Ced Chapter 7 And 8 Exam 2

Front 1

About what time do emotions change?

Back 1

Front 2

What is a social smile?

Back 2

social smile A smile evoked by a human face, normally evident in infants about 6 weeks after birth.

Front 3

What is stranger wariness?

Back 3

stranger wariness An infant's expression of concern—a quiet stare, clinging to a familiar person, or sadness—when a stranger appears.

Front 4

What is seperation anxiety?

Back 4

separation anxiety An infant's distress when a familiar caregiver leaves, most obvious between 9 and 14 months.

Front 5

What is self awareness?

Back 5

Self awareness- A person's realization that he or she is a distinct individual, whose body, mind, and actions are separate from those of other people.

Front 6

What is the play mirror mirror?

Back 6

Mirror mirror - This toddler clearly recognizes herself in the reflection in the mirror, and her careful combing indicates that she also knows that her culture admires long hair in females.

Front 7

What is synesthesia?

Back 7

synesthesia—the stimulation of one sensory stimulus to the brain (sound, sight, touch, taste, or smell) by another— is at least partly genetic. Synesthesia is often connected to creativity and is unusual

Front 8

Sum up newborn emotions?

Back 8

Newborns seem to have only two simple emotions, distress and contentment, which are expressed by crying or looking happy. Very soon curiosity and obvious joy, with social smiles and laughter, appear. By the second half of the first year, anger and fear are increas¬ ingly evident, especially in reaction to social experiences, such as encountering a stranger. In the second year, as infants become self-aware, they express emotions connected to themselves, including pride, shame, embarrassment, and guilt, and emotions about other people. The normal (and universal) course of maturation makes these emotions possible at around 18 months, but context and learning affect the timing, frequency, and intensity of their expression. Underlying all emotional development is brain maturation and the con¬ nections between neurons, although many specifics remain to be discovered.

Front 9

What is psychoanalytic theory?

Back 9

Psychoanalytic theory connects biosocial and psychosocial development and emphasizes the need for responsive maternal

Front 10

What is Freud: The Oral and Anal Stages?

Back 10

the first year of life is the oral stage, so named because the mouth is the young infant's primary source of gratification. In the second year, with the anal stage, the infant's main pleasure comes from the anus—particularly from the sensual pleasure of bowel movements and, eventually, the psychological pleasure of controlling them.

Front 11

What is oral fixation?

Back 11

oral fixation. Such a person is stuck (fixated) at the oral stage and therefore eats, drinks, chews, bites, or talks excessively, in quest of the mouth-related pleasure denied in infancy.

Front 12

What is an anal personality?

Back 12

anal personality—as an adult, seeking self-control with an unusually strong need for regularity in all aspects of life.

Front 13

What is Erikson: Trust?

Back 13

when infants learn whether the world can be trusted to satisfy their basic needs. Babies feel se¬ cure when food and comfort are provided with "consistency, continuity, and same¬ ness of experience" (Erikson, 1963, p. 247). Also Erikson's first psychosocial crisis. Infants learn basic trust if the world is a secure place where their basic needs (for food, comfort, attention, and so on) are met.

Front 14

What is Eriksons Auntonomy?

Back 14

The next crisis is called autonomy versus shame and doubt. Toddlers want autonomy (self-rule) over their own actions and bodies. If they fail to gain it, they feel ashamed of their actions and doubtful about their abilities. Also Erikson's second crisis of psychosocial development. Toddlers either succeed or fail in gaining a sense of self-rule over their own actions and bodies.

Front 15

What is behaviorism?

Back 15

Behaviorism
From the perspective of behaviorism, emotions and personality are molded as parents reinforce or punish a child's spontaneous behaviors.

Front 16

What is social learning?

Back 16

social learning Learning that is accomplished by observing others.

Front 17

What is cognitive theory?

Back 17

Cognitive Theory
Cognitive theory holds that thoughts and values determine a person's perspective. Early experiences are important because beliefs, perceptions, and memories make them so, not because they are buried in the unconscious (psychoanalytic theory) or burned into the brain's patterns (behaviorism).

Front 18

What is the working model?

