SLCL Flashcards
(220 cards)
1
Q
3 domains of child development.
A
physical, cognitive, social (and emotional)
2
Q
Which domains of development are puberty affected by?
A
Physical and social.
3
Q
In development: abilities advance, decrease and xxx
A
specialise
4
Q
Growing awareness of effect of environment on child development was brought about by:
A
Social reform movements (Industrial revolution)
5
Q
Beginnings of a research-based approach in child development due to xxx, by xxx means.
A
Darwin’s theory of evolution through comparison of human and animal (orangutang) development.
6
Q
Theoretical history: Freud developed the xxx in xxx century
A
Psychoanalytic approach in 19-20th century.
7
Q
Theoretic history: Watson developed xxx in xxx century.
A
Behaviourism in 19-20th Century.
8
Q
Nature vs Nurture:
define Nature argument
A
Biological endowment, genes from biological parents
9
Q
Nature vs Nurture:
define Nurture argument
A
Environments (physical and social) that influence development
10
Q
Define epigenetics. Give example.
A
Interaction of genes and environment determines what and when changes occur.
Example: Genes influence neurotransmitters, experiences affects brain plasticity.
11
Q
Define Continuous development
A
Age related changes that occur gradually. Eg: a tree
12
Q
Define Discontinuous development
A
Occasional large shifts. Eg: Caterpillar – Chrysalis - Butterfly
13
Q
Normative Age-graded change and example
A
Universal, linked to a specific age. Eg: First steps.
14
Q
Normative history- graded change and example
A
Members of a cohort as a result of factors at work during a specific, well defined historical time period. Eg: lowering age of puberty.
15
Q
Non-Normative change and example
A
Individual differences, unique unshared events. Eg: Conception.
16
Q
Critical period and example
A
Specific period where an organism is sensitive to a particular experience experience (or absence of an experience). Eg: language development.
17
Q
Sensitive period and example
A
Span of time where organism is responsive to types of experiences (or absence of an experiences). Eg: Parent – Infant attachment.
18
Q
4 internal factors that influence development
A
Maturation
Inborn bias
Behaviour genetics
Pre/Perinatal history
19
Q
Internal factor of development: Maturation define.
A
different rates, same pathway.
Sequential and predictable patterns of growth and development
20
Q
Internal factor of development: : Inborn bias example
A
Whole object bias.
21
Q
Internal factor of development: Behaviour genetics define and how researched.
A
Genes that contribute to behavior (twin studies).
22
Q
Internal factor of development: Pre/Perinatal history define and 3 examples
A
Maternal factors (Eg: substance misuse), Prematurity, Birth weight.
23
Q
3 external factors of development.
A
Social environment. Eg: SES.
Sociocultural context. Eg: Denmark vs USA, sleeping in same bed as parents.
Parenting (controversial).
24
Q
Development…
A
Development is not due to age-specific events but occurs within a range that can differ from child to child.
25
Development of the CNS is an example of
Biological development
26
Environmental factors of development include:
Balance between parent expectations and developmental limits. Eg: 2yrs cannot read but language development improves if read to.
27
Theory Piaget developed is called:
Theory of cognitive development.
28
Schema
Units of knowledge. Increase in number and complexity as the child constructs an understanding of the world.
29
3 examples of innate schema
sucking, grasping, rooting.
30
Adaptation define and theorist
Piaget:
| assimilation and accommodation
31
Assimilation define and theorist
Piaget:
| Add info to existing schema
32
Accommodation define and theorist
Piaget:
| Existing schema is changed to allow new information
33
Equilibrium define and theorist
Piaget:
| Mental balance. Force that advances development
34
Disequilibrium define and theorist:
Piaget:
| Mental unbalance. The force that allows schema to change to return to equilibrium
35
Piaget's 4 stages of cognitive development and corresponding ages
0-2 Sensorimotor stage
2-7 Preoperational stage
7-11 Concrete operations stage
12+ Formal operations stage
36
Sensorimotor stage
| age, features
0-2
Sensory input
Motor capabilities
Object constancy and object permeance (Eg: mother).
37
Preoperational stage
| age, features
Preoperational Stage: 2-7
Manipulate images and symbols
Symbolism in pretend play
Egocentric view of world
No logical organization of thoughts. Eg: Unable to apply principles of conversation.
