Unit 2 Flashcards
(111 cards)
1
Q
How do height and weight change during early childhood?
A
They both increase, and the relationship between them changes
2
Q
What is the average BMI in Early Childhood?
A
Lower than at any other time of life
3
Q
From where does the center of gravity move, and where does it move from?
A
It moves from the breastbone to the belly button
4
Q
How does Appetite change between the ages of 2-6?
A
It Decreases
5
Q
How do low SES families influence their children’s chances of childhood obesity?
A
They over-guard against under-nutrition and rely on fast foods
6
Q
“Picky Eating”
A
Children may be “Picky” about their food for a brief period of time (4-6)
However, this may lead of Obsessive Compulsiveness
7
Q
What is the size of a 2-year old child’s brain in relation to its adult size?
A
75%
8
Q
What is Myelin’s purpose? How does it affect brain weight?
A
It coats the axons, increasing processing speed.
It is responsible for the brains drastic increase in weight
9
Q
What are the benefits of the Maturation of the Prefrontal Cortex during the ages of 2-6?
A
- Sleep becomes more regular
- Emotions become more nuanced & responsive
- Temper Tantrums decrease or subside
- Uncontrollable laughter & tears are less common
10
Q
What is the Corpus Callosum? What is its purpose?
A
- It grows and myelinates rapidly during early childhood
- Consists of a band of nerve fibers that connect the left and right hemispheres of the brain
11
Q
Lateralization
A
Specialization in certain functions by each side of the brain, with one side dominant for each activity
12
Q
What are the effects of stress on the brain?
A
Depending on age and the degree of stress, effects can range from an aid to cognition (appropriate), to brain damage,, or even death (Excessive Levels)
13
Q
Piaget’s Pre-Operational Thought
A
Symbollic & Magical, not Logical & Realistic
14
Q
What are Piaget’s Obstacles to Logic?
A
- Centration
- Egocentrisim
- Focus on Appearance
- Static Reasoning
- Irreversibility
15
Q
Centration
A
A young child focuses (centers) on one idea, excluding all others
16
Q
Egocentrism
A
Tendency to think about the world entirely from their own personal perspective
17
Q
Focus on Appearance
A
A young child ignores all other attributes that are not apparent
18
Q
Static Reasoning
A
A young child thinks that nothing changes; whatever is now, always has been and always will be
19
Q
Irreversibility
A
A young child thinks that nothing can be undone; a thing cannot be restored to the way it was before a change occurred
20
Q
Conservation
A
Principle stating that the amount of a substance remains the same when its appearance changes
21
Q
Vygotsky’s Social Learning
A
- Children’s cognitive development is embedded in the sociocultural context
- Children learn from guided participation through mentors
22
Q
Mentors
A
- Present challenges and offer assistance (without taking over)
- Add crucial information, encourage motivation
23
Q
Zone of Proximal Development (ZPD)
A
Vygotsky’s term for the skills that a person can exercise only with assistance, not yet independently
24
Q
Scaffolding
A
Temporary support that is tailored to a learner’s needs and abilities , and is aimed at helping the learner master the next task in a given learning process
25
Overimitation
- Tendency of children to copy an action that is not relevant to the behavior to be learned
- Common among 2-6 year-olds who will imitate adult actions
26
Language as a Tool
Private speech involves internal dialogue when talking to self
27
STEM Learning
Practical use of Vygotsky's theory concerns STEM education
28
Executive Function
- Involves cognitive ability to organize and prioritize the many thoughts that arise from the various parts of the brain
- comprised of working memory, cognitive flexibility, & inhibitory control
- Allows the person to anticipate, Strategize and plan behavior
- Relates closely to emotion regulation and prefrontal cortex development
29
Vocabulary Explosion
- Average child knows about 500 words by age 2, and more than 10,000 by age 6
- Verbs, adjectives, adverbs, conjunctions, and many nouns are added
30
Fast Mapping
Speedy and sometimes imprecise way in which children learn new words by placing them in mental categories according to their perceived meaning
31
Logical Extension
Related to Fast-Mapping, using a word to describe other objects in the same category
32
Language Shifts
Becoming more fluent in the school language than in their home language
33
Balanced Bilingual
- Being fluent in two languages, not favoring one over the other
- Occurs if adults talk frequently, listen carefully, and value both languages
34
Early Childhood Education
When done well, results in benefits that become most apparent when children are in the 3rd grade or later
35
Home Vs. Preschool?
Quality Matters!
If the home educational environment is poor, a good preschool program aids health, cognition, and social skills
If a family provides extensive learning opportunities and encouragement, then the quality of preschool is less crucial
36
Emotional Regulation
- The ability to control when and how emotions are expressed
- Preeminent psychological task between 2-6 years of age
- Self-Concept is developed within this process
37
What does Emotional Regulation Influence?
Maturation, Learning, Family, and Culture.
| Remember the connection to the development of the Prefrontal Lobe!