Back 18

working model In cognitive theory, a set of assumptions that the individual uses to organize perceptions and experiences. For example, a person might assume that other people are trustworthy and be surprised by evidence that this working model of human behavior is erroneous.

Front 19

What is a schema?

Back 19

schema is to organize perceptions of other people.

Front 20

What is temperament?

Back 20

temperament Inborn differences between one person and another in emotions, activity, and self-regulation. Temperament is epigenetic, originating in genes but affected by child-rearing practices.

Front 21

Anesthetics—
general principles

N2O vs Halothane

Back 21

N2O has low blood and lipid solubility, thus fast induction and low potency.

Halothane has high blood and lipid solubility, thus slow induction and high potency.

Front 22

What is the big five and the characteristics that define them?

Back 22

Big Five The five basic clusters of personality traits that remain quite stable throughout life: openness, conscientiousness, extrover¬ sion, agreeableness, and neuroticism.
¦ Openness: imaginative, curious, welcoming new experiences ¦ Conscientiousness: organized, deliberate, conforming ¦ Extroversion: outgoing, assertive, active ¦ Agreeableness: kind, helpful, easygoing ¦ Neuroticism: anxious, moody, self-critical

Front 23

What is ethnotheory?

Back 23

ethnotheory A theory that underlies the values and practices of a culture but is not usually apparent to the people within the culture.

Front 24

What is proximal parenting?

Back 24

proximal parenting Caregiving practices that involve being physically close to a baby, with frequent holding and touching.

Front 25

What is distal parenting?

Back 25

distal parenting Caregiving practices that involve remaining distant from a baby, providing toys, food, and face-to-face communication with minimal holding and touching.

Front 26

Sum up the five major theories in chapter 7?

Back 26

The five major theories differ in their explanations of the origins of early emotions and personality. Psychoanalytic theory stresses the mother's responses to the infant's needs for food and elimination (Freud) or for security and independence (Erikson). Behaviorism also stresses caregiving—especially as parents reinforce the behaviors they want their baby to learn or as they thoughtlessly teach unwanted behaviors.
Learning is also crucial in cognitive theory—not the moment-by-moment learning of behaviorism, but the infant's self-constructed concept, or working model, of the world. Epigenetic theory begins with inherited temperament and then describes how that inborn temperament is shaped. Sociocultural theory also sees an interaction between nature and nurture but emphasizes that the diversity of nurture explains much of the diversity of emotions. According to sociocultural theory, child-rearing practices arise from ethnotheories, implicit and unexpressed but very powerful.

Front 27

What is the goodness of fit?

Back 27

goodness of fit A similarity of temperament and values that produces a smooth inter¬ action between an individual and his or her social context, including family, school, and community.

Front 28

What are the changes in temperament between ages 4 months to 4 years?

Back 28

Front 29

What is synchrony?

Back 29

synchrony A coordinated, rapid, and smooth exchange of responses between a caregiver and an infant.

Front 30

What is still-face technique?

Back 30

still-face technique An experimental practice in which an adult keeps his or her face umoving and expressionless in face-to-face interaction with an infant.

Front 31

What is attachement?

Back 31

Attachement- According to Ainsworth, "an
ITfectTona tie" that an infant forms with a caregiver—a tie that binds them together in space and endures over time.

Front 32

What are the stages of attachement?

Back 32

Front 33

What is secure attachment?

Back 33

Secure attachment- A relationship in which an infant obtains both comfort and confidence from the presence of his or her caregiver.

Front 34

What is insecure avoidant attachment?

Back 34

insecure avoidant attachment- A pattern of attachment in which an infant avoids connection with the caregiver, as when the infant seems not to care about the caregiver's presence, departure, or return.

Front 35

What is insecure resistant/ ambivalent attachment?

Back 35

insecure resistant/ ambivalent attachment- A pattern of attachment in which anxiety" and uncertainty are evident, as when an infant becomes very upset at separation from the caregiver and both resists and seeks contact on reunion.

Front 36

What is disorganized attachement?

Back 36

A type of attachment that is marked by an infant's inconsistent reactions to the caregiver's departure and return.

Front 37

What are the patterns of infant attachement?

Back 37

Front 38

What is strange situation?

Back 38

Strange Situation A laboratory procedure for measuring attachment by evoking infants' reactions to stress.

