Hd 101_Exam 3

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Obesity

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-2nd risk for children health wise
-body weight 20% or more above normal for height
-caused from: lazy lifestyle, fast food, genetics, over eating

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Learning Disabilities

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-refers to a child who:
(a) has difficulty mastering one or more academic subjects
(b) has normal intelligence and
(c) is not suffering from other conditions that could explain poor performance, such as sensory impairment or inadequate instruction.
-most common is a reading disability

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Dyslexia

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-a learning disability that manifests itself primarily as a difficulty with written language, particularly with reading.
-It is separate and distinct from reading difficulties resulting from other causes, such as a non-neurological deficiency with vision or hearing, or from poor or inadequate reading instruction.
-dyslexia results from differences in how the brain processes written and spoken language

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Dyscalcula

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-dyslexia for math
-impairment of the ability to solve mathematical problems
-usually resulting from brain dysfunction

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Attention-Deficit Hyperactivity Disorder

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There are three symptoms:
-overactivity: unusually energetic, fidgety, and unable to keep still
-inattention: do not pay attention in class, unable to concentrate on schoolwork.
-impulsivity: act before thinking
-boys outnumber girls by a 3:1 ratio.
-roughly 3-5% of school age children are diagnosed with ADHD
-due to ineffective parenting and is hereditary

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Selective Attention

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-involves the selection of relevant information and inhibition of irrelevant information.

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Meta-cognition

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-how we think about our thinking

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Concrete Operational Thought

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-Piaget
-children can reason logically about the things and events they percieve
-begin to understand logic, as long as the principles can be applied to concrete of specific causes
-about age 7 or 8 maturity and experience allow this type of thought

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Achievement Tests

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-measure how much has been learned in a specific subject area
-ITBS & WASL

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Aptitude Tests

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-measure potential
-IQ is an aptitude test

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IQ Tests

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-aptitude test
-tests mental age divided by chronological age
-about 2/3 fall in 85-115 (100 is average)
-70-85 slow learners
-over 130 are gifted

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Industry vs. Ineriority

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?

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Social Cognition

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-the understanding of other people and groups
-becomes more complex: see others' behavior as more than responses
-begin to see relationship of needs and emotions, motives and interpersonal relationships and one's actions

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Social Comparison

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-how individuals evaluate their own opinions and desires by comparing themselves to others

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Adolescence

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-transition period from childhood to adulthood
-physical, social, and emotional process
-begins at age 12 or 13 and ends in late teens or early 20's

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Puberty

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-process that leads to sexual maturity
-primary sex characteristics
-secondary sex characteristics: hair and voice

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Menarche

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-girl's first period, average age 13

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Testosterone

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-the principal male sex hormone and an anabolic steroid

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Estrogen

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-primary female sex hormone

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Growth Spurt

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-rapid growth during a short period of time, children will experience this during puberty, and along with it could come growing pains

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Spermarche

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-first spontaneous male ejaculation

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Primary Sex Characteristics

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-organs that are directly involved in reproduction
-ovaries, uterus, and vagina in girls
-scrotum, testes, and penis in boys

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Secondary Sex Characteristics

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-physical signs of maturity not directly linked to the reproductive organs
-growth of breasts and widening of pelvis in girls
-appearance of facial hair and broadening of shoulders in boys

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Body Image

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-adolescents are much more concerned about their overall appearance
-generally girls worry more about body image than boys

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Formal Operational Thought

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-children and adolescents expand beyond thinking about only the concrete and the real.
-instead, they apply psychological operations to abstract entities
-also able to think hypothetically and reason abstractly

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Hypothetical Thought

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-being able to come up with conclusions to hypothetical ideas

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Adolescent Egocentrism

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-find fault with authority
-argumentativeness
-self consciousness
-self centeredness
-indicisiveness
-apparent hypocrisy

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Invincibility Fable

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-the idea that nothing bad can ever happen to ME

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Imaginary Audience

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-a phenomenon where many adolescents feel that they are, in effect, actors whose performance is watched constantly by their peers

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Identity vs. Role Confusion

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-involves balancing the desire to try out many possible selves and the need to select a single self.

