childhood, it does not grow as rapidly as it did in infancy. TRUE OR FALSE?
A
TRUE
8
Q
[PHYSICAL CHANGES] By the time children reach _______ of age, the brain is three- quarters of its adult size.
A
3 years
9
Q
[PHYSICAL CHANGES] By age ______, the brain has reached about 95 percent of its adult size
A
6
10
Q
[PHYSICAL CHANGES] In one study, children from the richest homes had significant maturational lags in their frontal and temporal lobes at 4 years of age, and these lags were associated with lower
attainment of school readiness skills. TRUE OR FALSE?
A
FALSE
11
Q
[PHYSICAL CHANGES] The preschool child no longer has to
make an effort simply to stay upright and to move around. TRUE OR FALSE?
A
TRUE
12
Q
[PHYSICAL CHANGES] One of the most important physical
developments during early childhood is the continuing development of the _______________________
A
brain and nervous system
13
Q
[PHYSICAL CHANGES] At 3 years of age, children enjoy simple movements, such as _____________________ back and forth.
A
hopping, jumping, and running
14
Q
[PHYSICAL CHANGES] At 4 years of age, children are still enjoying the same kind of activities, but they have become more___________.
A
adventurous.
15
Q
[PHYSICAL CHANGES] At ______ years of age, children are even more adventuresome than
when they were 4
A
5
16
Q
[PHYSICAL CHANGES] The preschool child no longer has to
make an effort simply to stay upright and to move around.
A
Gross Motor Skills.
17
Q
[PHYSICAL CHANGES] At 3 years of age, although 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
Fine Motor Skills
18
Q
[PHYSICAL CHANGES] Three-year-olds can build surprisingly high block towers, placing each block with intense concentration but often not in a completely straight line
A
Fine Motor Skills
19
Q
[PHYSICAL CHANGES] Sometimes 4-year-old children have trouble
building high towers with blocks because, in their attempts to place each of the blocks perfectly, they may upset those
already stacked.
A
Fine Motor Skills
20
Q
[PHYSICAL CHANGES] By age 5, children’s fine motor coordination has improved further. Hand, arm, and body all move together under better command of the eye.
A
Fine Motor Skills
21
Q
[PHYSICAL CHANGES] When children are about 3 or 5 years old, their eye muscles usually are developed enough that they can move their eyes efficiently across a series of letters. TRUE OR FALSE?
A
FALSE. 4 or 5 years old
22
Q
[PHYSICAL CHANGES] Many preschool
children are farsighted, unable to see close up as well as they can see far away. TRUE OR FALSE?
A
TRUE
23
Q
[PHYSICAL CHANGES] Experts recommend
that young children get _________ of sleep each night
A
11 to 13 hours
24
Q
[PHYSICAL CHANGES] Extreme daytime sleepiness
A
narcolepsy
25
[PHYSICAL CHANGES] difficulty getting to sleep or staying asleep
insomnia
26
[PHYSICAL CHANGES] What children eat does not affects their skeletal growth, body shape, and susceptibility to disease. TRUE OR FALSE?
FASLE. affects
27
[PHYSICAL CHANGES] has become a serious health problem in early childhood
overweight
28
[PHYSICAL CHANGES] Young children’s eating
behavior is strongly influenced by their caregivers’ behavior. TRUE O FASLE?
TRUE
29
[PHYSICAL CHANGES] _________ is an especially strong risk factor for malnutrition in
young children
Poverty
30
[PHYSICAL CHANGES] which results in
chronic fatigue. This problem results from the failure to eat adequate amounts of quality meats and dark green vegetables.
iron deficiency anemia
31
[PHYSICAL CHANGES] Young children from high-income families are the most likely to develop iron deficiency anemia. TRUE OR FALSE?
FALSE. Low income
32
[PHYSICAL CHANGES] The guidelines recommend that young children get 15 or more minutes of physical activity per hour over a 12-hour period, or about_________ per day total.
3 hours
33
[PHYSICAL CHANGES] Devastating effects on the health of young children occur in
countries where poverty rates are high (UNICEF, 2018). TRUE OR FALSE?
TRUE
34
[COGNITIVE CHANGES] which lasts from
approximately 2 to 7 years of age, is the second Piagetian stage
preoperational stage
35
[COGNITIVE CHANGES] children begin to represent the world with words, images, and drawings.
preoperational stage
36
[COGNITIVE CHANGES] The young child’s cognitive world is dominated by egocentrism and magical beliefs.
preoperational stage
37
[COGNITIVE CHANGES] emphasizes that
the child does not yet perform operations, which are reversible mental actions that allow children to do mentally what before they could do only physically.
preoperational
38
[COGNITIVE CHANGES] Adding and
subtracting numbers mentally are examples of operations. TRUE OR FALSE?