Front 39

What are some predictions of attachement types?

Back 39

Front 40

What is social referencing?

Back 40

social referencing Seeking information about how to react to an unfamiliar or ambiguous object or event by observing someone else's expressions and reactions. That other person becomes a social reference.

Front 41

What is family day care?

Back 41

family day care Child care that occurs in the home of someone to whom the child is not related and who usually cares for sev¬ eral children of various ages.

Front 42

What are the essential qualities of high quality daycare?

Back 42

Front 43

What is center day care?

Back 43

center day care Child care that occurs in a place especially designed for the purpose, where several paid adults care for many children. Usually the children are grouped by age, the day-care center is licensed, and providers are trained and certified in child development.

Front 44

Sum up infrants seekings social bonds?

Back 44

Infants seek social bonds, which they develop with one or several people. Parents are crucial, although much also depends on infant temperament. Synchrony begins in the early months: Infants and caregivers interact face to face, making split-second adjust¬ ments in their emotional responses to each other. Synchrony evolves into attachment, an emotional bond with adult caregivers. Secure attachment allows learning to progress; insecure infants are less confident and may develop emotional impairments. As infants become more curious and as they encounter new toys, people, and events, they use social referencing to learn whether such new things are fearsome or fun.

Front 45

Continue to sum up the essential of social bonds?

Back 45

The emotional connections evident in synchrony, attachment, and social referencing may occur with mothers, fathers, other relatives, and day-care providers. Nations and families vary a great deal in how much nonmatemal care is provided for infants, as well as in the quality of that care. Consequences also vary, although most employed moth¬ ers still provide responsive care. Problems with later development may occur if an infant receives unresponsive care (as when too many infants have one caregiver). The quality and continuity of child care matter more than where and by whom it is provided.

Front 46

What occurs around infancy?

Back 46

Front 47

Summarize Chapter 7's emotional development?

Back 47

1. Two emotions, contentment and distress, appear as soon as an infant is born. Anger emerges with restriction and frustration, between 4 and 8 months of age, and becomes stronger by age 1.

Front 48

Summarize Chapter 7's emotional development?

Back 48

2. Reflexive fear is apparent in very young infants. However, fear of something specific, including fear of strangers and fear of separation, does not appear until toward the end of the first year.

Front 49

Summarize Chapter 7's emotional development?

Back 49

3. In the second year, social awareness produces more selective fear, anger, and joy. As infants become increasingly self-aware at about 18 months, emotions — specifically, pride, shame, and affection—emerge that encourage an interface between the self and others.

Front 50

Summarize Chapter 7's emotional development?

Back 50

4. Brain maturation has an obvious impact on emotional develop¬ ment, although specifics are not yet known. Synesthesia (connec¬ tions between senses and emotions) is apparent early in life. Self-recognition (on the mirror/rouge test) emerges at about 18 months.

Front 51

Summarize Chapter 7's emotional development?

Back 51

5. Stress impedes early brain and emotional development. Some infants are particularly vulnerable to the effects of early care.

Front 52

Summarize Chapter 7's theories of infant psychological development?

Back 52

6. According to all five major theories, caregiver behavior is espe¬ cially influential in the first two years. Freud stressed the mother's impact on oral and anal pleasure; Erikson emphasized trust and autonomy.

Front 53

Summarize Chapter 7's theories of infant psychological development?

Back 53

7. Behaviorists focus on learning; parents teach their babies many things, including when to be fearful or joyful. Cognitive theory holds that infants develop working models based on their experiences.

Front 54

Summarize Chapter 7's theories of infant psychological development?

Back 54

8. Epigenetic theory emphasizes temperament, a set of genetic traits whose expression is influenced by the environment. Spe¬ cific links between inborn temperament and later personality have been found in many studies.

Front 55

Summarize Chapter 7's theories of infant psychological development?

Back 55

9. The sociocultural approach notes the impact of social and cul¬ tural factors on the parent-infant relationship. Ethnotheories shape infant emotions and traits so that they fit well within the cul¬ ture. Some cultures encourage proximal parenting (more physical touch); others promote distal parenting (more talk and object play).

Front 56

Summarize Chapter 7's development of social bonds?