38
Initiative Vs. Guilt
- Erikson's 3rd Psychological Crisis
| - Children undertake new skills and activities and feel guilty when they do not succeed at them
39
What is Protective Optimisms purpose?
Encourages the child to try new things
40
Optimistic Self-Concept
Protects young children from guilt and shame and encourages learning.
This inflated sense of self diminishes as the child ages
41
Pride
- Includes gender, size, and heritage (U.S.)
| - Involves cognition that supports understanding of group categories
42
Predjudice
Often includes feelings of superiority to children of other sex, nationality or religion
Cognitive development enables children to understand group categories
43
Primary Emotions
- Joy
- Fear
- Anger
- Disgust
- Sadness
44
Secondary Emotions
- Embarrassment
- Guilt
- Shame
- Envy
- Pride
45
What are the Neurological Advances between ages 2-6?
- Growth of the Prefrontal Cortex around age 4-5
| - Myelination of the Limbic System
46
What Behaviors and Abilities are improved between ages 2-6?
Longer Attention Span and Self-Control
47
What is the relationship between Emotional Regulation and Cognitive Maturation?
They develop together, each enabling the other to advance. This prepares children for school
48
Intrinsic Motivation
- Drive or reason to pursue a goal
- Comes from inside of a person; inherent satisfaction
- Apparent in intrinsic: Joy, invented dialogues, and imaginary friends
49
Extrinsic Motivation
- Drive or reason to pursue a goal
| - Arises from the need to have achievements rewarded from the outside
50
What are Baumrind's Parental Dimensions?
1. Expressions of Warmth
2. Strategies for discipline
3. Communication
4. Expectations for Maturity
51
Authoritative Parenting
The parents set limits, but listen to the child and are flexible
52
Authoritarian Parenting
High behavioral standards, punishments of misconduct, and low communication
53
Permissive Parenting
High nurturance and communication but rarely punishment, guidance, or control
54
Neglectful/Uninvolved Parenting
Parents seem indifferent toward their children, not knowing or caring about their children's lives
55
Authoritative Outcome
- Children are successful, articulate, happy with themselves, and generous with others.
- Children are usually liked by teachers and peers, especially in cultures that value individual initiative (U.S.)
56
Authoritarian Outcome
- Children become conscientious, obedient, and quiet but not especially happy
- Children tend to feel guilty or depressed, internalizing their frustrations and blaming themselves when things don't go well
57
Permissive Outcome
- Children lack self-control, especially in give-and-take of peer relationships
- Inadequate emotional regulation makes them immature and impedes friendships, so they are unhappy
- They tend to continue living at home, still dependent on their parents in adulthood
58
Neglectful/Uninvolved Outcome
Children are immature, sad, lonely, and at risk of injury and abuse; not only in early childhood, but also lifelong
59
Discipline
- Punishment rates increase dramatically from infancy to early childhood
- Most parents use several methods
60
Physical (Corporal) Punishment
Discipline techniques that hurt the body of someone, from spanking to serious harm, including death
61
What are the effects of Physical Punishment on Behavior?
- Physical punishment increases obedience temporarily, but increases the possibility of later aggression, bullying, and abusive behavior
- Children who are not spanked are more likely to develop self-control
62
Psychological Control
Disciplinary technique that involves threatening to withdraw love and support. Relies on the child's feelings of guilt and gratitude to the parents
63
Time-Out
Disciplinary technique in which a child is separated from other people and activities for a specified time
64
Induction
- Disciplinary technique in which the parent tries to explain why a certain behavior is wrong
- Listening, not lecturing is crucial
65
Right Vs. Wrong
Sense of right and wrong is an outgrowth of bonding, attachment, and cognitive maturation
66
Prosocial Behavior
Extending helpfulness and kindness without any benefit to oneself: increases with maturity
67
Antisocial Actions
Deliberately hurting another person, including people who have done no harm: Declines with maturity
68
What are the Types of Aggression?
- Instrumental
- Reactive
- Relational
- Bullying
69
Why are young children so vulnerable?
- Impulsivity (Prefrontal Cortex Immaturity)
| - Low Cognitive and Emotional Maturity
70
Primary Prevention
Actions that change overall background conditions to prevent an unwanted event
71
Secondary Prevention
Averting harm in a high-risk situation
| stopping a car before it hits a pedestrian
72
Tertiary Prevention
Aimed at reducing the harm or preventing disability after an accident has occurred
73
Child Maltreatment
- Refers to intentional harm to, or avoidable endangerment of, anyone under 18 years of age
- Neither Rare nor Sudden
- Most often involves one or both parents
74
Child Abuse
- "Umbrella Term"
| - Deliberate action that is harmful to a child's physical emotional, or sexual well-being
75
Child Neglect
Failure to meet a child's basic physical, educational, or emotional needs
76
Reported Maltreatment
Harm, about which someone has informed the authorities
77
Substantial Maltreatment
- Harm that has been reported, investigated, and verified
| - 5 to 1 ratio of reported vs. substantiate cases
78
What are the consequences of mistreating and neglecting children?
