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80 Cards in this Set
- Front
- Back
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Ossification
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o Soft tissue condenses into bone, fontanelles etc
o Bone growth |
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losing baby fat
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o Not important to be hung up on weight
o Children should eat healthily and exercise |
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teeth
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o Still widely spaced
o Near end of period- Adult teeth • Need to floss- practice habit, motor dexterity • Go to the dentist- good, happy experience |
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brain development
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o Pruning
o Myelination- quicker processing, more fluidity in movement • Cerebellum, Corpus colossum o Temporal Lobe |
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sleep
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o Growth hormones secreted
• 2 years- 13 hours/day (including naps) • kids need to go to bed early • 6 years- 11 hours (all at once, no naps) |
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Tips for struggles with sleep
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• Story time- predictable and habitual
• Routines • Relaxing activities • Transitional object- don’t always use the same animal • Nightlight • Respond to their fears • Don’t form routines that you don’t want to be stuck with EG. Lying down with them while they go to sleep |
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Nightmare
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occur closer to morning, more likely to be remembered, more likely to wake child up, won’t be able to go back to sleep
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night terrors
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occur in deep sleep, screaming, still sleeping, don’t have to wake them and they wont remember it in the morning
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somnambulism
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- sleep walking, most outgrow
Lock doors and windows Keep obstacles off of stairs Safe environment |
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bedwetting
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Careful with liquids before bed
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sleep disturbances
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No link to psychological disturbances or anything like that- most will be outgrown
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symptoms of vision problems
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o Stance/hold material viewing
• Looking at things from strange angles o Relying on other senses o Headaches o Squinting, rubbing eyes o Academic problems o Behavior problems o Delays in motor development |
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symptoms of hearing problems
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o Not responding to sound
o Balance o Ear Infections- often outgrow o Language and speech delays |
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Gross Motor Skills
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Skills (boys do better)
• Stiff legged run-> run • Gallop, skip • Throw arms-> whole body (utilize body for throwing) • Catch arms -> whole body • Stairs (lead leg)-> alternating legs |
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Fine motor skills
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(girls do better)
• Drawing- Kellogg o Noticed developmental changes in kids o 2 year old-> scribbles, unintentional o 3 year old geometric phase-> use shapes to build images o intentional pictorial representation • buttons (3 year old) • tie shoes • L/R handed (used by three year old) |
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Ways to improve motor skills in early childhood
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Make it fun
Encourage them to engage in a variety of activities Family as a whole • Sedentary parents have sedentary kids |
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How many calories does a child need in a day, and what is the breakdown of nutrients needed?
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1500 cal/day
• 30%fat • 60% carbs • 10%protein Avoid high far, high salt, overly processed foods, Average kid consumes 2 lbs of sugar per week 400,000 deaths/year due to obesity (adults) |
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Problems associated with childhood obesity
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• physical problems
• type 2 diabetes • heart problem risk • lower self esteem • more cavities |
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How to encourage healthy eating
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• Try foods but don’t force huge portions
• Don’t force them to clean your plate • Eat when hungry • Help prepare fods • Creative foods • Drink water • Eat slowly • Get away from the TV when eating • avoid using food as a Reward, eating feelings Create a varied diet |
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Nutrition on the go?!
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• Pack fruit in a cooler, or veggies
• Make meals ahead of time/crock pot • Popcorn • Cereal |
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#1 chronic illness in early childhood
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Asthma, especially when involving second hand smoke
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• Enuresis
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- unable to control bladder
o UTIs, stress, rigid potty training elimination disorder |
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• Encopresis
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elimation disorder
o Constipation, soiling • Stress, molestation, diet |
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Other medical problems in early childhood
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• Accidents and injury
• Lead exposure o Testing for it->blood test, developmental delay, cilantro and medications can get rid of • Stress |
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Two substages to Preoperations stage (names and ages)
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Symbolic Functions (2-3 years)
Intuitive Thought (4-7 years) |
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Symbolic Functions stage ( test and charactaristics)
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symbolic play (dress up etc), egocentric (CAN’T take someone else’s perspective or step out of themselves)
Three Mountain Task They describe what they see again, and a child who is still in symbolic functions will fail the tast- can’t say what doll sees, connect that the doll currently sees what they had just seen, or step into the doll to infer what it would see. |
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Animism (who said it, what is it, what stage is it in)
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the idea that kids give lifelike characteristics to inanimate objects. Piaget thought that kids cannot differentiate between objects and animals because they talk like the have the same characteristics. This was not accurate, if you ask kids questions, they understand the difference between living things and nonliving things as early as 2 years of age.