38
Concrete operations stage. age and features.
7-11
Internal problem solving (concrete).
Basic math skills.
Can hold conversation.
Sort items, reverse direction of thinking, 2 concepts simultaneously.
Understand situation from another perspective.
39
Formal Operations Stage, age and features
12+
Abstract concepts.
Logically test hypothesis.
Speculate about future.
Theoretical, philosophical and scientific reasoning.
Adolescents reinterpret and revise knowledge base.
40
Piaget's theory of cognitive development:
6 years: what stage?
Preoperational stage
41
Piaget's theory of cognitive development:
10 years: what stage?
Concrete Operations Stage
42
Piaget's theory of cognitive development:
3 years: what stage?
Preoperational stage
43
Piaget's theory of cognitive development:
1 year: what stage?
Sensorimotor
44
Piaget's theory of cognitive development:
15 years: what stage?
Formal operations
45
Piaget's theory of cognitive development:
Logically test hypothesis. What stage?
Formal operations
| 12+
46
Piaget's theory of cognitive development:
Internal problem solving. What stage?
Concrete operations 7-11
47
Piaget's theory of cognitive development:
Symbolism in pretend play. What stage?
Preoperational 2-7
48
Piaget's theory of cognitive development:
Object permenance. What stage?
Sensorimotor Stage: 0-2
49
Psychosocial development theory
5 stages and ages:
```
0-1 Trust vs Mistrust
1-2 Autonomy vs Shame/doubt
2-6 Initiative vs Guilt
6-12 Competence vs inferiority
12-20 Identity vs Role confusion
```
50
Trust vs Mistrust
| Age and Positive outcomes
0-1
| Infant will trust caregiver if needs are met.
51
Autonomy vs Shame/Doubt
| Age and Positive outcomes
1-2
| Encouraged to explore and reassured when mistakes made = Autonomy.
52
Initiative vs Guilt
| Age and Positive outcomes
2-7
| Encouragement and consistent discipline = learn wrong/right
53
Competence vs Inferiority
Age and Positive outcomes
6-12
| Pleasure in learning and productivity = sense of competence.
54
Identity vs Role Confusion
| Age and Positive outcomes
12-20
| Strong identity, ready for future
55
```
Age: 8
what stages (2)
```
Concrete operations.
| competence vs inferiority.
56
```
Age: 5
What stages (2)
```
Pre-operational stage
| Initiative vs Guilt
57
```
Age 13
What stages (2)
```
Formal operations
| Identity vs Role Confusion
58
```
Age 1
What stages (2)
```
Sensorimotor
| Trust vs Mistrust
59
Usha Goswami
‘children's cognitive development and learning.’ Cambridge Primary review trust
Key points
Children think and reason in the same way as adults.
Differences arise from lack of experience.
All children (including babies) demonstrate main types of learning: statistical, imitation, analogy and causal.
Learning is socially mediated.
Huge individual variation in language skills.
60
Executive function:
Building the brains ‘air traffic control’ system - Harvard. Working paper 11.
What is EF? (3)
Working memory
Inhibitory control
Cognitive/mental flexibility
61
Executive function:
Building the brains ‘air traffic control’ system - Harvard. Working paper 11.
EF develops into adolescence True/False
True
62
Executive function:
Building the brains ‘air traffic control’ system - Harvard. Working paper 11.
EF develops into adolescence ability is synonymous for school readiness.
False.
EF ability is distinct from, but important for school readiness.
63
Executive function:
Building the brains ‘air traffic control’ system - Harvard. Working paper 11.
What EF Strategies are effective (2)
training parents and EY professionals can be effective.
64
Define literacy
The ability to read and write.
65
Associations between spoken language and literacy:
Verbal comprehension = Reading comprehension
Expressive language = Expressive writing
Speech = Phonological awareness, Spelling
Motor = Handwriting
66
Concepts of Print (5)
1. Knowledge of letters (AaBbCc..)
2. Alphabetic principle (letter to sound correspondence: Cc = /k/)
3. Printed text carries linguistic meaning.
4. Correspondence between written and spoken words.
5. Where to start reading a text (English: left-right, top-bottom)
67
Knowledge of letters
(AaBbCc..)
Letters represent phonemes of spoken language.