The Children:
- Regard people as hostile and exploitative
- are less friendly, more aggressive, and more isolated than other children
- Experience greater social deficits, and may experience economic consequences
- Some may experience PTSD
79
What factors contribute to the lower rate of chronic health conditions?
- Better diagnostic and preventative medical care
- Less second hand smoke
- Better health habits
- Specialized programs
- Improved Oral Health
80
Piaget's Concrete Operational Thought
Ability to reason logically about direct experiences and perceptions
81
Classification
Things can be organized into groups according to some common characteristic
82
Seriation
Things can be arranged into a series; crucial for understanding the number sequence and logical series
83
Vygotsky and Culture
- Education occurs everywhere and knowledge is acquired from social context; instruction is essential
- Guiding each child using scaffolding through the zone of proximal development is crucial
- Play with peers, screen time, dinner with family, neighborhood play- every experience, from birth on, teaches a child
84
Information-Processing Perspective
Compares human thinking process, by analogy, to computer analysis of data, looking at sensory input, connections, stored memories and output
85
What are the factors that influence knowledge base?
- Experience
- Current Opportunity
- Personal Motivation
86
Control Processes
- (executive processes)
| - Involves neurological mechanisms that combine memory processing speed, and knowledge base
87
Metacognition
- "Thinking about thinking" , or the ability to evaluate a cognitive task to determine how best to accomplish it, and then to monitor and adjust one's performance on that task
- The Ultimate Control Process; develops greatly during middle childhood
88
Aptitude
The potential to master a particular skill or learn a particular body of knowledge
89
I.Q. Tests
- Measure intellectual aptitude, or ability to learn in school
- Intelligence was defined as mental age divided by chronological age, times 100-hence the term Intelligence Quotient
90
Achievement Test
Measures of mastery or proficiency in reading, math, science, or any other subject
91
Wechsler Intelligence Scale for Children (WIS-C)
consists of several sub-tests; total score = "mental age"/total test score
92
Flynn Effect
The test needs to be re-scored periodically (Within each culture)
93
What are the four general principles when working with children with special needs?
1. Abnormality is Normal
2. Disability changes year by year
3. Life may get better or worse
4. Diagnosis and treatment reflect the social context
94
Multifinality
One cause can have many final manifestations
95
Equifinality
One symptom may have many causes
96
Neuroscientists and Psychologists agree on 4 generalities:
1. Brain development depends on experiences
2. Dendrites form and myelination changes throughout life
3. Children with disorders often have unusual brain patterns, and training may change those patterns
4. Each brain functions in a particular way (neurodiversity)
97
Erikson's Industry Vs. Inferiority
- Characterized by tension between productivity ande incompetence
- Children attempt to master culturally valued skills and develop a sense of themselves as either industrious or inferior
98
Signs of Psychosocial Maturation during Middle Childhood
- Responsibly perform specific chores
- Manage a weekly allowance and activities
- Complete homework
- Express preference for after-school hours
- Attempt to conform to peers
- Accept some responsibility for pets, or younger children
- Strive for independence from parents
99
Self-Concept
- Development of more specific and logical ideas about personal intelligence, personal abilities, gender, and ethnic background
- Measurement of self in relation to others regarding abilities, social status, etc.
100
Resilience
- Capacity to adapt well to significant adversity and to overcome serious stress
- Resilience is Dynamic, not a static trait
- Resilience is a positive adaptation to stress
- Adversity must be significant
101
Cumulative Stress
- Stress cumulates; daily "hassles" may be more detrimental than isolated major stress
- Social context is imperative
102
What are the factors that contribute to Resilience?
- Child's interpretation of events
- Support of family and community
- Personal Strengths, such as creativity and intelligence
- Avoidance of Parentification
103
Differential Susceptibility
The idea that people vary in how sensitive they are to particular experiences.
104
Families help children by:
- Providing basic material necessities
- Encouraging learning
- Helping them develop self-respect
- Nurturing Friendships
- Fostering harmony and stability
105
What is the major predictor of children's well being?
Their parents income and stability; contact increases affection and care
106
Bullying
Repeated, systematic efforts to inflict harm upon a weaker person
107
What are the 3 criteria for Bullying?
1. Intent to harm
2. Imbalance of Power
3. Repetition
108
Instrumental Aggression
- Predicted by coercive parenting and lax behavioral control
- Average academic performance and social relationships
- low genuine likeability by peers, but perceived popularity
- Increased likelihood of delinquency
109
Reactive Aggression
- Thought to originate from traumatic, abusive relationship history
- Linked to biological factors like temperament
- Internalizing symptoms and difficulties in emotion regulation
- Low genuine likeability and victimization by peers
- Longitudinal findings: Increase likelihood of dating violence
110
Passive Victims
- Majority of victims are passive victims
| - submissive, unable to defend oneself
111
"Bully-Victims"
- (Provocative Victims)
- Someone who attacks others, and who is attacked as well
- Called provocative victims because they do things that elicit bullying