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Intuitive Thought (what, and what test, and why fail)
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• Conservation task: Three beaker test
• Why do kids fail the three beaker test? Centration and Irreversibility |
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Centration
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focus on one thing, the task and nothing else. (focus only on water level, not anything else)
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irreversability
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- a failure or inability to mentally undo something. (mentally pour water back from C into B)
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imaginary friends
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o Not problematic. 65% of preschoolers have one
o Correlated with less aggression, more creativity, have more real friends, better concentration abilities. o Is more common with first and only born children |
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ZOne of Proximal Development
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o A learning zone that is always developing
o Lower part of the zone- things that you can do independently. o Upper part of the zone- things that you need help with o As you learn new things, and master new concepts these things move down into the lower part of the zone and new things come in to the upper part to take their place. (DYNAMIC) o Importance of social interactions (SCAFFOLDING- allows us to reach higher places) |
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Vygotsky
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• Russian psychologist- father of peer tutoring
• Believed that cognition was built by social interactions • Social constructivist approach zone of proximal development |
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Information Processing Theory
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• Attention- longer span, more selective/ focused
• Memory- increased memory, strategies, asking questions o Rehearsal- repetition of materials o Scripts and stereotyped schematic information help us to use what we know so that we do not have to encode as much or to learn as much. If we expect things to work a certain way and they do, then we don’t have to think about it as much. This makes us efficient and frees us up for more learning. |
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Theory of Mind
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• Wellman
• People have minds, different people have different thoughts from me. Getting past egocentric thought • 2 years- aware of other’s desires • 3 years- use words such as: think, believe, remember, forget • 4 years- others will act on mental beliefs even if incorrect o Robert puts ball in the box. Robert doesn’t see Selina moves the ball from the box to the basket. Where does Robert look for the ball? By 4 years old, children will know that he will look in the box, where he left it. |
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counting
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• Teaching me to count
• First- learn numbers in a row- number sequence • 1:1 concept • last number denotes sum |
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Language Acquisition, Fast Mapping (2 assumptions)
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o Whole Object and Contrast Assumptions
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Whole Object Assumption
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unknown object= whole object vs. segment.
• Never seen a vampire before? You don’t assume vampire means fangs |
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Contrast Assumption
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new term=unfamiliar object (vs. another word for a known object)
• put an eraser on a table you don’t assume the table is being renamed eraser. |
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Overgeneralization errors
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o Apply rules to irregular forms- taked, deers,
o Test- the WUG test • This is a wug, now there is another one. There are two of them, there are two _____ • Two year old won’t know what to do, three year old will say WUGs- since it is unfamiliar, you know they are applying rules |
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Social Supports of Language
Senechal et al study |
group one, parents ask questions about what reading
• what do you think this means, how do you think this makes the main character feel, etc. group two, parents ask no questions specialized books- most language geared towards four year olds, but occasional too-difficult words mixed in. after the study, kids were tested on whether or not they can say the word or understand the meaning of the word. More could remember meaning than could produce the word, but those whose parents asked questions could do both better. |
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Bilingualism
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• We know about critical periods in language
• Bilingualism literature is very difficult to compare because of the great disparity of circumstances • 1-2 years- blending. Construct a sentence that is partially in one language and partially in another • 3-4 years- separate languages, easily speak in one language or another • 5 years- surpass monolingual students printed text unrelated to word meaning words are abstract |
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Literacy
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• Research is similar to that of potty training- forcing it can delay progress and cause problems
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phonics
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Sounds, rote, practice
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Whole Language
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Immersed in reading, sight words
More interesting, but can allow memorization to get in the way of actual decoding- they must memorize every word because they can’t sound words out |
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Child Centered Kindergarten
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o Emphasizes social skills, cognitive/academic skills, and physical development
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MOntessori approach
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o Getting kids interested in a topic, and they they would learn
o Child directed curriculum o Non-graded curriculum o Research- difficult transitions out, limits social skills, sampling bias because different types of parents and families send kids to Montessori schools, also some kids go to private schools because they were thrown out of public schools |
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developmentally appropriate kindergarten
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o Kids need to experience things by moving and handling and touching
o Fosters social interactions |
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Head Start
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o Zigler- educational psychologist- upset by high school dropout rate. Even though they make it as far as 10th grade or so, they have been a little bit (or a lot bit) behind since the moment they set foot in school.
