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Child Psychology > Test 4 > Flashcards

Test 4 Flashcards

1
Q

What are the factors of physical development in middle childhood?

A
  • Growth patterns
  • Nutrition
  • Vision and hearing
  • Motor development
  • Physical fitness
  • Accidents
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2
Q

What are the growth patterns?

A
  • Nutrition and growth
  • Overweight
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3
Q

What are the developments in nutrition and growth?

A
  • Teeth development (lose teeth and ortho)
  • Slow and steady growth yet body weight doubles and eat more than preschoolers
  • Healthy nutrition coninues to be a challenge (too much sugar, salt, fat and oversized portions and less active)
  • Sex differences: boys are slightly taller/heavier until 10, then girls start growth spurt)
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4
Q

What are the developments in overweight/obesity?

A
  • Childhood obesity tripled since 1980s
  • 30% of children are overweight
  • Poor diet and sedentary (screen time)
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5
Q

What are the consequences to being overweight?

A

Health risks:
- Diabetes
- Hypertension
- Asthma
Emotional risks:
- Self-esteem
- Rejection

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6
Q

What is the importance of breakfast and lunch (nutrition)?

A
  • Children need to eat breakfast before school or risk increase illnesses, decrease grades, moody, sleepy
  • School lunches: No junk in vending or cafeteria, school lunch guidelines
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7
Q

What are the developments in vision and hearing?

A
  • Growth of eustachian tube reduces ear infections
  • Myopia (nearsightedness) occurs in approximately 29% of school age children
  • Both heredity and environment contribute to myopia
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8
Q

What are the recommended hours for children to be on electronic devices per day?

A
  • 0-2 years: 0 hours
  • 3-9 years: 1 hour
  • 10-18 years: 2 hours
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9
Q

What are the risks to too much screen time?

A
  1. Delayed development:
    • physical restriction
    • cognitive, attention, memory, literacy decrease
    • impulsivity increase, emotion regulation decrease
  2. Obesity
  3. Sleep deprivation
  4. Mental illness:
    • depression, anxiety, ADHD, attachment, autism, bipolar, psychosis, behaviour problem
  5. Aggression
  6. Addiction
  7. Radiation
  8. Unsustainable
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10
Q

What are the gross motor developments?

A
  • Improvement
  • Balance, coordination, strength
  • Muscles grow
  • Myelination of connections between cerebellum and cortex
  • Reaction time improves
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11
Q

What are the fine motor developments?

A
  • Improvement of existing skills (dress, wash, eat)
  • New skill development: writing, typing, arts and crafts, musical instruments
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12
Q

What are the physical fitness developments?

A
  • Nearly 40% of Canadian youth 5-17 years old meet physical activity target
  • 60 minutes moderate-to-vigorous activity per day
  • Many elementary schools in Canada do not include physical activity (or not enough) into the daily routine
  • Families can encourage fitness by doing activities together
  • 2 hours max of screen time per day
  • Participating in sports
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13
Q

What are the benefits of participating in sports?

A
  • Sports are good for whole child: physical skill and fitness, cognitive skills (strategies, planning, memory…), social/emotional skills (teamwork…)
  • Coaches should be positive and have realistic expectations, parents too
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14
Q

What are the factors that influence participation in sports?

A
  • Gender
  • Age
  • Household income
  • Parental education
  • Parental involvement in sports
  • Geography
  • Immigrant status of parents
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15
Q

What is the role of accidents?

A

Because children in the middle years are more mobile and more independent, they’re at greater risk for injury than preschool children.

  • Common under 20 years: falls (most common), car accidents as passenger or pedestrian, bike accidents, near drownings
  • Parents can help: good role models (seat belt, bike helmet), being realistic about child’s abilities, supervision
  • Community and school programs
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16
Q

What are the factors of cognitive development in middle childhood?