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Identity

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-the search for who you are and where you belong

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Identity Achievement

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-the individual has explored alternatives and has deliberately chosen a specific identity

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Foreclosure

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-the individual has a status determined by adults rather from personal exploration

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Negative Identity

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-low self-esteem

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Identity Diffusion

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-the individual is overwhelmed by the task of achieving an identity and does little to accomplish the task

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Moratorium

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-the individual is examining different alternatives but has yet to find one that's satisfactory

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Peer Pressure

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-an irresistible, harmful force to conform

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Baumrind's Basic Parenting Styles

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-authoritative
-authoritarian
-permissive
-uninvolved

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Authoritative

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-combines a fair degree of parental control with being warm and responsive to children
-best kind

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Authoritarian

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-combines high control with little warmth

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Permissive Parenting

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-offers warmth and caring but little parental control

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Uninvolved Parenting

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-provides neither warmth nor control

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What are the most significant developments in relation to biological forces, psychological forces and sociocultural forces for 6-11 year olds and adolescents?

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•Biological-6-11-during this age these children have a steady pace of growth, and both boys and girls seem to be about the same height. More growth in their legs than in their trunks. eat about 2400 calories. Fine and Gross motor skills improve substantially , girls tend to thrive in motor skills that emphasize dexterity, and gross motor skills that include balance and flexibility. Boys excel in strength.
oAdolescents-go through puberty. Girls usually go through puberty before guys, which means they hit they grow spurts first, so this is the time when girls are towering of the boys. Also during this time, primary and secondary sexual characteristics develop, which means change in voice and breast development, etc.
•Psychological-6-11- progress to Piaget’s stage of concrete operations , which means children are becoming less egocentric, and are able to reverse their thinking.
oAdolescents- formal operational thinking, which means that they can think hypothetically and reason abstractly.

•Sociocultural-

Front 44

Explain how a specific change in the microsystem of a child in either life stage might affect a child’s development in relation to each developmental force. Examples of changes in the microsystem might include: marriage of a parent, divorce, friendships, day care, adoption, new school. (Although these have not all been covered in lecture, there is good information in the text. What are positive and negative outcomes that could occur as a result of a child experiencing each of those changes.)

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The child usually fairs poorly in school when compared to children who have families intact. They are also more prone to have problems in their own marriage when they get older and have negative attitudes about marriage. Children also cope better to divorce when the parents get along well and can try for joint custody. However if the parents do not get along well and the children must split it is found that children will adjust better with parents of the same sex. It can impact development because 1) the child loses a role model, emotional support and source of parental help with the split 2) single parent families also suffer more economic issues and it often means that activities that were once taken advantage of are now no longer affordable. These two lead to 3) that with the parenting stressing about all this they have less time to devote to parenting

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What is your expected role(s) – parent, teacher, coach, uncle/aunt, other – with children of these ages in the future? How might you use the information regarding development in ages 6 through adolescence to better prepare for this role(s)?

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•Parent- to bring the child up in a safe and healthy environment, encouraging them to improve in their gross and fine motor skills. Also encouraging intellectual development by giving them certain activities to improve their knowledge (reading before bed, writing a story about their doll etc.). Also helping them to maintain a healthy diet.
•One must remember that during this time the child goes through the most changes, from age 6 to adolescence. Puberty hits and the child goes through very rapid changes, during this time as a parent one must be sure to encourage the child to maintain their best, as well as keep their healthy diet, and maintain a healthy self-esteem.

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Describe the health condition of children ages 6-adolescence?