o 1965- Economic opportunity act o Results • higher IQ, lower dropout, less school absences, higher achievement, less likely to be held back, more graduated, earn higher income, less unemployed, less on welfare, less delinquency |
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School Readiness (landeau)
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o 10-20% have difficulty adjusting to the demands of kindergarten
o 1/3 unprepared to learn • poor healthcare • lack self control and impulse control • poor nutrition • lack language skills- pronunciation, sound mapping • lack adequate stimulation by parents |
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self esteem
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• Decreases when kids enter school
o First exposure to other kids your age, more comparison, teachers may be less forgiving and more objective than parents, other kids tell it like it is, even nice kids say mean things before they learn appropriate social skills. o Now that we have new capabilities to step outside of selves we can think in ways that change sense of self |
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self description and image in early childhood
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• Kids will describe themselves by things that we can see- concrete
o Physical attributes, possessions |
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emotional development (2-3 vs 4-6)
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• 2-3 years- more varied palette of emotions- jealousy, pride, etc
• 4-5 years- better control of emotions (emotional regulations) o ask questions about things that upset them, remove themselves from situation, more advnanced coping mechanisms |
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how to help kids control their emotions
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• encourage them to talk (not whine, cry, or get angry)
• use your words instead of hitting • talk with them about their actions affecting others feelings- since they’re egocentric DON’T hit them back or bite them back to teach them the lesson • Help to allay fear- realize if they are irrational |
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Authoritative
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- high demand, high response
• Best outcomes • Self reliant, god social skills, high self-esteem, academically oriented |
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Authoritarian
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high demand, low response (negative, N)
• Poor communication skills (because there isn’t opportunity for dialogue), less confident • Boys more likely to engage in physical bullying, and girls are more likely to conform and give in to peer pressure. |
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Permissive Indulgent
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- low demand, high response
• Power asymmetry- tell parents what they want to have happen • Poor social skills (don’t understand that communication is a two way street), high self-confidence, low self control and impulse control, aggressive |
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Permissive Indifferent
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low demand, low response
• Low self-esteem, poor social skills, isolated, trouble • Worst outcome- no rules OR affection |
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how does parent age affect parenting style
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• Young parents- teen-25 more likely authoritarian
• Middle parents- 24-35 more likely authoritative • Older parents – 35-45 more likely permissive indulgent |
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how do parenting styles apply cross culturally
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This doesn’t tend to relate across cultures. For example, many Asian studies have been done that show that there is not necessarily negative effect on Asian children who have authoritarian parents, which is the dominant parenting style
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what if two parents have different styles
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• Regardless of having two parents, usually one assumes more of the caregiving role than the other. The style of the dominant parent will determine the outcome.
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Warm and demandingness
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o Warmth/Responsiveness has to do with affection,nurturing, conversations, listening, dialogue
o Demandingness has to do with expectations, boundaries, and rules, which are good things. |
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special nature of sibling relationships
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o Most conflictive relationship in lifetime
o More egalitarian than parent/child relationships o In peer relationships, the bond can’t be dissolved, so we learn very different things from siblings- negotiation, conflict resolution, etc |
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sibling relationships affected by
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• gender
• age spacing (most common 2-3 years) really changes nature of relationship • blended families or changes in family structure • number • illness/disability • parent salary |
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oldest children
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• Oldest will always be the oldest
Tend to be adult oriented, academically oriented, overrepresented in political office, CEOS, Rhodes scholars, and in Insane Asylums(anxiety passed from parents). |
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middle children
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Literature shows- tend to have good social and negotiation skills
Stereotypes of rebellion generally unfounded |
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youngest children
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Stereotypes about spoiled or selfish also generally unfounded
Tend to request help when needed |
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only born children
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Aren’t necessarily spoiled or lack social skills
Function much like firstborns |
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same age siblings (multiples)
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We know a lot about twins, but not necessarily how they affect eachother
Often twins switch roles of dominant/submissive in interactions, where as other siblings tend to be set in their ways |
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empathy
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• Emerges later with kids
• Deeper emotional response than sympathy • Empathetic- can put yourself in that persons’ perspective and know how that person feels • Sympathy- more superficial- think you might have an idea, but don’t really know. |
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remairrage
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• Remarriages are much more likely to end in divorce than a first marriage
o Repetitive problems, emotional walls, not as emotionally committed, financial problems, family and circumstances are more complicated the second time around • Gender difference with kids: girls tend to struggle with it more than boys |
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divorce tips for kids
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o Tell children that it is not their fault
o Keep them active and occupied o Don’t talk negatively about the other parent o Maintain a steady schedule and routines (in all aspects of life) o Maintain consistent rules and discipline o Give permission to be upset, it is natural to be upset or to cry o Find the child a non-family member to talk with- no picking sides (could be an extended family member) o Teach and model coping techniques, drawing, writing |
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divorce
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• Initial findings of effects of divorce were scary- trouble in school, acting out, etc
• Recently, studies on effects of divorce that take into account other variables it is seen that there is a confound in the research. Family harmony and conflict is a big predictor of outcomes. If a divorce results in more conflict, then the outcome for the children will be worse. If a divorce ameliorates the problem in the long run because it stops the fighting, then children will fare better with the divorce than without it. • The worst outcomes for divorce happen when divorce occurs in early childhood. Infants wont remember anything different. And the older we get we have more coping mechanisms and peer groups to help us, and children in early childhood are egocentric and will probably think that it is their fault. They don’t understand romantic relationships or marriages and they don’t understand time or sharing of time. |
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median length of USA marraige
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7 years
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unoccupied play
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non-social type of play. Explore objects to learn about them. An infant looks at a bottle to check it out, and this is called “play”
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solitary play
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- also non-social type of play. Try to play with objects, pushing buttons, exploring objects, gaining enjoyment
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onlooker play
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also non-social, like a lawyer, watch other play but don’t try to interact
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parallel play
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both children intentionally sit next to eachother and play next to eachother doing the same thing, but do not actually interact (DOES THIS COUNT AS SOCIAL?)
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associative play
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is social, having fun with unstructured activities without rules
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cooperative play
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also social, there are agreed upon rules, or roles, or generally higher level structure
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