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110 Cards in this Set
- Front
- Back
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What is a growth hormone? |
it is necessary for development of all body tissues except the central nervous system and the genitals |
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Immunizations |
Are important to keep immune system up for children and prevent spreadable diseases. -some choose not to immunize ex: vaccination nation -some cannot afford immunizations |
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Gross motor development |
center of gravity shifts= better balance better at running, jumping, skipping, throwing balls, steering tricycles |
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Fine motor development |
control of hands and fingers improve -early printing -drawing increases |
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Development of Drawing |
scribbles-> 1st representational forms-> more realistic drawing |
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Early Printing |
first looks like drawings and then into clear letters |
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Gender differences in motor skills |
-boys are ahead in skills that emphasize force and power -girls are ahead in fine motor skills and skills needing balance |
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Sociodramatic play |
the make believe play with others that is underway by the end of the 2nd year and increases rapidly in complexity during early childhood |
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Dual representation |
viewing a symbolic object as both an object in its own right and a symbol |
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Egocentrism |
failure to distinguish others' symbolic viewpoints from one's own |
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Conservation |
refers to the idea that certain physical characteristics of objects remain the same even when the outward appearance changes |
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Centration |
they focus on one aspect of a situation neglecting other important features. |
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irreversibility |
an inability to mentally go through a series of steps in a problem and then reverse direction returning to the starting point |
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Hierarchal classification |
the organization of objects into classes and subclasses on the basis of similarities and differences -there is a lack of this in early childhood |
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scaffolding |
adjusting the support offered during a teaching session to fit the child's current level of performance |
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Autobiographical memory |
representations of personally meaningful, one-time events |
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Metacognition |
"thinking about thought" |
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Emergent literacy |
active efforts to construct literacy knowledge through informal experiences |
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Ordinality |
order relationships between quantities |
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Cardinality |
that the last number in a counting sequence indicates the quantity of items in a set |
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Head Start |
began in 1965 provides children with a year or two of preschool along with nutritional and health services |
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TV |
devoted time to educational programs is associated with gains in early literacy and math skills and academic progress |
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Initiative vs. Guilt |
young children have a new sense of purposefulness -they are eager to tackle new tasks, join in activities with peers, and discover what they can do with the help of adults |
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Foundations of self-concept |
consists largely of observable characteristics -ex: name, physical appearance, possessions and everyday behavior |
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Self-Esteem |
the judgments we make about our own worth and the feelings associated with those judgments |
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Empathy |
actions that benefit another person without any expected reward for the self -motivator of prosocial or altruistic behavior |
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Sympathy |
feelings of concern or sorrow for another's plight |
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Nonsocial play |
unoccupied, onlooker behavior and solitary play |
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Parallel play |
child plays near other children with similar materials but does not try to influence their behavior |
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Associative play |
engage in separate activities but exchange toys and comment on one another's behavior |
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cooperative play |
children orient toward a common goal |
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First friendships |
-does not have a long term enduring quality based on trust -company of friends seems to serve as a secure base -important context for emotional and social development |
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Inductive discipline |
promotes conscience formation -an adult helps the child notice feelings by pointing out the effects of the child's misbehavior on others |
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Effects of harsh punishment |
-models aggression -induces a chronic sense of being personally threatened, child focuses on own distress rather then responding sympathetically to other -child avoid the punishing adult -stops misbehavior temporarily
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Time out |
alternative to harsh punishment in which the child sits in silence for several minutes |
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Moral imperatives |
which protect people's rights and welfare from two other types of rules and expectations
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social conventions |
customs determined solely by consensus ex: table manners an politeness rituals |
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Proactive/instrumental aggression |
children act to fulfill a need or desire an unemotionally attack a person to achieve their goal |
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reactive/hostile aggression |
