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98 Cards in this Set
- Front
- Back
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Germinal Period |
Zygote // first 2 weeks post conception |
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Differentiation |
Process by which cells assume different functions |
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Blastocyst |
Inner layer that attaches to wall of uterus (becomes a baby) |
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Trophoblast |
Outer layer that is the support system |
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Embryonic period |
2-8 weeks post conception |
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Organogenesis |
Organs developing in the embryo |
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Amnion |
Water tight sac for baby // protection and temp regulation |
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Yolk sac |
Part of trophoblast which Produces blood cells |
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Chorion |
Part of trophoblast which is the precursor to the lining of the placenta |
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Allantois |
Part of trophoblast which is precursor to the umbilical cord |
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Ectoderm |
Skin, hair, sense organs and brain of embryo |
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Endoderm |
Inner layer / digestive system and heart of embryo |
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Mesoderm |
Middle layer of embryo // bones and blood |
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Fetal period |
2 months until birth // organs become differentiated and operational |
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Miscarriage |
Spontaneous abortion |
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Teratogen |
Any agent causing birth defects |
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Psychoactive drugs |
Drugs which altar state of consciousness |
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Biological half life |
Time it takes for 50% of any drug to exit the body // 4-5 half lives to completely exit the body |
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Apgar Scale |
Newborn Evaluation named after Its inventor |
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Apgar Acronym |
Appearance, Pulse, Grimace, Activity, Respiration |
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Postpartum Period |
The period of time 6 weeks post birth and requiring bonding |
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Postpartum Depression |
Mental health condition occurring in 10% of new mothers; usually requires intervention; anhedonic state |
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Postpartum Blues |
Period of sadness occurring in 70% of new mothers lasting 1-2 weeks post birth |
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Post partum psychosis |
Mental health condition occurring in 1% of new mothers; hallucinations possibly self harm or harm infant |
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Myelin |
Fatty substance that surrounds the axon of a neuron ; protects and speeds communication |
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3 Types Of Infant Crying |
Basic: rhythmic Anger: rhythmic and communicates rage Pain cry: not rhythmic; loud and immediate |
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Two types of smiles in infants |
Reflexive smile: not due to external stimuli Social smile: response to external stimuli |
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Social referencing in infants |
An infants ability to read cues in an environment |
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Types of Attachment in Infants & Children |
Securely Attached Insecure Avoidant Insecure Resistant Insecure Disorganized |
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Theories of Attachment |
Freud: babies attach through oral satisfaction Harlow: comfort rather than food Bowlby: babies biologically equipped to attach to mothers. Cuteness helps people attach |
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Temperament |
Precursor to a child’s personality |
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Easy Child |
Temperament representing 40% of kids; routine quickly adapted, happy child; adapts well |
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Difficult Child |
Temperament representing 10% of kids; no routines slow to establish or switched, does not adapt to change |
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Slow to Warm Up |
Temperament representing 15% of kids; low activity, may not adapt well |
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Goodness of Fit |
The act of matching the temperament of a child to their environment |
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Gender |
Sense of being male or female |
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Resiliency |
Ability to adjust and recover |
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Body growth rate of avg. child |
2.5 inches/ 5/7 lbs / year |
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Avg, brain growth in children |
Grows faster than any other part of the body |
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Frontal Lobe in development |
Part of the brain that increases in dopamine, attention and retention in development. More decision making and judgement. |
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Gross motor development in early childhood |
Developing physical abilities but without reasoning accidents happen frequently |
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Find motor development in early childhood |
The ability to grasp small objects, color, bead pasta on a string etc. which grows during early childhood development |
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Handedness |
Preference for use of one hand over the other |
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Gender more likely to be left handed |
Boys |
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Basal metabolism rate |
Minimum amount of energy a person uses at a resting state |
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Child obesity |
Leading cause of death in children |
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Causes of death in early childhood |
Accidents cancer heart disease // be able to discuss both sides of ses |
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Preoperational stage in early childhood |
2-7 years // thinking before doing. |
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Symbolic Function in early childhood development |
The use of symbols to represent ideas in young children. |
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Egocentrism in early childhood development |
Inability of a child to take another viewpoint. Smack to understand smacking |
