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EDU 225: Child Development > Physical and Cognitive Development > Flashcards

Physical and Cognitive Development Flashcards

(40 cards)

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1
Q

Muscle Development

A

Birth/Infancy: Added Slowly
Childhood: Added Slowly
Adolescence: Boys add much more than girls

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2
Q

Fat Development

A

Birth/Infancy: Peaks at 9 mo., girls have more
Childhood: From around age 8, girls add more fat on arms, legs, and trunk
Adolescence: Girls add, boys lose

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3
Q

Differences in Physical Skills between the Sexes

A

Childhood: Small differences
Adolescence: Boys develop more strength, speed, and endurance

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4
Q

Differences in Social Skills between the Sexes

A

More athletic pressure on boys may lead to more practice

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5
Q

Benefits of Team Sports

A
  • regular physical activity
  • greater social competence, self-esteem
  • parents and coaches must emphasize effort, improvement, and teamwork over competition
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6
Q

Left Hemisphere

A
  • sensory information and controls the right side of the body
  • verbal abilities
  • positive emotion
  • sequential, analytical processing
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7
Q

Right Hemisphere

A
  • sensory information and controls the left side of the body
  • spatial abilities
  • negative emotion
  • holistic, integrative processing
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8
Q

Brain Palsticity

A
  • parts of brain not specialized in infants and young kids
  • better recovery from brain injuries (language recovers better than spatial skills, still have problems with complex mental skills)
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9
Q

Handedness

A

Reflects dominant cerebral hemisphere
- 90% right-handed (left hemisphere)
- 10% left-handed (right hemisphere)
Affected by experience - not just genetic

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10
Q

Experience-Expectant Growth

A

Ordinary experiences “expected” by brain to grow normally

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11
Q

Experience-Dependent Growth

A

Additional growth as a result of specific learning experiences (i.e. learning piano)

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12
Q

4 Factors that Affect Physical Growth

A
  • Heredity
  • Nutrition
  • Infectious disease
  • Emotional well-being
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13
Q

Hormonal Changes in Puberty

A

~ ages 8-9 (growth hormone and thyroxine increase)

  • Girls: Estrogen
  • Boys: Androgens (testosterone)
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14
Q

Childhood Nutrition

A
  • Unpredictable appetites
  • Like of familiar foods
  • Need high-quality diet
  • Social environment influences food choices (imitate admired people, repeated exposure to foods, emotional climate, parental pressure, poverty)
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15
Q

Potential Nutritional Problems

A
  • little focus on eating
  • too few meals with family
  • not enough fruits and vegetables
  • too many fried foods and soft drinks
  • poverty and lack of nutritional food
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16
Q

Kwashiorkor (signs)

A

thinning of hair, edema, inadequate growth, loss of teeth, skin depigmentation and dermatitis, swollen abdomen, vitamin B defficiency

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17
Q

Kwashiorkor

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A
  • ages affected: 1-4
  • due to a lack of protein
  • Name comes from coastal Ghana: means “1st second” or rejected one
  • liver may be fatty or enlarged
  • acites may exist in abdomen
  • treated with a well-balanced diet
18
Q

Marasmus

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A
  • Emaciation caused by a severe deficiency of nearly all nutrients (esp. proteins and calories)
  • Hard to treat
19
Q

Infectious Disease and Malnutrition

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A

Poor diet suppresses immune system; Illness reduces appetite; Diarrhea becomes a danger due to rapid dehydration
- Remedies: oral rehydration therapy and zinc

20
Q

Nonorganic Failure to Thrive

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A
  • stems from a lack of parental love

- infants have symptoms similar to Marasmus

21
Q

Psychosocial Dwarfism

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A

emotional deprivation reduces growth hormone production

22
Q

Causes of Obesity

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A
  • overweight parents
  • early rapid growth or malnutrition
  • low SES (Socio-economic status)
  • family eating habits
  • response to food cues
  • low physical activity
  • television
  • cultural dietary conditions
23
Q

Health Risks for Obese Children

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A
  • adulthood obesity
  • blood pressure/ cholesterol
  • respiratory problems
  • diabetes
  • liver, gall bladder disease
  • sleep, digestive disorders
  • cancer
  • heart disease
  • early death
24
Q

Psychological and Social Consequences of Obesity

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A
  • feeling unattractive
  • stereotyping
  • teasing, social isolation
  • depression
  • problem behaviors
  • less schooling, lower income, marriage problems (Trends)
25
Piaget's (General) Theory
- considers all aspects of cognition - constructivist approach - stages are invariant - stages are universal
26
Sensorimotor Stage
Ages: 0-2 - building schemes through 5 senses - develops object permanence - beginning of goal-directed actions
27
Preoperational Stage
Ages: 2-7 - semiotic function (ability to use symbols) - one-way logic - difficulty with conservation - egocentrism - mental representations of information/objects/people - development of categorization based on perceptual (appearance) or conceptual (function) - development of make-believe play
28
Concrete Operational Stage
Ages: 7-11 - major turning point - more organized, logical, and flexible thought - conservation achieved - decentration achieved - reversibility achieved - classification achieved - seriation achieved - spatial reasoning achieved - problems with abstract ideas - gradual acquisition of mastery
29
Formal Operational Stage
Ages: 11-Adult - hypothetico-deductive reasoning (hypothesis followed by formation of logical, testable inferences) - abstract thinking - "scientific reasoning" - adolescent egocentrism and imaginary audience - not all individuals reach this stage
30
Consequences of Abstract Thought
- imaginary audience - sensitivity to criticism - personable fable - idealism and criticism - problems with decision making
31
Follow up to F.O.T.
- school age kids start developing abstract thinking skills - problems with propositional thinking - formal operations may not be universal
32
Educational Principals Derived form Piaget
- discovery learning - sensitivity to children's readiness to learn - acceptance of individual differences
33
Core Knowledge Perspective
- infants start with innate, special purpose knowledge systems - core domains of thought prepare for rapid developments of key aspects of cognition - "pre-wired" understandings help to grasp new concepts and info
34
Core Knowledge Perspective (Suggested Domains)
- Physical: understanding of objects and effects on one another - Numerical: can keep track of multiple objects and +/- - Linguistics: ability to learn, understand, and use language - Psychological: understanding of people as having mental states that influence behavior - Biological: understanding of genetic inheritance and bodily processes
35
Vygotsky's Sociocultural Theory
Cognition based on: - social interactions - language
36
Children's Private Speech (Vygotsky)
- Piaget's "egocentric speech" - foundation for all higher cognitive processes - helps guide behavior - gradually become more silent
37
Scaffolding
Adjusting the assistance offered during a teaching session to fit the child's level of performance - Zone of Proximal Development: tasks a child cannot do alone but can learn to do with help
38
Social Interactions that Promote Cognitive Development
- Intersubjectivity - Scaffoliding - Guided Participation
39
Vygotsky and Make-Believe Play
provides zone of proximal development - imaginary substitutions help separate thinking from objects - rules strengthen capacity to think before acting
40
Vygotsky and Education
- Assisted discovery (teacher guides learning) - Peer collaboration (group work/ think group projects) - Reciprocal teaching (back and forth between teacher and student) - Cooperative learning (small groups of kids teaching each other)

EDU 225: Child Development (1 decks)

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