an angry defensive response to provocation or a blocked goal and is meant to hurt another person
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Physical aggression |
harms others through physical injury |
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verbal aggression |
harms others through threats of physical aggression, name-calling, or hostile teasing |
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Relational aggression |
damages another's peer relationships through social exclusion, malicious gossip, or friendship manipulation |
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Gender typing |
refers to any association of objects, activities, roles, or traits with one sex or the other in ways that conform to cultural stereotypes |
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Gender stereotyped beliefs |
children apply them as rules, rather than flexible guidelines |
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Gender identity |
an image of oneself as relatively masculine or feminine in characteristics |
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Gender Constancy |
a full understanding of the biologically based permanence o their gender, including the realization that sex remains the same even if clothing, hairstyle and play activities change |
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Gender Schema Theory |
an information-processing approach that combines social learning and cognitive-development features -it explains how environmental pressures and children's cognitions work together to shape gender role development |
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Authoritative |
most successful approach -involves high acceptance and involvement adaptive control techniques and appropriate autonomy granting |
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Authoritarian |
low in acceptance and involvement high in coercive control and low in autonomy granting -appear cold and rejecting, they yell, command, threaten, resort to force and punishment |
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Permissive |
warm and accepting, but uninvolved -are overindulgent or inattentive and thus engage in little control -they allow children to make many of their own decisions at an age when they are not yet capable of doing so |
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Uninvolved |
combines low acceptance and involvement with little control and general indifference to issues of autonomy |
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Child Maltreatment |
-physical abuse -sexual abuse -neglect -emotional abuse |
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Obesity |
greater than 20 percent increase over healthy weight -leads to major health concerns -children become socially isolated -more emotional, social and school difficulties |
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Asthma |
most common illness among middle childhood children |
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Gross and fine motor skills and gender differences |
gross- gains in flexibility, balance, agility, and force fine-gains in writing, depth cues -girls have an edge in fine motor skills and balance and agility. -boys have an edge in all other gross motor skills |
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Concrete Operational Stage |
7-11 years; thought is far more logical, flexible, and organized -ability to pass conservation tests, and more aware of classification hierarchies |
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seriation |
ability to order items along a quantitative dimension, such as length or weight |
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Cognitive maps |
mental representations of familiar large scale spaces -example of spatial reasoning |
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Transitive inference |
ability to seriate mentally |
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Memory Strategies |
improvement in strategies -rehearsal -organization -elaboration |
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Theory of Mind |
set of ideas about mental activities -see mind as an active constructive agent that selects and transforms information |
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Cognitive self-regulation |
the process of continuously monitoring progress toward a goal, checking outcomes, and redirecting unsuccessful efforts |
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Sternberg's Triarchic theory of intelligence |
-analytical: information- processing skills -creative: the capacity to solve novel problems -practical: application of intellectual skills in everyday situations |
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Gardner's theory of multiple intelligence |
defines intelligence in terms of distinct sets of processing operation that permit individuals to engage in a wide range of culturally valued activities -proposes @ least 8 independent intelligences |
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Stereotype threat |
fear of being judged on the basis of a negative stereotype -can trigger anxiety that interferes with performance |
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phonics approach |
believing that children should first be coached on phonics- the basic rules for translating written symbols into sounds |
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Whole language approach |
children should be exposed to text in its complete form, so that they can appreciate the communicative function of written language |
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Dynamic Assessment |
an innovation consistent with Vygotsky's zone of proximal development, an adult introduce purposeful teaching into the testing situation to find out what the child can attain with social support |
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Bilingual Development |
two ways: -by acquiring both language at the same time in early childhood -learning a second language after mastering the first |
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Traditional Classroom |
teacher is the sole authority for knowledge, rules, and decision making. students are relatively passive. Progress is evaluated by how well they keep pace with a uniform set of standards for their grade |
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Constructivist Classroom |
encourages students to construct their own knowledge. reveals richly equipped learning centers, small groups, and individuals solving self chosen problems and a teacher who guides and supports in response to children's needs. Evaluated by considering their progress in relation to their own prior development |