TRUE
39
[COGNITIVE CHANGES] is the beginning of the ability to reconstruct in thought what has been established in behavior.
Preoperational thought
40
[COGNITIVE CHANGES] Preoperational thought can be divided into two substages:
- the symbolic function substage
- the intuitive thought substage.
41
[COGNITIVE CHANGES] is the first substage of preoperational thought, occurring roughly between the ages of 2 and 4.
the symbolic function substage
42
[COGNITIVE CHANGES] During this
substage, the young child gains the ability to mentally represent an object that is not present.
the symbolic function substage
43
[COGNITIVE CHANGES] symbolic function substage's limitations:
- Egocentrism
- Animism
44
[COGNITIVE CHANGES] s the inability to
distinguish between one’s own perspective and someone else’s perspective.
Egocentrism
45
[COGNITIVE CHANGES] the belief that inanimate objects have lifelike qualities and are capable of action.
Animism
46
[COGNITIVE CHANGES] the second substage of preoperational thought, occurring between approximately 4 and 7 years of age.
The Intuitive Thought Substage
47
[COGNITIVE CHANGES] In this substage, children begin to use primitive reasoning and
want to know the answers to all sorts of questions
The Intuitive Thought Substage
48
[COGNITIVE CHANGES] By the age of 5, children have just about exhausted the adults
around them with “why” questions.
The Intuitive Thought Substage
49
[COGNITIVE CHANGES] Piaget called this substage _______ because young children seem so sure about their knowledge and
understanding yet are unaware of how they know what they know.
intuitive
50
[COGNITIVE CHANGES] a centering of attention on one characteristic to the exclusion of all others.
centration
51
[COGNITIVE CHANGES] the awareness that altering an object’s or a substance’s appearance does not change its
basic properties.
conservation
52
[COGNITIVE CHANGES] He emphasized that
children actively construct their knowledge and
understanding.
Vygotsky
53
[COGNITIVE CHANGES] children are more often described as social creatures than in Piaget’s
theory
Vygotsky’s theory
54
[COGNITIVE CHANGES] They develop their ways of thinking and understanding
primarily through social interaction
Vygotsky’s theory
55
[COGNITIVE CHANGES] Their cognitive development depends on the tools provided by society, and their minds are shaped by the cultural context in which they live. TRUE OR FALSE?
TRUE
56
[COGNITIVE CHANGES] is Vygotsky’s term for the range of tasks that are too difficult for the child to master alone but can be learned
with guidance and assistance from adults or more-skilled children.
Zone of proximal development (ZPD)
57
[COGNITIVE CHANGES] s the level of skill
reached by the child working independently.
lower limit
58
[COGNITIVE CHANGES] s the level of additional responsibility the child can accept with the assistance of an able instructor.
upper limit
59
[COGNITIVE CHANGES] captures the child’s cognitive skills that are in the process of maturing and can be accomplished only with the assistance of a more- skilled person
Zone of proximal development (ZPD)
60
[COGNITIVE CHANGES] means changing the level of support. Over the course of a teaching session, a more- skilled person (a teacher or advanced peer) adjusts the amount of guidance to fit the child’s current performance
(Daniels, 2017).
Scaffolding
61
[COGNITIVE CHANGES] The use of ______ as a tool for scaffolding is only one example of the important role of
language in a child’s development.
dialogue
62
[COGNITIVE CHANGES] According to Lev Vygotsky, children use speech not only to communicate socially but also to help them solve tasks. TRUE OR FALSE?
TRUE
63
[COGNITIVE CHANGES] Vygotsky (1962) further believed that young children use language to plan, guide, and monitor their behavior. This use of language for self-regulation is called _______
private speech
64
[COGNITIVE CHANGES] Vygotsky said that language and thought initially develop independently of each other and then separated. TRUE OR FALSE?
FALSE. merge
65
[COGNITIVE CHANGES] external to internal speech. This transition period occurs between _______ of age and involves talking to oneself.
3 and 7 years
66
[COGNITIVE CHANGES] self-talk becomes second nature to children, and they can act without verbalizing. TRUE OR FALSE?
TRUE
67
[COGNITIVE CHANGES] children have internalized their egocentric speech in the form of __________, which becomes their thoughts.
inner speech
68
[COGNITIVE CHANGES] Vygotsky’s theory takes a _____________, which emphasizes the social contexts of learning and the construction of knowledge through social interaction
social constructivist approach
69
[COGNITIVE CHANGES] In both Piaget’s and Vygotsky’s theories,
teachers serve as facilitators and guides, rather than as directors and molders of learning. TRUE OR FALSE?
