Human Development Ch. 5

Front 1

Growth Patterns for children 2-6 yrs

Back 1

-Lower body lengthens 3 inches in height and gain about 4 1/2 pounds
-Weighs between 40 and 50 lbs
-Is at least 3 1/2 feet tall
-Looks lean, not chubby

Front 2

Early Childhood (2-6) Gross Motor

Back 2

Children develop all their motor skills spontaneously and diligently as they play. They run around, draw pictures, and create games by themselves and w/others.

By age 6, most North Americans ride tricycles; climb ladders; pump their legs on swings; and throw, catch, and kick balls.

Front 3

Early Childhood (2-6) Fine Motor

Back 3

Pouring juice into a glass, cutting food w/a knife and fork, artful work (as opposed to scribble)

Front 4

Myelination

Back 4

The process by which axons become coated with myelin, a fatty substance that speeds the transmission of nerve impulses from neuron to neuron

Front 5

Corpus Callosum

Back 5

A long, think band of nerve fibers that connects the left and right hemispheres of the brain and allows communication between them

Front 6

Lateralization

Back 6

Literally, sideness, referring to the specialization in certain functions by each side of the brain, with one side dominant for each activity. The left side of the brain controls the right side of the body, and vice versa

Front 7

Preservation

Back 7

The tendency to persevere in, or stick to, one thought or action for a long time (immaturity of the prefrontal cortex)

Front 8

Maturation of the Prefrontal Cortex's notable benefits:

Back 8

-SLEEP becomes more regular
-Emotions become more nuanced and responsive
-Temper tantrums subside

Front 9

Amygdala

Back 9

A tiny brain structure that registers emotions, particularly fear and anxiety

Front 10

Hippocampus

Back 10

A brain structure that is a central processor of memory, especially memory for locations

Front 11

Hypothalams

Back 11

A brain area that responds to the amygdala and the hippocampus to produce hormones that activiate other parts of the brain and body

Front 12

Preoperational Intelligence (Piaget)

Back 12

Piaget's term for cognitive development between the ages of about 2 and 6; it includes language and imagination (which involve symbolic thought), but logical, operational thinking is not yet possible

Front 13

Centration
(Piaget)

Back 13

A characteristic of preoperational thought whereby a young child focuses (centers) on one idea, excluding all others

Front 14

Egocentrism
(Piaget)

Back 14

Piaget's term for young children's tendency to think about the world entirely from their own personal perspective

Front 15

Focus on Appearance
(Piaget)

Back 15

A characteristic of preoperational thought whereby a young child ignores all attributes that are not apparent

Front 16

Static Reasoning
(Piaget)

Back 16

A characterstic of preoperational thought whereby a young child thinks that nothing changes. Whatever is now has always been and always will be.

*child may look w/disbelief at old photographs of their parents as children

Front 17

Irreversibility
(Piaget)

Back 17

A characteristic of preoperational thought whereby a young child thinks that nothing can be undone. A thing cannot be restored to the way it was before a change occured.

*What was done cannot be undone (lettuce no longer on burger, but child won't accept)

Front 18

4 Characteristics of Preoperational Thought
(Piaget)

Back 18

Centration

Focus on Appearance

Static Reasoning

Irreversibility

Front 19

Conservation
(Piaget)

Back 19

The principle that the amount of a substance remains the same (i.e., is conserved) when its appearance changes.

*pour same amount of liquid into different sized glasses. child thinks taller has more or widder has less.

Front 20

Animism
(Piaget)

Back 20

The belief that natural objects and phenomena are alive

*basket dumped apples out. It's the baskets fault

Front 21

Illogical Connections

Back 21

Link Illogical events.
"Dinner brings Daddy home"

Front 22

Vygotsky's Sociocultural Theory

Back 22

Based on social interactions (Language)

Front 23

Apprentice in Thinking

Back 23

Vygotsky's term for a person whose cognition is stimulated and directed by older and more skilled members of society

Front 24

According to Vygotsky, Children learn because their mentors do the following:

Back 24

-Present challenges (attainable but not too easy)
-Offer assistance (without taking over)
-Provide instruction (not as commands, but as suggestions)
-Encourage motivation (with praise and enthusiasm)

Front 25

Zone of Proximal Development (ZPD)
Vygotsky

Back 25

Vygotsky's term for the skills-cognitive as well as phsycial-that a person can exercise only with assistance, not yet independently

Front 26

Scaffolding
(Vygotsky)

Back 26

Temporary support that is tailored to a learner's needs and abilities and aimed at helping the learner master the next task in a given learning process

Front 27

Private Speech
(Vygotsky)

Back 27

The internal dialogue that occurs when people talk to themselves (either silently or out loud)

*Piaget called it "egocentric speech"

Vygotsky viewed it as foundation for all higher cognitive processes.
Helps guide behavior.
Used more when tasks are difficult, after errors, or when confused

Front 28

Social Meditation

Back 28

Human interaction that expands and advances understanding, often through words that one person uses to explain something to another

*When teacher explains things (formal instruction) and when children tell each other what to do (casual conversation)

Front 29

Diana Baumrind: Parents differed on four important dimensions

Back 29

Expressions of warmth (Some parents are very affectionate; others are cold and critical)

Strategies for discipline (Parents vary in whether and how they explain, criticize, persuade, ignore and punish)
Communication (Some parents listen patiently to their children; others demand silence)
Expecations for maturity (Parents vary in the standards they set for their children regarding responsibility and self-control)

Front 30

Four Patterns of Parenting

Back 30

Authoritarian
Permissive
Authoritative (best)
Neglectful/uninvolved (worst)

Front 31

Authoritarian Parenting

Back 31

An approach to child rearing that is characterized by high behavioral standards, strict punishment of misconduct, and little communication

*Children are likely to become conscientious, obedient, and quiet but not especially happy. Children feel guilty or depressed, internalizing their frustration and blaming selves when things go wrong. Sometimes rebel and leave home before 20

Front 32

Permissive Parenting

Back 32

An approach to child rearing that is characterized by high nurturance and communication but little discipline, guidance, or control

*Unhappy children who lack self-control, especially in give and take relations. Inadequate emotional regulation makes them immature and impedes friendships. Continue to live at home, stlil dependent, in early adulthood

Front 33

Authoritative Parenting

Back 33

An approach to child rearing in which the parents set limits and enforce rules but are flexible and listen to their children

*Children successful, articulate, happy with themselves, and generous w/others. Teachers and peers usually like these chidlren, espeically in societies in which individual initiative is valued

Front 34

Neglectful/uninvolved Parenting

Back 34

An approach to child rearing in which the parents are indifferent toward their children and unaware of what is going on in the children's lives

Front 35

What critics say about Diana Baumbrinds theory

Back 35

Original sample had little economic, ethnic, or cultural diversity
-She focused more on attitudes than on daily interactions
-Some authoritarian parents are very loving toward their children
-Some permissive parents guide their children intensely, but with words, not rules
-She overlooked the child's contribution to the parent-child relationship