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Animism in early childhood development |
To a child, inanimate objects have lifelike qualities and are capable of action |
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Age Intuitive thought begins in early childhood development |
4-7 years |
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Centration (early childhood) |
Focus on one limited aspect of something (a promise of ice cream later means asking about it all day) |
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Conservation (early childhood) |
The knowledge that quantity is unrelated to how an object is presented (100 pennies = 1 dollar) |
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Language (early childhood / Vygotsky) |
Private speech / Inner speech |
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Short term memory |
Holds small amount of info for short time // 30 seconds |
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Long term memory |
Limitless amount of information // grows with accuracy as age increases |
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Schema |
Framework for long term memory // filing cabinet by category |
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Phonology |
System of sounds |
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Morphology |
Rules for combining units of meaning (in kids it’s still under developed ie “that hurted, or goed to the park) |
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Pragmatics (language) |
Rules for use in social settings (underdeveloped in kids ie saying embarrassing things in public) |
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Semantics (language) |
- Meaning of words - 14-16k words (6yrs) - 22 new words per day (6yrs) |
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Syntax |
Rules for understanding sentences (?!.) |
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Child centered approach (early childhood education) |
Focus on whole child: physical, cognitive, and social development |
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Montessori Approach (early childhood education) |
Teacher acts as a facilitator Child has freedom Emphasis on peer interaction |
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Developmentally Appropriate Approach (early childhood education) |
Focus on typical developmental patterns // view each child as unique |
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Self (early childhood) |
Who am I |
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Initiative vs Guilt |
Actively exploring environment vs will I get caught |
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Conscience |
Governs initiative |
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Self understanding |
Cognitive ability to report likes/dislikes |
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Gender |
Sense of being boy or girl |
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Gender Role |
Expectations about how boys and girls should act and think |
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Gender Role |
Expectations about how boys and girls should act and think |
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Social gender theories |
1. Social role theory: gender differences are due to culture 2. Psychoanalytic theory: learned bx by watching same sex parent. (I get attention so I’m like mommy) 3. Social Cognitive Theory: bx learned through observation imitation rewards and punishment |
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Gender Role |
Expectations about how boys and girls should act and think |
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Social gender theories |
1. Social role theory: gender differences are due to culture 2. Psychoanalytic theory: learned bx by watching same sex parent. (I get attention so I’m like mommy) 3. Social Cognitive Theory: bx learned through observation imitation rewards and punishment |
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Cognitive gender theories |
1. Cognitive Development Thwory: gender typing occurs after child achieves gender constancy // once a child realizes they can’t be a boy tomorrow by magic 2. Gender schema theory: gender typing occurs after a child develops a stable schema for a boy and girl (boy = trains, girl = dolls) |
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Parenting Styles |
1. Authoritarian 2. Authoritative 3. Indulgent 4. Neglectful |
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Operant conditioning |
Voluntary bx chosen to not be punished |
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Reinforcements (2 types) |
1. Positive - add something 2. Negative - take something away |
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Punishment |
1. Positive - add discipline ie dog poop pickup, spank, corner 2. Negative - remove desirable thing ie phone, sleepover |
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Abuse |
Injury toward a child |
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Physical abuse |
Physical injury |
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Physical abuse |
Physical injury |
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Child neglect |
Physical/emotional/educational neglect |
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Physical abuse |
Physical injury |
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Child neglect |
Physical/emotional/educational neglect |
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Sexual Abuse |
Fondling, rape, incest or exploitation |
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Physical abuse |
Physical injury |
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Child neglect |
Physical/emotional/educational neglect |
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Sexual Abuse |
Fondling, rape, incest or exploitation |
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Emotional abuse |
Verbal, psychological |
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Physical abuse |
Physical injury |
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Child neglect |
Physical/emotional/educational neglect |
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Sexual Abuse |
Fondling, rape, incest or exploitation |
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Emotional abuse |
Verbal, psychological |
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Birth order |
- Older siblings = higher expectations - all other ideas anecdotal |
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Play (Bergen) |
1. Sensorimotor play: cause effect, 6-12 mos 2. Practice Play: learn skill while playing 3. Symbolic Play : use symbols to transform environment ie fort is now pirate ship, box is better than toy // 18mos-5 yrs 4. Social Play: play with others 5. Constructive play: symbolic increases 6. Games: rules matter // 9yrs + |