A
  • Piaget’s Concrete Operational Stage
  • Kohlberg’s Moral Development Theory
  • Attention and memory
  • Intellectual development
  • Disabilities/differing abilities
  • Language and literacy
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17
Q

What is Piaget’s Concrete Operational Stage?

A
  • Logic
  • Conservation: children recognize shapes, no more conservation errors
  • Transivity: If A is bigger than B and B is bigger than C than A is bigger than C
  • Seriation: putting things in order like big to small or dark to light
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18
Q

What are the levels in Kohlberg’s Moral Development Theory?

A
  • Preconventional
  • Conventional
  • Postconventional
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19
Q

What are the stages in the preconventional level?

A
  • Obedience and punishment (obedient to avoid punishment
  • Future favours (satisfy their needs or others)
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20
Q

What are the stages in the conventional level?

A
  • Social approval (good to meet others expectations
  • Law and order
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21
Q

What are the stages in the postconventional level?

A
  • Legalistic
  • Universal ethical principles
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22
Q

What are the developments in attention and memory?

A
  • Selective attention improves as does paying attention to multiple aspects of a situation (leading to less conservation errors)
  • Short term memory is similar to adult levels in organization and strategies
  • Long term memory improves in organization and knowledge increases in capacity
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23
Q

What are the factors of intellectual development?

A
  • Types
  • Measurement
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24
Q

What are the types/theories of intellectual development/intelligence?

A
  • Gardner’s Theory of Multiple Intelligences
  • Goleman’s Emotional Intelligence
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25
Q

What is Gardner’s Theory of Multiple Intelligences?

A

More than one kind of intelligent and more than academic ability.
- Linguistic intelligence
- Logical-mathematical intelligence
- Spatial intelligence
- Musical intelligence
- Bodily-kinesthetic intelligence (dancers, gymnasts)
- Interpersonal intelligence (empathy, relate to others)
- Intrapersonal intelligence (personal knowledge, self insight)
- Naturalistic intelligence
- Existential intelligence

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26
Q

What is Goleman’s Emotional Intelligence?

A
  • Understand and regulate one’s own emotions
  • Understand and help others to regulate their emotions
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27
Q

How is intelligence measured?

A
  • Alfred Binet
  • Goddard and Terman
  • Weschler’s Intelligence Scale for Children (WISC-III)
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28
Q

What is Alfred Binet’s measuring intelligence?

A
  • Hired by french government
  • Normal vs inferior
  • Special schools for inferior
  • Low IQ indicates a need for more teaching not inability to learn
  • Binet didn’t believe it measured intelligence
  • Feared of labelling children’s worth
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29
Q

What is Goddadrd and Treman’s measuring intelligence?

A
  • USA
  • Revised Binet’s IQ test
  • Normal, moron, idiot, imbecile
  • Intelligence is hereditary and fixed
  • Intelligence can be measured
  • Used results to restrict from schools and country
30
Q

What is Weschler’s Intelligence Scale for Children?

A

Made up of IQ subtests in two categories: performance and visual.
- Picture completion
- Information
- Coding
- Similarities
- Picture arrangement
- Arithmetic
- Block design
- Vocabulary
- Object assembly
- Comprehension
- Symbol search
- Digit span
- Mazes

31
Q

What is the picture completion subtest?

A
  • Category: Performance
  • Task: Child identifies what is missing from pictures
  • Skill: Visual search, attention to essential detail, long term memory
  • Example: Pencil picture
32
Q

What is the information subtest?

A
  • Category: Verbal
  • Task: Child orally responds to series of questions about events, objects, places and people
  • Skill: Knowledge (long term memory)
  • Example: What do you call this (point to nose)
33
Q

What is the coding subtest?

A
  • Category: Performance
  • Task: Child copies simple symbols that are paired with simple geometric shapes
  • Skill: Visual motor coordination, attention, short term memory
  • Example: Draw one vertical line inside all circles
34
Q

What is the similarities subtest?