Back 56

10. Parental practices inhibit and guide a child's emotions. Ideally, a good fit develops between the parents' actions and the child's personality.

Front 57

Summarize Chapter 7's development of social bonds?

Back 57

11. Sometimes by 2 months, and clearly by 6 months, infants be¬ come more responsive and social, and synchrony begins. Syn¬ chrony involves moment-by-moment interaction. Caregivers need to be responsive and sensitive. Infants are disturbed by a still face because they expect and need social interaction.

Front 58

Summarize Chapter 7's development of social bonds?

Back 58

12. Attachment, measured by the baby's reaction to the caregivers presence, departure, and return in the Strange Situation, is crucial. Some infants seem indifferent (type A—insecure-avoidant) or over¬ ly dependent (type C—insecure-resistant/ambivalent), instead of secure (type B). Disorganized attachment (type D) is the most worrisome form.

Front 59

Summarize Chapter 7's development of social bonds?

Back 59

13. Secure attachment provides encouragement for infant explo¬ ration. As they play, toddlers engage in social referencing, looking to other people's facial expressions to detect what is fearsome and what is enjoyable.

Front 60

What are some theory of the development of social bonds?

Back 60

14. Fathers are wonderful playmates for infants, who frequently use them as social references, learning about emotions and explo¬ ration. Male ethnotheories sometimes inhibit father involvement; mothers sometimes discourage it.

Front 61

What are some theory of the development of social bonds?

Back 61

15. The impact of nonmaternal care depends on many factors. Psychosocial characteristics, including secure attachment, are in¬ fluenced more by the mother's warmth than by the number of hours spent in nonmaternal care. Quality of care is crucial, no matter who provides that care.

Front 62

What are the Conclusions In Theory and in Practice?

Back 62

16. Experts debate exactly how critical early psychosocial devel¬ opment may be: Is it the essential foundation for all later growth or just one of many steps along the way? However, all infants need caregivers who are committed to them and are dedicated to encouraging each aspect of early development.

Front 63

Sum up development between the ages of 2 to 6 years of age?

Back 63

Between ages 2 and 6, children grow steadily taller and proportionately thinner, with variations depending on genes, nutrition, income, and ethnicity. Overweight is more common than underweight, especially in young children from low-income families. One reason is that adults encourage overeating, which once was protective but now may bring about the start of serious health problems. Oral health is also a concern, as many young children have cavities in their teeth. Young children usually have small appetites and picky eating habits and are often rewarded with foods that are high in sugar but low in nutrition.

Front 64

What is mylenation?

Back 64

myelination The process by which axons become coated with myelin, a fatty sub¬ stance that speeds the transmission of nerve impulses from neuron to neuron.

Front 65

Describe the functions of the rontal cortex?

Back 65

Prefrontal cortex (outer layers)
Performs brain's "executive functions"— planning, selecting, and coordinating thoughts

Front 66

Describe the functions of the Auditory cortex?

Back 66

Auditory cortex (on temporal lobe) \ Conscious processing of sounds

Front 67

Describe the functions of the Amygdala ?

Back 67

Amygdala -
Neural centers in the iimbic system linked to emotion

Front 68

Describe the functions of the Hippocampus ?

Back 68

Hippocampus A structure in the limbic system linked to memory

Front 69

Describe the functions of the Corpus callosum?

Back 69

Corpus callosum Axon fibers connecting two cerebral hemispheres

Front 70

Describe the functions of the Thalamus?

Back 70

Thalamus- Relays messages between lower brain centers and cerebral cortex

Front 71

Describe the functions of the Hypothalamus?

Back 71

Hypothalamus Controls maintenance functions such as eating; helps govern endocrine system; linked to emotion and reward

Front 72

Describe the functions of the Pituitary ?

Back 72

Pituitary Master endocrine gland

Front 73

Describe the functions of the Visual cortex ?

Back 73

Visual cortex (on occipital lobe) Conscious processing of sights

Front 74

Describe the functions of the Spinal cord Pathway?

Back 74

Spinal cord Pathway for neural fibers traveling to and from brain; controls simple reflexes

Front 75

Describe the functions of the Cerebellum?