Several characteristics of each letter: Upper/lower case, name/sound.
68
Alphabetic principle is...
Knowledge of letter/sound linkage as a systemic relationship: Cc = /k/
69
Phonological awareness define (Stackhouse & Wells)
Ability to reflect on and manipulate the structure of an utterance as distinct from its meaning
70
2 dimensions of phonological awareness:
Size of linguistic unit
| explicitness of operations.
71
'Size of Linguistic unit' define
```
Phonemes: /s/ /t/ /e/ /p/ /s/
Onset-Peak-Coda: st e ps
Onset Rime: st eps
Syllables: steps
Word: Steps (Noun)
```
72
'Explicitness of operations' define
Identification: Recognise linguistic units.
PIG, PIN: Share same initial phoneme.
Segmentation (Spelling): Recognise and break up LU:
TOMATO = 3 syllables
Blending (Reading): Recognise and put together LU:
Blend onset-rime: SH– OP = Shop
Manipulation: Recognise, breakup, delete/add/exchange LU:
Say COLD without /k/.
73
'Explicitness of operations'
Identification. Example
CAT, MAT, HAT: Share rime unit.
PIG, PIN: Share same initial phoneme.\
Recognise linguistic units.
74
'Explicitness of operations'
Segmentation. Example
TOMATO = 3 syllables
Recognise and break up Linguistic Units:
75
'Explicitness of operations'
Blending. Example
Blend onset-rime: SH– OP = Shop
Recognise and put together Linguistic units.
76
'Explicitness of operations'
Manipulation. Example
Say COLD without /k/.
Swap 1st sounds of FISH and TABLE (tish and fable)
Recognise, breakup, delete/add/exchange Linguistic units.
77
Letter name vs sound knowledge. Predictor of literary success?
Letter name knowledge: Preschool predictor of later literacy success.
Letter sound knowledge: 5+ overtakes as predictor of later literacy success.
78
Alphabetic principle employs: (2)
Letter sound knowledge.
Phonological awareness.
79
Ehri’s Model of becoming a skilled reader: 4 stages and key skill.
Pre-alphabetic - Environmental print.
Partial alphabetic - Letter sound knowledge.
Full alphabetic- Decoding.
Consolidated alphabetic - experience and memory.
80
Ehri’s Model of becoming a skilled reader:
| Pre-alphabetic (3)
Pre-reader.
1. Little or no knowledge of letters.
2. Cannot read new words.
Some reading ability:
3. Environmental print Eg: McDonalds sign
81
```
Ehri’s Model of becoming a skilled reader:
Partial alphabetic (2)
```
Some letter-sound knowledge.
Use of more salient alphabetic cues
Eg: Initial and final letters, Differentiation of vowel sounds particularly difficult.
82
```
Ehri’s Model of becoming a skilled reader:
Full alphabetic (3)
```
1. Full knowledge of alphabet and letter-sound correspondence.
2. Decoding: Words are sounded out.
3. Initial acquisition of sight word vocabulary
83
```
Ehri’s Model of becoming a skilled reader:
Consolidated alphabetic (3)
```
Much experience
Memory of pronunciation of common letter strings
Predication from context, decoding analogy and sight.
84
Eye movement in reading
fixation
85
Integrate ideas presented in successive sentences. Example.
Pronouns: "...She..."
86
Reading requires:
Decoding and comprehension
87
What age:
| Vegetive sounds
0 - 2months
88
What age:
| Turns to voices
0- 2months
89
What age:
| Deliberate eye contact
0- 2months.
90
What age:
| pre-intentional vocalisations
0-2months
91
What age:
| Shows excitement at sound of approaching voices/footsteps.
2-3months
92
```
What age:
CV combinations (coo, goo)
```
2-3months
93
What age:
| Responds with pleasure to routines
2-3months
94
What age:
| Shows excitement at sound of approaching voices/footsteps
2-3months
95
What age:
| Pitch glides
4-6months
96
What age:
| Follows Adult’s eye gaze.
4-6months
97
What age:
| Anticipates events.
4-6months
98
What age:
| Protests
4-6months
99
What age:
| Searches for lost toys.
6-10months
100
What age:
| Non-verbally requests and refuses.
6-10months
101
What age:
| Canonical babbling.