A
  • Category: Verbal
  • Task: Child orally describes how two things are alike
  • Skill: Abstract reasoning, categories, long term memory
  • Example: How are red and blue alike
35
Q

What is the picture arrangement subtest?

A
  • Category: Performance
  • Task: Child places pictures in their proper order
  • Skill: Sequential, logical thinking
  • Example: Lady drinking can of pop
36
Q

What is the arithmetic subtest?

A
  • Category: Verbal
  • Task: Child solves mental math problems
  • Skill: Attention, short term memory, math and spatial mental operations
  • Example: Count the number of birds
37
Q

What is the block design subtest?

A
  • Category: Performance
  • Task: Child reproduces images with block manipulation
  • Skill: Spatial, fine motor
  • Example: Red and white designs
38
Q

What is the vocabulary subtest?

A
  • Category: Verbal
  • Task: Child orally defines words
  • Skill: Word knowledge (long term memory)
  • Example: What is a clock
39
Q

What is the object assembly subtest?

A
  • Category: Performance
  • Task: Child completes puzzle
  • Skill: Spatial, fine motor
  • Example: Apple puzzle
40
Q

What is the comprehension subtest?

A
  • Category: Verbal
  • Task: Child orally responds to questions about commonplace problems and social rules
  • Skill: Common sense, social and moral judgment
  • Example: What should you do if you find an unopened letter with a new stamp on it?
41
Q

What is the symbol search subtest?

A
  • Category: Performance
  • Task: Child searches for visual target symbols
  • Skill: Visual search, attention to essential detail, short term memory
  • Example: Find (]+
42
Q

What is the digit span subtest?

A
  • Category: Verbal
  • Task: Child orally repeats a series of digits either forward or backward
  • Skill: Short term memory, attention
  • Example: Repeat after me 2 7 5 8 3
43
Q

What is the mazes subtest?

A
  • Category: Performance
  • Task: Child draws their way through a maze
  • Skill: Fine motor coordination, visual spatial planning
  • Example: mazes
44
Q

Why use intelligence tests?

A
  • To identify learning difficulties (cognitive problems)
  • Home troubles
45
Q

What are the testing issues in measuring intelligence?

A
  • Cultural bias
  • Updating tests
46
Q

What is the nature and nurture of intelligence?

A
  • Twin and adoption studies (twins have very similar intelligence)
  • Enriched vs deprived environments
47
Q

What are the disabilities/differing abilities?

A
  • ADHD
  • Learning disabilities (dyslexia)
  • Classroom inclusion
48
Q

What is ADHD?

A

Causes:
- Genetics, brain chemistry, executive control (frontal lobe)
Treatment:
- Operant conditioning (behaviour modification)
- CBT to change negative thinking
Sex differences:
- Boys: hyperactive, lack of focus
- Girls: talkative, risk taking, nosiness, worrying, poor self esteem, perfectionism

49
Q

What are the cause of dyslexia?

A
  • Genetics
  • Left hemisphere neurological/circulation problems
50
Q

What are the developments in language and literacy?

A
  • Vocabulary and grammar improves
  • Reading involves perception (vision and audition), cognition, linguistic
  • Early exposure important
51
Q

What are the factors of social/emotional development in middle childhood?

A
  • Self concept
  • Self esteem
  • The (modern) family
  • Peers
  • Friends
  • Bullying
  • Social and emotional problems
52
Q

What is self concept?

A
  • External traits (height, weight…)
  • Internal traits (good at math…)
  • Social relationships/group membership
53
Q

What is self esteem?

A

Many areas:
- Athletics
- Appearance
- Academics
- Peer relationships (accepted or rejected)
- Parent relationships and parenting style

Self esteem declines steadily - lowest at 12/13 years:
- Puberty
- School
- Compared to peers

Technology and social media:
- Likes and dislikes
- Comments
- Acceptance/bullying
- Comparing

54
Q

What is the (modern) family?