Back 75

Cerebellum Coordinates voluntary movement and balance

Front 76

What is the costing method that measures cost and performance-related activities and cost objectives?

Back 76

Activity Based Costing

Front 77

What is lateralization?

Back 77

lateralization Literally, sidedness, referring to the specialization in certain functions by each side of the brain, with one side domi¬ nant for each activity. The left side of the brain controls the right side of the body, and vice versa.

Front 78

What is perseveration?

Back 78

perseveration The tendency to persevere in, or stick to, one thought or action for a long time.

Front 79

Sum up the brain?

Back 79

The brain continues to mature during early childhood, with myelination occurring in several crucial areas. One is the corpus callosum, which connects the left and right sides of the brain and therefore the right and left sides of the body. Handedness becomes evident; adults should probably not try to make left-handed children switch to their right hand.
Increased myelination speeds up actions and reactions.The prefrontal cortex enables a balance between action and inhibition, allowing children to think before they act as well as to stop one action in order to begin another. As impulsiveness and perseveration decrease, children become better able to learn.
Several key areas of the brain—including the amygdala, the hippocampus, and the hypothalamus—make up the limbic system, which also matures from ages 2 to 6. The limbic system aids emotional expression and control. Children whose earlier experi¬ ences were stressful and who lacked nurturing caregivers may have impairments of their limbic systems.

Front 80

What are the motor skills for those age 2-6 years old?

Back 80

Front 81

Sum up maturation?

Back 81

Maturation of the brain leads to better control of the body and hence to improvement in both gross and fine motor skills. Gross motor skills develop with practice and increasing brain maturation, both progressing every year as long as young children have space to play, older children to emulate, and freedom from exposure to environmental toxins. Fine motor skills also develop, preparing children for the many requirements of formal education.

Front 82

What is injury control/ harm reducation?

Back 82

injury control/harm reduction Practices that are aimed at anticipating, controlling, and preventing dangerous activities; these practices reflect the beliefs that accidents are not random and that injuries can be made less harmful if proper controls are in place.

Front 83

What is primary prevention?

Back 83

Primary Prevention- Actions that change
Overall background conditions to prevent some unwanted event or circumstance, such as injury, disease, or abuse.

Front 84

What is secondary prevention?

Back 84

secondary prevention-Actions that avert "" harm in a high-risk situation, such as stop¬ ping a car before it hits a pedestrian.

Front 85

What is tertiary prevention?

Back 85

Actions, such as imme¬ diate and effective medical treatment, that are taken after tertiary prevention- an adverse event (such as illness or injury) occurs and that are aimed at reducing the harm or preventing disability.

Front 86

What is child maltreatment?

Back 86

child maltreatment Intentional harm to or avoidable endangerment of anyone under 18 years of age.

Front 87

What is child abuse?

Back 87

child abuse Deliberate action that is harmfu to a child's physical, emotional, or sexual well-being.

Front 88

What is child neglect?

Back 88

child neglect Failure to meet a child's basic physical, educational, or emotional needs.

Front 89

What is reported maltreatment?

Back 89

reported maltreatment Harm or endanger¬ ment about which someone has notified the authorities.

Front 90

What is substantial maltreatment?

Back 90

substantiated maltreatment Harm or endangerment that has been reported, investigated, and verified.

Front 91

What is PTSD?

Back 91

post-traumatic stress disorder (PTSD)
An anxiety disorder that deveiops as a delayed reaction to having experienced or witnessed a profoundly shocking or frightening event, such as rape, war, or natural disaster. Its symptoms may include flashbacks to the event, hyperactivity and hypervigilance, displaced anger, sleeplessness, nightmares, sudden terror or anxiety, and confusion between fantasy and reality.

Front 92

What are Signs of maltreatment in children aged 2-10?

Back 92

Front 93

What is permanency planning?

Back 93

permanency planning An effort by child welfare authorities to find a long-term living situation that will provide stability and support for a maltreated child. A goal is to avoid repeated changes of caregiver or school, which can be particularly harmful to the child.

Front 94

What is tertiary prevention?

Back 94

Tertiary Prevention Adoption has been these children's salvation, particularly for 9-year-old Leah, clinging to her mother. The mother, Joan, has five adopted children. Adoption is generally better than foster care for maltreated children because it is a permanent, stable arrangement.

