Quiz 2

Question 1

How can children’s health be characterized ( chapter 4 p. 119)

Answer 1

Childrens health can be affected by many factors. Must be monitored. Parents can take action to improve health (immunizations). Vulnerable

Question 2

What are some developmental changes we see during childhood that may impact a child’s health? (chapter 4 p. 119)

Answer 2

• Infants gaining locomotor and manipulative skills (can cause accidents)
• motor, cognitive, and socioemotional development status (impulse control issues lead to accidents, cannot read signs to see if something is dangerous)

Question 3

Adolescent health (chapter 4 p. 120)

Answer 3

• vulnerable
• time of adopting behaviors that affect health
• unhealthy adolescence can lead to early death
• parents, older siblings, teachers serve as models of health-enhancing behaviors
• peer pressure causes health compromising behaviors
• improve adolescent health: reduce health compromising behaviors (drugs, sex, violence, dangerous driving) and increase health enhancing behaviors (good food, seat belts, exercise)

Question 4

Health of emerging and young adults (chapter 4 p. 120)

Answer 4

• more than twice the mortality rate of adolescents
• engage in more health compromising behaviors
• high rates of chronic health problems, more likely to become obese, more likely to have mental health disorder
• few stop to think about how lifestyle will affect future (skipping meals, snacks as meals, smoking, drinking, no exercise, no sleep)
• unhealthy behavior increases in college

Question 5

Important aspects of nutrition and eating behavior in infancy (chapter 4 p. 128)

Answer 5

• nutrient needs vary (infants vary in nutrient reserves, body comp, growth rates, activity patterns)
• caregivers play important role (development of eating problems in infants caused by poor care, poverty, and caregivers not sensitive to changing nutritional needs)
• first 4-6 months need milk or alternative formula
• benefits of breastfeeding

Question 6

Key nutritional problems in American children (chapter 4 p.129)

Answer 6

• Malnutrition and starvation (primarily in developing nations)
• poor nutrition in low income families
• overweight children (eat french fries as their vegetable)–> united states is second most obese nation
• overweight children of 5 years old were 4x more likely to still be overweight at age 14
• obesity causes: pulmonary problems (sleep apnea), hip problems, type 2 diabetes, hypertension, low self esteem, depression, exclusion from peer groups

Question 7

Piaget’s cognitive development theory (chapter 6 p.175)

Answer 7

• we build mental structures to help us adapt to the world
• schemes: actions or mental representations that organize knowledge
• stages: sensorimotor stage, preoperational stage, concrete operational stage, formal operational stage

Question 8

Sensorimotor stage

Answer 8

• understanding of the world through sensory experiences with physical actions
• reflexive instinctual action at birth, beginning of symbolic thought toward the end of the stage

Question 9

Preoperational stage

Answer 9

• child begins to represent the world with words and images

- words and images reflect symbolic thinking and go beyond the connection of sensory info and physical action

Question 10

Concrete operational stage

Answer 10

• child can now reason about concrete events and classify objects into different sets

Question 11

Formal operational stage

Answer 11

Adolescent reasons in more abstract, idealistic and logical ways

Question 12

Vygotsky’s view language and thought (chapter 6 page 192)

Answer 12

• children are social creatures (develop ways of thinking and understanding through social interaction)
• speech to communicate and solve tasks (plan guide and monitor behavior)
• important tool of thought
• language and though develop independently of eachother and then merge
• children use language before they can even focus on their own thoughts
• transition from external to internal speech (inner speech becomes thoughts)
• private speech represents early transition in becoming more socially communicative

Question 13

How can Vygotsky’s theory be applied to education (chapter 6 page 193)

Answer 13

1. use child’s ZPD - should be near zone’s upper limit so child can reach goal and move up to higher skill level
2. use more skilled peers as teachers - children benefit from support of more skilled children
3. monitor and encourage children’s use of private speech - encourage children to internalize and self-regulate their talk to themselves
4. place insturction in meaningful context - learning in real world settings (math with real world applications
5. tools of the mind program based on vygotsky’s ideas

Question 14

Memory

Answer 14

• the retention of information over time

Question 15

Memorys processes

Answer 15

• encoding (getting info into memory), storage (retaining info over time), and retrieval (taking info out of storage)

Question 16

Constructing memory

Answer 16

• memories can be inaccurate. schema memory: people mold memories to fit information that already exists in their minds
• guided by schemas (mental frameworks that organize information)

Question 17

Information processing approach; How can it be applied to development?

Answer 17

• The information-processing approach analyzes how individuals encode information, manipulate it, monitor it, and create strategies for handling it
• Automaticity refers to the ability to process information with little or no effort
• Strategy construction is the creation of new procedures for processing information
• focuses on how people think
• *changes in childrens cognitive skill depend on increased skill at encoding relevant information and ignoring irrelevant information, better automaticity leads to changes in cognitive development (faster processing)
• children learn to apply what they have learned in previous circumstances to adapt their responses to a new situation (children play an active role in their own cognitive development)

Question 18

Gross motor skills and how they develop? (chapter 5 page 149)

Answer 18

• skills that involve large muscle activities such as moving one’s arms and walking
• posture: hold head erect a few weeks after birth. sit while supported at 2 months. sit independently at 6-7 months. stand at 10-12 months
• walking
• first year: building up motor skills to be able to walk (page 151 figure 3)
• second year: become more skilled and mobile. walk, run, stand, kick

Question 19

Fine motor skills and how they develop? (chapter 5 page 154)

Answer 19

• Fine tuned movements (buttoning shirt, typing, anything that requires finger dexterity)
• infants can grasp
• fine motor skills improve in children

Question 20

Trends in adolescent drug use (chapter 4 page 140)

Answer 20

• US has one of the highest drug use rates in an industrialized nation
• 1990 –> 8,10,12 graders drug use declined
• 1980 –> decline in secondary schools, increase in early 90s
• 90-2000s –> decline
• marijuana most widely used
• increase from 2008-2014
• cigarette use peaked up 96-97, declining now

Question 21

What role do parents and peers play in adolescent drug use? (chapter 4 page 141)

Answer 21

• risk of smoking increased when peers smoke and low parental support
• low parental knowledge of adolescents peer relations led to substance abuse
• parental monitoring –> lower drug use
• neighborhood disadvantage, higher alcohol use
• early educational acheivment –> less likely yo have drug abuse, smoking, drinking etc

Question 22

How are perception and action coupled in development? (chapter 5 page 169)

Answer 22

• perception guides action
• coordinate movements with perceptual information (babies)
• motivated to move by what they perceive
• action educates perception –> watching object while exploring it helps to discriminate its texture, size and hardness
• driving a car illustrates coupling of perceptual and motor skills (my example: sports?)