6-10months
102
What age:
| Learn that communication can influence caregivers.
6-10months.
103
What age:
| Joint attention
10-12months
104
What age:
| First words
10-12+ months
105
variegated babbling define
mixing sounds and combining syllables. 'maba aga'
106
Canonical babbling define
repeated sounds 'mamama' 'gagagaga'
107
What age:
| CV and CVC combinations with sentence-like intonation
10-12months
108
Joint attention define
Co-ordinated attention to each other AND an object or event.
109
What age:
| Understands several words in context.
10-12months
110
What age:
| social smile
3months
111
```
What age:
Modify gaze (make and break eye contact
```
3months
112
Types of Gestures in pre-linguistic phase (3)
Imperative (I want)
Declarative (Look)
Epistemic (what is this?)
113
Epistemic gesture means
what is this?
114
Imperative gesture means
I want that
115
Declarative gesture means
look at this
116
Young infants cannot discriminate IDS/adult directed speech. True/False
False.
| Young infants can discriminate IDS/adult directed speech
117
Features of infant directed speech (4)
Small, repetitive core vocabulary.
Here and now topics.
Questions and greetings.
Paralinguistic modifications to pitch and loudness.
118
Show preference for infant directed speech, even in foreign language. True/false
True
Infants show preference for IDS, even in foreign language.
119
Define 'Attachment'
Attachment: Emotional bond where sense of security is bound up in relationship.
120
Define 'Affectional bond'
Enduring tie between two individuals viewed as unique.
121
Attachment behaviours define
Behaviours that facilitate physical proximity to and interaction with and attached individual.
122
Synchrony define
Synchrony: Interlocking pattern of attachment behaviours. Routine synchrony contributes to development of attachment
123
Bowlby 1969: 3 phase developmental trajectory and ages.
| 3
Non-focused orienting and signalling. 0-3 months.
Focus on one or more figure. 3+ months.
Secure base behaviours. 6+ months.
124
Secure base define.
A secure base is provided through a relationship with one or more attachment figures who meet the child's needs and to whom the child can turn to when upset or anxious.
125
Mary Ainsworth's test for Separation anxiety
'Strange Situation’
126
Separation anxiety define
Fear of being away from caregiver.
127
Stranger anxiety define
Fear of unfamiliar person.
128
Stranger anxiety rare before... declines after...
Stranger anxiety rare before 5 months declines after 24months.
129
Secure attachment define
Child uses parent as secure base and is readily consoled.
130
Insecure attachment define
No secure base. Child not readily consoled.
131
Types of insecure attachment (3)
Avoidant: Avoids contact.
Ambivalent: Little exploration.
Disorganised: Contradicting behaviour patterns.
132
Risk factors for attachment (4)
Emotional response to infant.
Marital status.
SES.
Mental health
133
Attachment does not vary cross-culturally. True/false
False
| Some aspects of attachment vary across cultures.
134
Procedure to investigate infants ability to discriminate:
high amplitude sucking procedure.
135
At birth can discriminate native/non-native sounds. True/False
True
136
At birth can discriminate non-native/non-native sounds.
| True/False
True
137
8-10months:
| Vowels and consonants influenced by linguistic experience. True/False
True
138
Communicative functions (3)
Regulating behaviour.
Social interaction.
Joint attention.
139
What age:
| Follow 2 part/keyword instructions: Give the ball to daddy.
18 months
140
What age:
| Chunking words: 'gimmedat'
12-18months
141
What age:
| Underextension.
12-18months
142
Underextension define
dog = a specific dog
143
Overextension define.
Mummy = all women
144
What age?
| Overextension
18-24months
145
Holophrases define
sweetie = give me a sweetie
146
What age?
| Holophrases
18-24months
147
What age?
| Telegraphic speech
18-24months
148
Telegraphic speech define
Primarily content words.
| Ball go. Daddy jump.
149
What age?
| "vocabulary spurt"
18-24months
150
Features of early grammer development (4)
Negation
Question forms: what/where.
Pronouns: Me, mine, it, you.
Imitate longer utterances and use themselves.
