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100 Cards in this Set
- Front
- Back
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physical growth and motor skill development during early childhood ( ages 2 -5 |
age 2: run, kick large ball, jump 12 in, stairs alone, construct tower 6-8 blocks, turn pages, put on simple clothes, can hold glass with one hand age 3: stand on one foot, hop on both, ride tricycle, propel wagon, copy circle, draw straight line, pour from pitcher, catch ball extended arms age 4: stunts tricyclce, descend ladder, gallop, cut on line scissors, crude letters, dress self age 5: skip, hop 1 foot 4 10 feet, copy squares, letter numbers, throw ball, fasten visible buttons,
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sensory development children age 2-6 |
- use eyes hands and feet to discover differences among objects in their environment - help use language to salsify things
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Auditory system impaired otitis media |
- cold, ear infection, sinus infection - painful fluid buildup in ear |
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increased mylination- |
provides insulation among axons help enhance speed of neurochemical signaling in the brin and body |
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children and brain |
- by age 5 brin 90% of adult weight - left side brain control right side body, vice versa - children use right hand to perform tasks - left handed children have thicker corpus callosum and have effient interaction between the hemispheres - frontal cortex improves problem soving skills |
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role of nutrition in developing children |
-0 children ages 2-6 don't ear enough grains and fruits and to much cholesterol sodium and sugar-
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poor eating habits |
- snacking on high cholesterol food, -eating larger portions - skipping breakfast |
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implications of changing demographics on children's health |
- increased child population has implications for health care education and childcare based on race and ethnicity |
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intelligence |
a global capacity to understand the world think rationally and cope resourcefully with challenges
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intelligence as a vernal factor ( Binet |
devised the 1st widely used intelligence - general capacity for comprehension and reasoning - measuring general ability that was expressed in the performance of many kinds of tasks |
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two factor theory of intelligence |
two elements of intelligence is general intelligence which is universal and specific intelligence the s factor which is particular to certain tasks like arimithmitic and spatial tasks |
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Gardners 9 intelligences |
- verbal linguistic -logical mathmatical -visual spatial -musicla - bodily kinesthetic -interpersonal ( dealing with others -intrapersonal ( knowledge of self -NATURALIST ( knowledge of natural world - existentialist( knowledge of existence - |
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INTELLIGENCE IS A PROCESS |
- they are not so much interested in what we know as in how we know it |
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intelligence nature vs. nuture |
import ace of intelligence they attribute to heredity vs. environment |
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Hereditarian position nature vs. nuture ( twins |
phrase nature vs. nuture in terms of the "how much" question and seek in family tests - conclude that 60 - 80 % of variation in IQ scores in the general population is attractable to genetic difference sand remainder is environmental differences
- fraternal ( raised together)varies identical different homes) more alike |
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environment ( nurture) is significant |
environmentalist argue that mental ability are learned and intelligence increases and decreases according to degree of enrichment or impoverishment |
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contemporary science consensus |
- gens and environnent reinforce each other - genetic endowment - environmental stimulation - covariance of hereditary and environmen- how the two components vary relative to one another |
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BOurchards 1990 position vs Jencks gene- environmental covariance |
-70% of IQ differences among ppl attritable to genetic factors - IQ differences due to hereditary 35% environment, 25% ten environment interaction |
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pre operational period Jean Piaget |
the development of intelligence in infants and children between 2-7 |
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conservation problems
why? |
amount of something stays the same no matter the weight hard for pre operation children to understand - centration- concentrats on one feature of situation and neglect other aspects |
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states vs. transformational reasoning |
-preoperational thought fixes on static states fails to link successive states into coherent events ( offer cookie they say too small then break cookie up |
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pre operational child non reversibility
( reversibility of operations |
-seroies of operations that can be gone through in reverse order |
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egocentrism vs. sociocentrism |
- e- lack of awareness that there are viewpoints other than own - sociocentric- people oriented reposes in young children ( children play roles properly of docros and taking care of babies they can see there role |
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critique soc Piagets altruistic (prosocial bhavior) |
- children do have that is kind and helpful with no expectation for ones self - sharing toys, taking turns, comforting friends |
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theory of mind |
probes children's developing conceptions of major components of mental activity - when children comp rend that the mind exists and can see distinction between self and environment and as being apart of it |
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conceptual foundations for learning Casuality |
involves our attribution of a cause and effect relationship to two paired events that recur in succession children younger 7 fail to grasp maybe earlier at 3 months ( id I cry mom comes |
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foundation of learning regarding number of concepts |
Piaget de emphasizes childen counting ability preschoolers can preform tasks with modified version of counting sk how old they are they hold up fingers |
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phonology |
two word sentences begin to display rules that govern language ( doggy go) |
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morpohology |
how a word can change form ( past tense, hims vs. mines) |
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syntax |
age 3 ask who what when where why asking these questions show uderstanging of syntax ways in which words must be ordered in sentence |
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pragmatics |
age 3-5 what types of language they can use in social environment |
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Vygotskys zone of proximal development |
tasks with more help from more skilled partner children master tasks that are too had to accomplish alone |
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recall |
remembering something that we learned earlier like definition |
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recognition |
we perceivev something tha ted previously encountered with the as stance of cues |
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facilitation of learing |