A
  • Parent child relationship
  • Same sex parents
  • Divorce
  • Family structure
  • Working parents
55
Q

What makes up the parent child relationship?

A
  • School, work, chores, peers
  • Less supervision (make sure it’s not zero but more freedom)
  • Co-regulation (discussions, give and take)

Child is becoming more independent and parents expect more responsibility.

56
Q

What are the outcomes of same sex parents?

A
  • Legalization of fay marriage in Canada 2005
  • Number has tripled from 2006-2011
  • Psychological adjustment of kids same as kids with heterosexual parents
  • Gender identity and sexual orientation is not a function of parents’ sexuality (child’s gender and orientation is not based on or influenced by parents)
57
Q

What are the (correlational) risk factors or causes of divorce?

A
  • Low income, financial problems
  • Age when married (younger higher risk)
  • Little religious affiliation (some people choose not to divorce because of their religion)
  • Little education (means more financial struggles?)
  • Parental divorce
58
Q

What are some less common family structures?

A
  • Step parents and blended families
  • Single parents
  • Grandparents as primary caregivers
59
Q

What are the outcomes of working parents?

A

Not harmful to children, not about whether parents work but quality of relationship.

More important factors that may negatively affect children:
- Family income
- Parental education
- Quality of parent child relationship

60
Q

What are peers?

A
  • Friendships
  • Peer acceptance (popular vs cool)
  • Peer rejection (withdrawn-rejected vs aggressive rejected)
  • Bullying (elementary school, mostly put on parents to deal with)
61
Q

What are friends?

A
  • Trustworthy, loyal, mutual understanding, disclosure
  • Shared interests
  • Sex segregation
62
Q

What are the key elements to bullying?

A
  • Intent to harm
  • Repeated
  • Imbalance of power
  • Victim’s distress
63
Q

What are the consequences of being bullied?

A
  • Anxiety
  • Depression
  • Withdrawl
  • School refusal
  • Somatization
64
Q

What are the consequences of being a bully?

A
  • Conduct disorder
  • Aggression
  • Dating violence
  • Sexual harassment
  • Academic problems
  • Anxiety
65
Q

What is the role of school?

A

Schools tend to focus on the cognitive skills but should also focus on physical and emotional needs, creating a safe and respectful environment.
- Teacher influences
- Teacher expectations
- Sexism in the classroom

66
Q

What are teacher influences?

A
  • Manage class
  • Available
  • Warm atmosphere
  • Ensure mastering of content
67
Q

What are teacher expectations?

A
  • Teachers who expect less may “find what they are looking for”
68
Q

What is sexism in the classroom?

A
  • Boys dominate the classroom communication
  • Male and female teachers accept calling out from boys and reprimand girls as it is “unladylike”
69
Q

What are the social and emotional problems children suffer from?

A
  • Depression (5-9%)
  • Anxiety (4%)
  • Separation anxiety disorder (3-5%)
  • Conduct disorder (2-9%)
70
Q

Why do kids have more emotional problems than ever before?

A

Might be because of the pressure on kids to do well.

71
Q

What are the developmental theories?

A
  • Bandura’s Social Cognitive (reinforcement and modelling)
  • Erikson’s Psychosocial Stage 4: Industry vs Inferiority (focus on skills but compare to others)
  • Piaget’s Cognitive Concrete Operational Stage (less egocentric, other perspectives)
72
Q

Pixar clip about bullying

A
  • JJ was bullies as a kid (his toy was taken) then he became the bully (taking away others toys
  • He needs to return the toys he took to get his back (like punishment and reward)
  • He ends up liking it and gives back everything that was in the lost and found
  • Now he has friends (girl hugs, boy play ball)
  • Fosters theory of mind: perspective, putting self in others shoes
  • Developing morals, what is right
  • Can increase happiness when help others
  • Acting out to get attention, learn its better to get attention from being nice
  • Conflict resolution
  • Sense of pride (complex emotion), thumbs up

Child Psychology (6 decks)

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