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Children need 2,200 calories for girls and 2,700 for boys. They need calcium for bone growth and iron for extra hemoglobin. Many teenagers get enough calories but they are fatty fast foods instead of balanced meals. About one in seven children are now overweight, based on the BMI index which adjusts to height and weight to describe the healthy weight for children. Heredity often plays a role in juvenile obesity which in turn makes them genetically more prone to inactivity and makes it harder for them to burn calories. Environment and parents also play a role in obesity in the form of TV advertising and parents inadvertently encouraging external eating signals. Under eating are also problems; anorexia nervosa is a disorder marked by a persistent refusal to eat and an irrational fear of being overweight. Bulimia nervosa is when an individual alternates between binge eating periods when they eat uncontrollably and purging through self induced vomiting or with laxatives. Children should also participate in regular physical activity of at least 30 minutes three times a week at a pace that keeps their heart rate above 140. However most children rarely get enough exercise, some get it through PE classes or playing organized sports in school.

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Review Erikson’s psychosocial developmental stages. How might these stages be enacted by individuals in each life stage?

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•Basic trust vs mistrust (birth to 1) develop a sense that the world is a safe “good place
•Autonomy vs shame and doubt (1-3 yrs) realize that one is an independent person who can make decisions
•Initiative vs guilt (3-6 yrs) learn to develop new things and to handle failure
•Industry vs. inferiority (6 to ad) learn basic skills and to work with others
•Identity vs. identity confusion (adolescence) learn to develop a lasting, integrated sense of self.
•Intimacy vs. isolation (young adulthood) to commit to another in loving relationship
•Generaticity vs. stagnation (middle adulthood) to contribute to younger people through child rearing, child care, or other productive work
•Integrity vs. despair (late life) to view one’s life as satisfactory and worth living.

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Piaget’s theories have formed the basis for discussion in the cognitive realm. The two stages of cognitive development that are appropriate during these age groups are concrete operational thinking and formal operational thinking. Describe characteristics of these stages and be able to define and provide examples.

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In progressing to Piaget’s stage of concrete operations, children become less egocentric, rarely confusing appearances with reality, and are able to reverse their thinking. They now solve perspective taking, conservation, and class intrusion problems and class intrusion problems correctly. Thinking at this stage is limited to the concrete and the real. In formal operational, in everyday thinking adolescents reasoning is often less sophisticated than would be expected of formal operational thinkers. Second, Piaget assumed that after the formal operational stage is reached, thinking never again changes qualitatively.

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What are some of the effects of poverty on youth? Stress?

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The children tend to drop out of school, homelessness, trouble in the neighborhood, depression, low self esteem, and lower education

Front 50

Identity formation is very important, especially at the adolescent stage. What identity statuses are possible while one is developing an identity. Be familiar with the works of Erikson and Marcia.

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According to Marcia, individuals progress through four different stage (in no particular order) and most young adolescents are in a state of diffusion or foreclosure. In the stage of diffusion the individual is overwhelmed by the task of achieving an identity and does little to accomplish the task. In the stage foreclosure the individual has a status determined by adults rather than from personal exploration. In the stage of moratorium the individual is examining different alternatives but has yet to find one that’s satisfactory. In the last stage of achievement the individual has explored alternatives and has deliberately chosen a specific identity

Front 51

Describe an activity that a care provider or parent might do with someone aged 6-11. What developmental forces does this activity relate to? In what ways are the developmental forces affected?

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I think an activity that a care provider would do, would be painting because at this age the children have such a big imagination that they love to be creative. This relates to the developmental force of fine and gross motor skills…for example if you want them to paint in between the lines they would be using their fine motor skills but if you let paint on a wall then they will be using their gross motor skills

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What are characteristics and outcomes of each of the three basic parenting styles?

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There are four basic parenting styles…authoritarian parenting combines high control with little warmth; these parents lay down the rules and don’t leave any give and take for the child’s wishes. Authoritative parenting combines a fair degree of parental control with being warm and responsive to the children; authoritative parents explain rules and encourage discussion. Permissive parenting offers warmth and caring but little parental control; these parents generally accept their children’s behaviors and punish them rarely. Uninvolved parenting provides neither warmth nor control; they provide their children with basic physical and emotional needs but little else.