we find that we can learn material that is already familiar to us more readily than totally unfamiliar material |
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sensory information storage |
information from the senses is preserved in the sensory register just long enough to permit the stimuli to be scanned for processing |
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short term memory |
no longer than 30 seconds |
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long term memeory |
over an expended period of time can be arose form intense emotion |
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metacognition |
individuals awareness and understanding of their own mental processes |
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metamemory |
children's understanding of memory process |
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rehearsal |
process in which we repeat information to ourselves |
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categorization of memeory |
sort information into meaningful categories |
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evolution of child moral development Piaget |
1reciprocity of attitudes and values( leads child to value other person in way that allows them to remember values that interact brought forth 2. playing by rule - become aware of existence of rules 3. omtemtionality vs. accident |
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Kohnlberg preoperational morales |
tend to be superficial in their judgement because of the problems they ar facing cognitively at that age obedient to authority |
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how emotions are displayed and regulated among children |
- positive and supportive parent shelled children cope with stressful situation -health family environments display healthier emotions - 2 year olds few skills on regulating emotions ( crying and anger - preschool increased facial expression |
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emotional and social development are intertwined (types of play) |
1. functional play- repetitive rolling model car 2. constructive play- manipulating objects to create something 3. Parallel- solitary play near others puzzels 4. Onlooker- observational watching other play game 5. associative play- two children share toy ( share crayon 6. Cooperative play- interacting communicating and taking turns
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childs growing sense of self and self concept |
-the system of concepts we use in defining ourselves - os the image of one self
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gender roles |
sets of cultural expectation that define the ways in which the members of each sex should behave |
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gender identity |
the conception that a person has of himself or herself as being male or female |
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gender identity problems |
-intersexed- they are born with genitalia that are not clearly male or clearly female |
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children's toys and gender |
- boys receive more action, vehicles sports equipment, toys animal girls more dolls domestic fears of homosexuality by age 3 children show preference |
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Kagans nurturance |
any propensity women might have for care taking can be traced to an early awareness of they role in procreation - somewhere between age 5 -10 girl realize different than boys that she will have child -in this culture nature stands for the giving of life nurtance help affection than the girl will conclude unconsciously that those are the qualities she should strive to attin
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psychoanalytic theory Freud |
children are psychologically bisexual at birth they develop their gender roles as they resolve their conflicting feelings of love and jealousy in relation of they rparents - Oedipal-love mother repress love mom Electra - girl wants penis |
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cognitive learning theory |
children are neutral at birth and that biological differences between boys and girls are insufficient to account for later differences in gender identities
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selective reinforcement and imitation |
play in the process of acquiring a gender identity ( imitating family) - children are rewarded for sex appropriate behavior and punished for sex in appropriate behavior |
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Bandura Observational learning |
children mentally encode a models behavior as they watch it but they will not imitate behavior they have observed unless they believe that it will have a positive outcome for them learn appropriate behavior by watching male and female models |
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cognitive development theory |
( I am boys, i do boy things, the opportunity to do boy things in rewards) |
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self soccalization |
children 1st learn to label themselves as male or female and then attempt to acquire and master the behaviors that fit their gender category |
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gender schemas |
actively structure their experiences and to draw inferences and interpretatios regarding gender behaviors |
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mother and father and gender typing |
-gender stereotypes arise in response to socitys division of labor by sex and serve to rationalize this division by attributing to males and females basic personality differences - parents socila gnder -view boys more sports competent - fathers direct speech mothers supportive speech - more negative toward boys gender choices |
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socialization |
process of transmitting culture of transforming children into functioning members of society |
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Belskys 3 major determinants of parental function |
1. parents personality and psychological well being 2. childs characteristics 3. the contextual sources of stress and support operating within and upon the family |
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3 major dimensions underlying child rearing and socialization practices, effects of each of these practices and combination of practices on children's behavior |
1. the warmth or hostility of the parent child relationship ( when dispelling give explanations rarely physical cold disapproving 2. the contra l or autonomy of the disciplinary approach ( politeness immaturity, dependency, low creativity/ socially competent friendly 3. the consistency or inconsistency that parents show in using discipline ( soaking hard on self esteem
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Authoritarian parenting |
attempts to aha for a childpe control and evaluate a childs behavior in accordance with traditional and absolute values and standards of conduct |
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authoritative parents |
provides firm direction for a childs overall activities but gives the child considerable freedom within reasonable limits |
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permissive parenting |
provides a non punitive accepting and affirmative environment in which the children regulate their own behavior as much as possible |
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harmonious parenting |
seldom exercises direct control over a child attempt to cultivate an egalitarian relationship one in which the child is placed a a power disadvantage |
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Baumrinds research effective parenting |
1. reject permissive- dont control child might model aggression promote obedience aggression delinquency 2. rejectinf demanding- unable to verbally express hostility, self punishment high rates of suicide 3. Accepting permissive( high esteem, high self worth few problems, immature, impulse control 4. accepting demanding: polite obedient submissive |