TRUE
70
[COGNITIVE CHANGES] The child’s ability to pay _______ improves
significantly during the preschool years
attention
71
[COGNITIVE CHANGES] Young children especially make advances in two aspects of attention:
- Executive attention
- sustained attention
72
[COGNITIVE CHANGES] involves action planning, allocating attention to goals, error detection and compensation, monitoring progress on tasks, and dealing with novel or difficult circumstances
Executive attention
73
[COGNITIVE CHANGES] is focused and extended engagement with an object, task, event, or other aspect of the environment.
Sustained attention
74
[COGNITIVE CHANGES] Sustained attention also is called _____________
vigilance
75
[COGNITIVE CHANGES] or the retention of information over time—is a
central process in children’s cognitive development.
Memory
76
[COGNITIVE CHANGES] individuals retain information for up to 30 seconds if there is no
rehearsal of the information.
Short-Term Memory
77
[COGNITIVE CHANGES] repeating information after it has been presented, we can keep
information in short-term memory for a much longer period.
rehearsal
78
[COGNITIVE CHANGES] involves memory of significant events and experiences in
one’s life.
Autobiographical memory
79
[COGNITIVE CHANGES] an umbrella-like concept that consists of a number of higher
level cognitive processes linked to the development of the brain’s prefrontal cortex
Executive Function
80
[COGNITIVE CHANGES] involves managing one’s thoughts to engage in goal-directed behavior and self-
control
Executive function
81
[COGNITIVE CHANGES] refers to awareness of one’s own mental processes and the mental processes of others.
theory of mind
82
[COGNITIVE CHANGES] By 2 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 (Lempers,
Flavell, & Flavell, 1977), and by 3 years of age, the child realizes that looking leads to knowing what’s inside a container
Perceptions
83
[COGNITIVE CHANGES] The child can distinguish between positive and
negative emotions.
Emotions
84
[COGNITIVE CHANGES] Toddlers recognize that if people want something, they will try to get it.
Desires
85
[LANGUAGE DEVELOPMENT] By the time children are _ years of age, they can produce all the vowel sounds and most of the consonant sounds
3
86
[LANGUAGE DEVELOPMENT] As children move beyond two-word utterances, they demonstrate a knowledge of morphology rule
MORPHOLOGY
87
[LANGUAGE DEVELOPMENT] Children begin using the plural and possessive forms of nouns (such as dogs and dog’s). They put appropriate endings on verbs (such as -s when the
subject is third-person singular and -ed for the past tense). They use prepositions (such as in and on), articles (such as a and the), and various forms of the verb to be (such as “I was
going to the store”).
MORPHOLOGY
88
[LANGUAGE DEVELOPMENT] They show a
growing mastery of complex rules for how words should be
ordered
syntax
89
[LANGUAGE DEVELOPMENT] Some experts have concluded that between 18 months and
6 years of age, young children learn approximately one new word every waking hour (Gelman & Kalish, 2006). By the
time they enter first grade, it is estimated that children know about 15,000 words. TRUE OR FALSE?
FALSE. 14,000 words.
90
[LANGUAGE DEVELOPMENT] which involves
children’s ability to make an initial connection between a word and its referent after only limited exposure to the word
fast mapping
91
[LANGUAGE DEVELOPMENT] six key principles in young children’s vocabulary development:
1. Children learn the words they HEAR most OFTEN.
2. Children learn words for things and events that INTEREST them.
3. Children learn words better in RESPONSIVE AND INTERACTIVE
contexts than in passive contexts.
4. Children learn words best in contexts that are MEANINGFUL.
5. Children learn words best when they access CLEAR INFORMATION about word meaning.
6. Children learn words best when GRAMMAR AND VOCABULARY are considered.
92
[LANGUAGE DEVELOPMENT] They learn the
words that they encounter when interacting with parents, teachers, siblings, and peers, as well as words that they hear when books are read aloud to them.
1. Children learn the words they hear most often.
93
[LANGUAGE DEVELOPMENT] Parents and teachers can direct young children to experience words in contexts that interest the children; playful peer interactions are especially helpful in this regard.
2. Children learn words for things and events that interest them.
94
[LANGUAGE DEVELOPMENT] Children who experience turn-taking opportunities, joint focusing experiences, and positive, sensitive socializing contexts with adults encounter the
scaffolding necessary for optimal word learning.
3. Children learn words better in responsive and interactive contexts than in passive contexts.
95
[LANGUAGE DEVELOPMENT] Young children learn new words more effectively when new words are encountered in integrated contexts rather than as isolated facts.
4. Children learn words best in contexts that are meaningful.
96
[LANGUAGE DEVELOPMENT] Children whose parents and teachers are sensitive to words the children might not understand and provide
support and elaboration with hints about word meaning learn words better than those whose parents and teachers quickly state a new word and don’t monitor whether children understand its meaning.