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Why is it important to have parents involved in the lives of their children?

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It is extremely important to have parents involved in their children’s lives because the children need to have someone to look up to and support then in things that they do. By the parents being involved in their lives, will help them grow and learn the correct way. For example when a parent shows interest in their kids school, it will motivate children for academic success.

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Review the work of the following theorists, be able to describe the main ideas associated with their theories, and explain how their work influences our interpretation of development for children aged 6-adolescence: Gardner, Sternberg, Selman, Vygotsky, Kohlberg, Gilligan, Eisenberg.

Back 54

Kohlberg: six stages- preconventional morality (ages 4-10)
1) obedience orientation : obedience to authority
2) instrumental orientation: nice behavior in exchange for future. Conventional morality (ages 10-13)
3) interpersonal norms: maintaining mutual relations, approval of others, the golden rules (treat others as you would like to be treated)
4) social system morality: follow rules to maintain social order (right behavior means being a dutiful citizen and obeying laws set by society). Post conventional morality (13, or not until young adult) 5) morality of contract, of individual rights, and of democratically accepted law (one should obey rules, they exist for the benefit of all and are established by mutual agreement)
6) morality of universal ethical principles. General principles determine right and wrong, these values are established by individual reflection and may contradict the egocentric or legal principles of earlier reasoning.

Gilligan: stages a response to Kohlberg’s stages.
1) survival orientation: egocentric concern for self, lack of awareness of others’ needs; ‘right’ action is what promotes emotional or physical survival
2) conventional care: lack of distinction between what others want and what is right; ‘right’ action is whatever pleases others best
3) integrated care: coordination or integration of needs of self and of others; ‘right’ actions take account of self as well as others.

Eisenberg: prosocial reasoning.
1) hedonistic orientation: pursues own pleasure
2) needs-oriented orientation: others needs and want to help 3) approval focused orientation: behave as society expects of good people
4) empathic orientation: consider others and own perspectives/actions and how actions would make them feel

Front 55

Select one of the theories of moral development. Describe the theory. Identify what you believe to be strengths/weaknesses of this theory in relation to understanding moral development in children aged 6-adolescence.

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Carol Gilligan
-survival orientation: egocentric concern for self lack of awareness of other's needs; "right" action is what promotes emotional of physical survival
-conventional care: lack of distiction between what others want and what is right; "right" action is whatever pleases others best
-integrated care: coordination or integration of needs of self and of others; "right" action takes into account self as well as others

Strenghs: covers the fact that adolescents develop both justice and caring at the same time

Weakness: doesnt really touch on the fact that even though male and females achieve the same levels of morality, they express them in different ways

Front 56

Identity development can be a difficult process for any adolescent. What additional challenges might a young person face in identity development if he/she homosexual? How might the process be challenging for a person of a cultural minority within a society?

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• If he/she was homosexual they may have to go though discrimination, and the feeling of disappointing a parent. Many feel that their peers may not support them, which in many cases is true. These people are also sometimes verbally and physically attacked by the people around them. It is not surprising that mnay young youth gay or lesbians suffer from mental health problems i.e. depression or anxiety, due to the discrimination

Front 57

A father of an elementary school aged child believes that it is a waste of time to teach science to children in elementary schools since they often do not understand cause and effect, and cannot reason scientifically or appreciate scientific theories. Convince this parent that science should be taught to elementary school children. What cognitive development information could be used to justify this perspective? Suggest appropriate kinds of science activities for third or fourth graders.

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I believe that children should be taught science in elementary school because it just helps them expand their horizons even more. Just because they might not understand cause and effect doesn’t mean that they can’t grasp some scientific concepts. I especially believe that the older elementary students should without a doubt be taught some type of scientific concept. Piaget believes that children do have cognitive development where they can reason logically about the things and event that they perceive. Then they will be able to begin to understand the logic, as long as the principles can be applied to concrete or specific cases. I think that some activities that would be good would be working with plants, understanding different environments, circle of life, and the moon cycle.