Child Development Final Set 1

Front 1

Children that reguraly look after themselves during after-school hours.

Back 1

Self-care children

Front 2

When do parents begin to impose gender perception on their children?

Back 2

before birth

Front 3

Specific psychological structures - organized ways of making sense of experience.

Back 3

Schemes

Front 4

Name the 2 processes associated with schemes

Back 4

Adaptation and Organization

Front 5

Involves buliding schemes through direct interaction with the enviornment

Back 5

Adaptation

Front 6

Using our current schemes to interpret the external world

Back 6

Assimilation

Front 7

Creating new schemes to interpret the external world.

Back 7

Accommodation

Front 8

A process that takes place internally, apart from dierct contact with the enviornment. Once children form new schemes, they rearrange them, linking them with other schemes to create a strongly interconnected cognitive system.

Back 8

Organization

Front 9

Adjusting the support offered during a teaching session to fit the child's current level of performance.

Back 9

Scaffolding

Front 10

What does Vygotsky's approach to education entail, and what does he think drives development?

Back 10

Emphasizes assisted discovery, and believes make-believe play, is the ideal social context for fostering cognitive development in early childhood.

Front 11

What does the sub-stage 4 of the sensorimotor period, Coordiation of secondary circular reactions (8 to 12 ms) entail?

Back 11

Intention, or goal directed, behavior; ability to find a hidden object in the first location in which it is hidden (object permanence) improved anticipation of events; imiataion of behaviors slightly different from those the infant usually performs.

Front 12

The understanding that objects continue to exist when they are out of sight.

Back 12

Object permanence

Front 13

The belief that inanimate objects have lifelike qualities, such as thoughts, wishes, feelings, and intentions.

Back 13

Animistic thinking

Front 14

The inability to distinguish the symbolic viewpoints of others from one's own.

Back 14

Egocentrism

Front 15

The tendency to focus on one aspect of a situation and neglect other important features

Back 15

Centration

Front 16

The ability to mentally fo through a series of steps in a problem and then reverse direction, returning to the starting point.

Back 16

Reversibility

Front 17

Called private speech, it helps a child to help them through difficult tasks or when they are confused about a situation.

Back 17

Self-directed speech

Front 18

As informatin that flows through each memory, we can operate on and transform it using mental strategies, increasing the chances that we will retain information and use it efficiently.

Back 18

Awareness of own mental strategies

Front 19

1st place information enters. Sights and sounds are represented directly and stored briefly.

Back 19

Sensory register

Front 20

The 2nd place information enters. Where we actively "work" on a limited amount of information, applying mental strategies.

Back 20

Working, or short-term memory

Front 21

Directs the flow of infromation. Decides what to attend to, coordinates incoming information with information already in the system, and selects, applies, and monitors strategies.

Back 21

Central executive

Front 22

Our permanent knowledge base

Back 22

Long-term memory

Front 23

Young children's active efforts to construct literacy knowledge through informal experiences.

Back 23

Emergent literacy

Front 24

What is the onset of middle childhood?

Back 24

6 to 12 years

Front 25

Growth during the school years is...

Back 25

2 to 3 inches and 5 pounds per year.

Front 26

A form of peer interaction involving freindly chasing and play fighting that, in our evolutionary past, may have been important for the development of fighting skill

Back 26

Rough-and-tumble play

Front 27

Quicker and more accurate movements

Back 27

Agility

Front 28

Supports rapid changes in direction in many team sports, many athletic skills, running, hopping, skipping, throwing, and kicking.

Back 28

Balance

Front 29

The ability to throw and kick harder and propel farther off the ground when running and jumping

Back 29

Force

Front 30

Physically more pliable and elastic, a differecnce that can be seen in swinging bats, kicking balls, tumbling, and jumping over hurdles

Back 30

Flexibility

Front 31

A child-rearing style that is low in acceptance and involvement, is high in coercive control, and restricts rather than grants autonomy.

Back 31

Authoritarian

Front 32

A child rearing style that is high in acceptance and involvement, is high in coercive control, and restricts rather than grants autonomy.

Back 32

Authoritative

Front 33

A child-rearing style that is high in acceptance but overindulging or inattentive, low in control, and lenient rather than appropriate in autonomy granting.

Back 33

Permissive

Front 34

A child-rearing style that combines low acceptance and involvement with little control and effort to grant autonomy. Reflects minimal commitment to parenting.

Back 34

Uninvolved

Front 35

Get many positive votes

Back 35

Popular children

Front 36

Are actively disliked

Back 36

rejected children

Front 37

Get a large number of positive and negative votes

Back 37

Controversial children

Front 38

Are seldom mentioned, either positively or negatively

Back 38

Neglected children

Front 39

Actions that benefit another person without any expected reward for the self. Deal with empathy and sympathy.

Back 39

Prosocial behavior

Front 40

Aggression aimed at obtaining an object, privilege, or space with no deliberate intent to harm another person.

Back 40

Instrumntal aggression

Front 41

A form of hostile aggression that damages another's peer relationships, as in social exclusion or rumor spreading.

Back 41

realtional aggression

Front 42

Are boys or girls instrumentally or realtionally aggressive?

Back 42

g-r
b-i

Front 43

An image of oneself as relatively masculine or feminine in characteristics.

Back 43

Gender identity

Front 44

What basic human emotions do we have?

Back 44

happiness, interest, surprise, fear, anger, sadness, and disgust.

Front 45

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

Back 45

Self-concept