WEEK 6 (Chapter 7 & 8) Flashcards Preview

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Flashcards in WEEK 6 (Chapter 7 & 8) Deck (34):
1

Objectives

Discuss fine and gross motor skills as they develop across the life span.

Identify key developmental milestones of the preschool aged child (early childhood).

2

What benefits are often seen in children who participate in make believe play?

Language, logical reasoning, emotions

3

__________ is the failure to distinguish the symbolic viewpoints of others from one’s own.

Egocentrism

4

________ and ________ improves as the child becomes older

Attention, planning

5

in early chinldhood, _________ development. make believe play becomes more complex (preoperational stage described by Piaget’s theory)

cognitive

6

_______ refers to the idea that certain physical charateristics of objects remain the same, evenwhen their outward appearance changes.

conservation

7

_______ the focuse on one aspect of a situation, neglecting other important features.

centration

8

Pre-schoolers recall poorly due to lack of ________ strategies

memory

9

________ are deliberate mantal activities that improve our chances of remembering

memory strategies

10

preschoolers do not yet ________, or repeat items over and over to remember, nor do they _________

rehearse, organize

11

__________ is the acknowledgment and appreciation for inner mental worlds and the influence of self and other’s behaviors


metacognition

12

early childhood physical development includes what changes?

slowed growth; body fat declines; skeletal growth; loss of primary teeth around the end of early childhood

13

the left cerebral hemisphere of the brain displays marked maturation during early childhood. What are the benefits of this?

verbal and linguistic skill development.

14

in early childhood what is occuring during motor development?

balance improves (due to center of gravity shifting to the trunk), they have increased control of hand and fingers (fine-motor skills improve), scribbles become pictures ( by age 3) and drawing increase in complexity.

15

a 3yr. old will typically display ________ with use of the opposite hand for specific activities

handedness

16

as a result of becoming less top heavy", what are some examples of gross-moror skills that are developed in early childhood?

running, jumping, hopping, galloping, skipping

17

as children become steadier on thier feet (early childhood yrs) what are some examples of new skills they will be able to experience?

throwing and catching a balls, steering tricycle, and swinging on horizontal bars and rings.

18

what are some changes in fine-motor skills that are seen in early childhood?

skribbling becomes pictures (representational) and drawings become more realistic.

19

_________ is the set of attributes, abilities, and values that an individual believes defines who he or she is.

self- concept

20

________ is the judgment we make about our own worth and the feelings associated with those judgments.

self-esteem

21

what promotes to much guilt in early childhood?

criticism, feeling threatened, excessive punishment, not being supported in learning through independence

22

________ is the strategies for adjusting our emotional state to a comfortable level of intensity so we can accomplish our goals, and is developed in early child hood

emotional self-regulation

23

_________ is emotions involving injury to or enhancement of the sense of self, such a guilt, shame, embarrassment, envy, and pride. This is developed in early childhood.

self-conscious emotion

24

______ is the ability to understand another's emotional state and to feel with thatperson, or respond emotionally in a similar way. This is developed in early childhood.

empathy

25

at what age group does this cognitive attainment occur?
shows a dramatic increase in representational activitiy, as reflected in the development of language, make-believe play, inderstanding of dual representation, and categorization

2-4 yrs

26

at what age group does this cognitive attainment occur?
takes te prespective of others in simplified, familiar situations and in everday, face-to-face communication

2-4 yrs

27

at what age group does this cognitive attainment occur?
distinguishes animate beings from inanimate objects; denies that majic can alter everday experiences

2-4 yrs

28

at what age group does this cognitive attainment occur?
grasps conservation, notices transformations, reverses thinking, and understands many cause-and-effect relationships in familar contexts

2-4 yrs

29

at what age group does this cognitive attainment occur?
categorizes objects on the basis of common functions and behavior and devises idease about inderlying characteristics that category members share.

2-4 yrs

30

at what age group does this cognitive attainment occur?
sorts familiar objects into hierarchically organized categories

2-4 yrs

31

at what age group does this cognitive attainment occur?
distinguishes appearence from reality

2-4 yrs

32

at what age group does this cognitive attainment occur?
becomes increasingly aware that make-believe (and other thought processes) are representational activities

4-7 yrs

33

replaces magical beliefs about fairies, goblins, and events that violate expectations with plausible explanations

4-7 yrs

34

at what age group does this cognitive attainment occur?
solves verbal appearance-reality problems, signifying a more secure understanding

4-7 yrs