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Social Constructivist classroom |
children participate in a wide range of challenging activities with teachers and peers with whom they jointly construct understandings |
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Divergent Thinking |
generation of multiple and unusual possibilities when faced with a task or problem |
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Talent/Gifted |
displaying exceptional intellectual strengths |
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Perspective taking |
inferring others' attitudes toward the child and incorporating them into their self definitions |
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Social Comparisons |
judgments of one's own appearance, abilities, and behavior in relation to those of others -form and ideal and real self |
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4 evaluations of Self-Esteem |
-academic competence -social competence -physical/athletic competence -physical appearance |
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Mastery- oriented attributions |
crediting their successes to ability -characteristics can improve through trying hard -attribute failure to factors that can be changed or controlled |
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Learned Helplessness |
attribute their failures, not their successes to ability. Success is due to external factors -ability is fixed and cannot be improved by trying hard |
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problem-centered coping |
appraise the situation as changeable, identify the difficulty and decide what to do about it |
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emotion- centered coping |
internal, private and aimed at controlling distress when little can be done about an outcome |
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Peer group |
collectives that generate unique values and standards for behavior and social structure of leaders and followers |
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Popular prosocial |
combine academic and social competence |
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Popular antisocial |
athletically skilled but poor students who cause trouble and defy adult authority. Enhance status by ignoring, excluding, and spreading rumors about other children |
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Rejected- aggressive |
show high rates of conflict, physical, relational aggression, and hyperactive, inattentive and impulsive behavior |
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rejected- withdrawn children |
passive and socially awkward |
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Controversial children |
display a blend of positive and negative social behaviors -often bully and engage in relational aggression |
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Neglected Children |
usually well- adjusted emotionally well |
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Gender typicality |
degree to which the child feel he or she "fits in" with others of the same gender |
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Gender Contentedness |
Degree to which the child feels comfortable with his or her gender assignment |
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Gender Identity and Behavior |
Boys have "masculine" personality traits and girls are "androgynous" having some "other gender" characteristics |
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Coregulation |
a form of supervision in which parents exercise general oversight while letting children take charge of moment-by-moment decision making |
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Sibling Relationships |
sibling rivalry increases -parents often compare siblings' traits and accomplishments |
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Only Children |
higher self-esteem, do better in school, and attain higher levels of education -tend to be less well- accepted in the peer groups |
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Phobia |
intense, unmanageable fear |
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Changes in the cerebral cortex |
huge growth in left hemisphere-language increase linking of areas; cerebellum, reticular formation and corpus callosum |
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3 Mountains problem |
When children are asked to describe what the doll sees they describe it in their point of view |
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Animistic Thinking |
Belief that inanimate objects have lifelike qualities |
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Private Speech |
helps guide behavior gradually becomes more silent foundation for all higher cognitive processes inner speech |
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Overregularization |
using grammar rules to much and in inappropriate ways |
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pragmatics |
the communicative side of language |
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Frontline Vaccine Wars |
vaccines lead to autism why do we need to vaccine against diseases that aren't in the US |
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Emotional Self Regulation in early childhood |
know strategies for adjusting emotional arousal -avoidance -talking -changing goals Effortful control |
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Reversibility |
mentally reverse steps in problem, returning to the starting point |
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Adult Organized Sports |
Can be good in teaching teamwork, and cooperative skills, but can sometimes be to structured and competitive |
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Creativity |
ability to produce original, appropriate work |
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High stakes testing./ No child left behind |
Two things to reduce cultural bias on testing |
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Alternative Uses task |
coming up with different ways one object can be used. -scored on originality, fluency, flexibility elaboration |
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Divorce and difference in age or sex |
Boys and children with difficult temperaments are more likely to have problems -children react differently based on age. younger blame themselves and older become defensive |
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Maternal employment and child development |
makes mother a good role model for daughters showing that women can also work and achieve things |