151
Bloom and Lahey 1978
Form Content Use
152
Form Content Use
Form - define
Phonology and Syntax
153
Form Content Use
Content - define
Semantics
154
Form Content Use
Use - define
Pragmatics
155
```
Form Content Use
Affected by (4)
```
Attention
Memory
Executive Function
Processing speed
156
Speech development
2-4 years: phonemes (13)
/p/ /b/ /m/ /d/ /n/ /h/ /t/ /k/ /g/ /w/ /ŋ/ /f/ /j/
157
Speech development
4-5 years: phonemes (7)
/l/ /dʒ/ /tʃ/ /s/ /v/ /ʃ/ /z/
158
Speech development
5+ years: phonemes (4)
/ɹ/ /ʒ/ /ð//θ/
159
What age?
/p/
2-4y
160
What age?
/j/
2-4y
161
What age?
/h/
2-4y
162
What age?
/ŋ/
2-4y
163
What age?
/dʒ/
4-5y
164
What age?
/ʃ/
4-5y
165
What age?
/z/
4-5y
166
What age?
/l/
4-5y
167
What age?
/θ/
5+
168
What age?
/ɹ/
5+
169
What age gone?
Context sensitive voicing
3y
170
What age gone?
Fronting
3-4y
171
What age gone?
consonant deletion
3y
172
What age gone?
weak syllable deletion
4y
173
What age gone?
Cluster reduction
4y
174
What age gone?
Gliding
5+
175
What age gone?
Stopping
5+
176
Stopping define
fish - [tiʃ]
5+
177
gliding define
leg - [jeg]
5+
178
Weak syllable deletion define
Elephant - efant
4y
179
cluster reduction define
spoon - poon
| 4y
180
consonant harmony define
mine - mime
3-4y
181
context sensitive voicing define
pig - [big]
3y
182
word final devoicing define
pig - [pik]
183
What age?
25% intelligible to parents
18 months
184
What age
50-75% intelligible to parents
24months
185
What age
75-100% intelligible to parents
36months
186
At 4years, what % intelligible to unfamiliar adults?
90%
187
Differential diagnosis between typical disfluency and stammering.
True/False
True
188
Disfluency define
Typical to start/stop, hesitate, repeat ect.
More frequent when tired/excited/upset.
189
What age?
Understand complex prepositions: beside, away from, together.
3-4y
190
What age?
Understand quantity concepts 'more'
3-4y
191
What age?
Use 'and' to join sentences
3-4y
192
What age?
Describe abstract objects
3-4y
193
What age?
Use possessives
3-4y
194
What age?
Contracted negatives (don't)
3-4y
195
What age?
Understand size concepts: tiny/huge
3-4y
196
What age?
Use 4-5 word sentences
2-3y
197
What age?
Use simple plurals: cars
2-3y
198
What age?
Use -ing
2-3y
199
What age?
Understand: who, what, where
2-3y
200
What age?
Understand simple prepositions: in, out
2-3y
201
What age?
Identify objects by function. 'what do we eat?'
2-3y
202
probable event strategy and age
‘The apple ate the unicorn’ = the unicorn ate the apple.
2-3y
203
Probable location strategy and age
‘put the spoon under the bowl’ = put the spoon in the bowl.
2-3y
204
Error types in early years
Overgeneralise
Semantic error 'don't giggle me'
205
error type: don't giggle me
semantic error
206
error type: the mices
overgeneralise
207
Error type: misuse pronoun
overgeneralise
208
Stages of narrative development (5)
```
Labelling
Listing
Connecting
Sequencing
Narrating
```
209
Stages of narrative development:
Labelling. approx age
nominal labels and repetitive syntax (3 years)
210
Stages of narrative development:
Listing
topic-centred list of perceptual attributes of character actions, lacks causal relations
211
Stages of narrative development:
Connecting
Connecting – central topic with character actions that link to related characters of events
212
Stages of narrative development:
Sequencing
Sequencing – connections between actions of characters and sequences actions in time
213
Stages of narrative development:
Narrating
Narrating – developed plots with evidence of character planning to reach goals
214
What age?
Ask for clarification
2-3y
215
What age?
uses polite terms/markers
2-3y
216
What age?
Requests permission
3-4y
217
What age?
Uses fillers to acknowledge partners message
3-4y
218
What age?
Responses are likely to be relevant to the speaker’s topic
3-4y
219
What age?
Terminates conversation
3-4y
220
What age?
Uses private speech when playing by themselves
2-3y