5. Children learn words best when they access clear information about word meaning.
97
[LANGUAGE DEVELOPMENT] he appropriate use of language in different contexts, also characterize young children’s language development
pragmatics
98
[LANGUAGE DEVELOPMENT] For example, they learn culturally specific rules of conversation and politeness and become sensitive to the need to adapt their speech in different settings.
advances in pragmatics
99
[LANGUAGE DEVELOPMENT] Around 4 to 5 years of age, children learn to change their speech style to suit the situation. For example,
even 4-year-old children speak to a 2-year-old differently from the way they speak to a same-aged peer. They also speak differently to an adult and to a same-aged peer, using
more polite and formal language with the adult
advances in pragmatics
100
[LANGUAGE DEVELOPMENT] Parents and teachers need to provide young children with a supportive environment for developing
literacy skills. TRUE OR FALSE?
TRUE
101
[EARLY CHILDHOOD EDUCATION] VARIATIONS IN EARLY CHILDHOOD
EDUCATION:
1. The Child-Centered Kindergarten
2. The Montessori Approach
3. Developmentally Appropriate and Inappropriate Education
102
[EARLY CHILDHOOD EDUCATION] which emphasizes the education of the whole child and concern for his or her physical, cognitive, and socio-emotional development
The Child-Centered Kindergarten
103
[EARLY CHILDHOOD EDUCATION] Instruction is organized around the child’s needs, interests, and learning styles
The Child-Centered Kindergarten
104
[EARLY CHILDHOOD EDUCATION] Emphasis is on the process of learning,
rather than what is learned
The Child-Centered Kindergarten
105
[EARLY CHILDHOOD EDUCATION] Child-centered kindergarten honors three
principles:
(1) each child follows a unique DEVELOPMENTAL PATTERN
(2) young children learn best through FIRST-HAND EXPERIENCES with people and materials
(3) PLAY is extremely important in the child’s total development.
106
[EARLY CHILDHOOD EDUCATION] a philosophy of education in which children are
given considerable freedom and spontaneity in choosing activities.
The Montessori Approach
107
[EARLY CHILDHOOD EDUCATION] an Italian physician-turned-educator who at the beginning of the twentieth century crafted a revolutionary approach to young children’s education.
Maria Montessori
108
[EARLY CHILDHOOD EDUCATION] They are allowed to move from one activity to
another as they desire.
The Montessori Approach
109
[EARLY CHILDHOOD EDUCATION] The teacher acts as a facilitator rather than a director.
The Montessori Approach
110
[EARLY CHILDHOOD EDUCATION] The teacher shows the child how to perform intellectual activities, demonstrates interesting ways to explore curriculum materials, and offers help when the child requests it
The Montessori Approach
111
[EARLY CHILDHOOD EDUCATION] Many educators and psychologists conclude that preschool and young elementary school children learn best through active, hands-on teaching methods such as games and
dramatic play.
Developmentally Appropriate and Inappropriate Education
112
[EARLY CHILDHOOD EDUCATION] They also argue that schools should focus on
supporting children’s socio-emotional development as well as their cognitive development.
Developmentally Appropriate and Inappropriate Education
113
[EARLY CHILDHOOD EDUCATION] which is based on knowledge of the typical development of children within an age span (age-appropriateness), as well as
the uniqueness of the child (individual-appropriateness).
developmentally appropriate practice (DAP)
114
[EARLY CHILDHOOD EDUCATION] emphasizes the importance of creating settings that
encourage active learning and reflect children’s interests and capabilities
developmentally appropriate practice (DAP)
115
[EARLY CHILDHOOD EDUCATION] Desired outcomes for DAP include thinking critically, working cooperatively, solving problems,
developing self-regulatory skills, and enjoying learning. TRUE OR FALSE?
TRUE
116
[EARLY CHILDHOOD EDUCATION] The emphasis in DAP is on the process of its content rather than learning
FALSE. The process of learning rather than its
content
117
[EARLY CHILDHOOD EDUCATION] CONTROVERSIES IN EARLY CHILDHOOD
EDUCATION:
1. Curriculum Controversy
2. Universal Preschool Education
118
[EARLY CHILDHOOD EDUCATION] involves what the curriculum for early childhood education should be
Curriculum Controversy
119
[EARLY CHILDHOOD EDUCATION] focuses on whether preschool education should be instituted for all 4-year-old children.
Universal Preschool Education.
120
[EARLY CHILDHOOD EDUCATION] Critics of universal preschool education argue that the gains attributed to preschool and kindergarten education are often overstated. TRUE OR FALSE?
TRUE
121
[EARLY CHILDHOOD EDUCATION] critics say it is more important to improve preschool education for young children who are disadvantaged than to fund preschool education for all 4-year-old children. TRUE OR FALSE?
TRUE
122
Some critics, especially homeschooling advocates, emphasize that young children
should be educated by their schools, not by their parents. TRUE OR FALSE?
FALSE. young children
should be educated by their parents, not by schools.