Front 95

What is foster care?

Back 95

foster care A legal, publicly supported sys¬ term in which a maltreated child is removed from the parents' custody and entrusted to another adult or family, which is reim¬ bursed for expenses incurred in meeting the child's needs.

Front 96

What is kinship care?

Back 96

kinship care A form of foster care in which a relative of a maltreated child, usually a grandparent, becomes the approved caregiver.

Front 97

What is adoption?

Back 97

adoption A legal proceeding in which an adult or couple unrelated to a child is granted the joys and obligations of being that child's parent(s).

Front 98

Local anesthetics which are
Esters vs Amides

Back 98

Esters––procaine, cocaine, tetracaine

amides––lidocaine, mepivacaine, bupivacaine
(amides have 2 "i"s in name).

Front 99

Sum up body changes?

Back 99

1. Children continue to gain weight and height during early child¬ hood. Many become quite picky eaters. One reason this occurs is that many adults overfeed children, not realizing that young chil¬ dren are naturally quite thin.

Front 100

Sum up body changes?

Back 100

2. Culture, income, and family customs all affect children's growth. Worldwide, an increasing number of children have un¬ balanced diets, eating more fat and sugar and less iron, zinc, and calcium than they need. Childhood obesity is increasingly common because children exercise less and snack more than they once did, laying the foundation for chronic adult illness.

Front 101

Sum up brain development?

Back 101

3. The brain continues to grow in early childhood, weighing 75 percent of its adult weight at age 2 and 90 percent by age 5.

Front 102

Sum up brain development?

Back 102

4. Myelination is substantial during early childhood, speeding messages from one part of the brain to another. The corpus callosum becomes thicker and functions much better. The prefrontal cortex, known as the executive of the brain, is strength¬ ened as well.

Front 103

Sum up brain development?

Back 103

5. Brain changes enable more reflective, coordinated thought and memory; better planning; and quicker responses. All brain functions are localized in one hemisphere or the other. Left/right specialization is apparent in the brain as well as in the body.

Front 104

Sum up brain development?

Back 104

6. The expression and regulation of emotions are fostered by sev¬ eral brain areas, including the amygdala, the hippocampus, and the hypothalamus. Abuse in childhood may cause overactivity in the amygdala and hippocampus, creating a flood of stress hor¬ mones that interfere with learning.

Front 105

Sum up improved motor skills?

Back 105

7. Motor skills continue to develop, so that clumsy 2-year-olds become 6-year-olds able to move their bodies in whatever ways their culture values and they themselves have practiced. Play helps children develop the body control needed for formal education.

Front 106

Sum up improved motor skills?

Back 106

8. Muscle control, practice, and brain maturation are involved in the development of both gross and fine motor skills. Young chil¬ dren enjoy expressing themselves artistically, developing their body and finger control as well as their self-expression.

Front 107

Sum up injuries and abuse?

Back 107

9. Accidents are by far the leading cause of death for children, with 1- to 4-year-olds more likely to suffer a serious injury or pre¬ mature death than older children. Biology, culture, and commu¬ nity conditions combine to make some children more vulnerable.

Front 108

Sum up injuries and abuse?

Back 108

10. Injury control occurs on many levels, including long before and immediately after each harmful incident, with primary, sec¬ ondary, and tertiary prevention. Close supervision is required to protect young children from their own eager, impulsive curiosity.

Front 109

Sum up injuries and abuse?

Back 109

11. Child maltreatment typically results from ongoing abuse and neglect by a child's own parents. Each year almost 3 million cases of child maltreatment are reported in the United States, almost
1 million of which are substantiated.

Front 110

Sum up injuries and abuse?

Back 110

12. Health, learning, and social skills are all impeded by ongoing child abuse and neglect. Physical abuse is the most obvious form of maltreatment, but neglect is common and may be more harmful.

Front 111

Sum up injuries and abuse?

Back 111

13. Foster care, including kinship care, is sometimes necessary in cases of severe abuse or neglect. Permanency planning is required because frequent changes are harmful to children. Primary and secondary prevention help parents care for their children and re¬ duce the need for tertiary prevention.