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scaffolding |
supports a childs through interventions and tutoring that provide helpful task information attuned to the childs current level of functinoing |
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Harvard child rearing study |
interviewed mother of kindergartners and their child rearing practices. later contacted children where married and had children of their own after psychological test not much of what people think and do as adults is determined by the specific techniques of child rearing their parents used during 1st 5 years how parents feel about child that makes differnt |
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influences of media on children behavior |
- attention and comprehension, language, creativity, imagination, social interaction, identity,gender role health habits, levels of aggression - media violence contributes to child violence |
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puropose and effects of head start |
-higher high school graduation rates, higher employment rates, higher earnings, more likely to be home owners, raising their own children more likely to have bank account - provided low income families with early interventioneducation an dprovide medical dental and health serves |
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aggressive behaviors in children |
- parents with antisocial behavior and smoke during pregnancy less likely to know how to control aggressive behaviors -seeing aggressive behaviors in adults -boys; harm others, girls: harm other by damaging relationships - boys: aggression produces tangible rewards and reduces negaitive treatment |
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qualitative changes that occur in peer friendship patten |
-preschoolers age 4 1/2 spent 3 times as much time playing with same sex playmates as they did opposite sex playmates( girls small interact in small groups boys larger groups - as children get old communication better and can effectively interact
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Birth order ( 1- 3 born) |
1st born- intelligent and obedient 2nd born: ambitious caring friendly and thoughtful 3rd born: most creative emotional friendly disobedient, talkative, least responsible 4th) independent and self centered |
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confluence theory |
intellectual development of family is like a river with the inputs of each family flowing through it |
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dethroning |
of the 1st born as a crucial event in the development of the 1st child ( with birth of new child 1st born loses attention she has over parent |
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resouce dilution hypothesis |
large families resources get spread thin to the detriment of all the offspring |
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typical health and fitness issues of the middle childhood years |
-obesity-having Body mass index at or above 25( high calorie intake low activity genetics oor throids
- eating dirorders -role of play
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cognitive abilities advance |
-faster response time -girls: less loss of gray brain matter (associated with psychiatric problems in boys) - boys:greater white brin matter |
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concrete operations |
-children begin to develop a set of rules or strategies for examining the world - integration of such powerful abstract internal schemas as identity reversibility classification and serial ordering - obj. more than 1 category, and category have relationships hard to deal with abstract thinking - better put sticks i order |
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conservation |
requires recognition that the quantity of something stays the same despite the changes in appearance ( pre operational fixed center) -attin reversibility |
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horizontal decalage |
repetition takes place within a single periods of development |
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cross cultural research |
- no matter the background children more trew Piagets stages of cognitive development - some say no developmental lag in conservation among non western non industrialized culture - Iran and papu use Piaget - Thai understand conservation and weight |
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creativity |
original and useful responses and reactions - typical IQ for creativity 19 points WICS- wisdom creativity creativity synthaesis |
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children's person perception abilities how we activate sterotyping |
- we need to assess the status of people - when we enter a social setting we mentally attempt to locate people within broad network of possible social relationshipsleading us to place us in social categories to help us understand what to expect from others and ourselves leading to stereotypes |
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English as Second language |
focused on teaching children english as quickly as possible and efficiently as possible |
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bilingualism |
provides instruction in both language by teachers who are proficient in both can continue at normal rate while learning english |
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total immersion |
children are placed in regular classrooms and English is used form all instruction eliminates separate instructions |
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Learning disabilities |
difficulties that children adolescent college students and adults encounter with school with school related or work related material despite the fact that they appear to have normal intelligence and lack any notable impairments |
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6 part development of an individual education plan |
IEP-made by school psychologist, teacher and parent, child advocate legal document ensures that with special learning will receive needed educational support |
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Effective schools |
1. specific intervention for low achievers 2. teachers collaborating 3. use dart to evaluate programs and drive continuous improvement 4. family community support 5. supportive staff |
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moral development |
the process by which children adopt principles and values that lead thm to evaluate given behaviors as right and others as wrong govern their own actions in terms of theses principles |
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Jean Piaget moral development |
there is an orderly and logical pattern in the development of moral judgements based on sequential changes related to intellectual growth. - occurs when children act on transform and modify the world they live in then un into different consequences from their actions |
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factor associated with moral behavior |
1. biology 2. intelligence 3. age 4. gender 5. froup norms 6. motivational factors
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Kohlberg cognitive development on moral judgment |
Preconventional:1( dnt steal go to jail) |
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prosocial behavior |
ways of responding to others through sympathetic helpful and compfroting acts
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altruism: |
behavior carried out to benefit the other person without the exception of an external reward from you |
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helping |
assist other regardless of their motivation or benefits |
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Durkheim social bonding |
people need to feel like they are apart of something family, church, neighborhood
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