Human Development (Exam 3)

Front 1

What are Child-Centered Programs?

Back 1

Taking cues from the child (Piaget or Vygotsky)

ex. montessori, regio emilio

Front 2

What are Teacher-Directed Programs?

Back 2

Teachers determine what is going to happen (cheaper/more economical)

more watered dowm eled class

Front 3

What are Intervention Programs?

Back 3

Head Start, Early Head Start

1960 wanted to increase intelligence in children

Front 4

NAEYC 10 signs of a good classroom

Back 4

1. mostly play
2. individual, whole, small groups
3. curriculum adapted to children's development
4. access to various activities (assored blocks, props, pic books, etc). **Children should not all be doing the same thing at the same time
5. class decorated w/childrens own artwork, wrting, stories
6. teachers read stories to children individually and small group throughout day
7. learn #'s and alphabet in context of their everyday experiences
8. natural world of plants/animals,e tc provide basis for learning activities
9. long periods of time to play and explore (at least 1 hr)
10. outdoor play daily

Front 5

What is play?

Back 5

morphs and constantly changes. no right way to do it. like a slinky. builds on experiences (evolves). defines and is defined by "self". Life-long

Front 6

Why do we play?

Back 6

How we learn. Prepares us for life.

Front 7

When Children Play, they...

Back 7

-are intrinsically motivated
-are active
-make play up as they go along
-start and stop when they want to
-they have FUN!!

Front 8

How do we know play is good?

Back 8

Jean Piaget-describes learning that happens during play

Vygostky-children develop cognitive abilities through social play

Front 9

Play Benefits (What research says)

Back 9

-cognitive potential/ability reflected through play
-improved school readiness
-emergent literacy and lang
-opportunities to negotiate
-good problem-solvers
-great breain and body development

Front 10

What is Punishment

Back 10

hurts/humiliates a person in response to undesirable behavior; its goal is to make a person pay for misconduct
-it can be physical or emotional

Front 11

Results of punishment

Back 11

-anger and aggression
-damaged relationship
-damage to self-esteem
-fear
-missed opportunity of learning
-lack of inner controls
-deceitfulness

Front 12

What is discipline?

Back 12

Helping children learn personal responsibility for their behavior and to judge between right and wrong themselves. (discipline includes guidance)

Front 13

What is guidance?

Back 13

Helping children deal with problems. (discipline includes guidance)

Front 14

What are the goals of discipline?

Back 14

*self-concept and self-esteem
*self-discipline
*moral autonomy (being governed and gided by your own beliefs and understanding)
*long-term vs quick fix solutions

Front 15

Positive Guidance Strategies

Back 15

-Respect
-Limits: how to set them
-Teach more helpful behavior
-Give signals or cues

Front 16

Vygotsky's Theory and Child Guidance

Back 16

SCAFFOLDING
-Adult's Changing support as children learn new skill

ZPD
-Place where learning and development take place
-At one end of ZPD-->child's current ability (what he knows)
-At other end of ZPD-->what child can learn with help

CONVERSATION BETWEEN ADULT AND CHILD

Front 17

BANDURA: Social Learning Theory and Child Guidance

Back 17

-social variables influence children's behavior
-modeling and imitation important in children's learning
-children active in own development
TEACH through EXAMPLE:
-modeling (adult is positive role model and set tone)
-Interaction style (positive disposition provide higher quality coaching)
Expressing Feelings (model healthy expressions of emotions (+ and -). Use body language to emphasize emotions)

Front 18

Middle Childhood: Why is it interesting and Important?

Back 18

-Healthiest time in lifespan (exception of obesity epidemic)
-Skill mastery (learning disablities)
-More diverse contexts (broader contexts, more friends)
*social circles expanding
*peers grow in importance
*stress and resilience
*children have more active role in selecting

Front 19

Middle Childhood: What's developing?

Back 19

Biosocially:
-bigger, stronger, faster, more agility, health influence more by own choices

Cognitive:
-logical thought about only direct experiences (not good at abstract), cultural values and knowledge, regulation of attention, memory, and cognitive.

Psychosocial:
-views of self become more independent, social skills grow in complexity, stress and resilience.

Front 20

Benefits of Adequate Nutrition (Middle Childhood)

Back 20

*Relationship to social and emotional functioning
-More peer involvement
-more positive emotions
-more eagerness to explore new environments
-generally higher energy levels

Front 21

What is Obesity?

Back 21

Body Mass Index (BMI)
-Ratio of weight to height, dividing weight by height
-Not a direct measure of body fat but highly correlated
-used for screening

Front 22

What is Overweight and Obesity according to BMI?

Back 22

Having a BMI above the 85th percentile is considered overweight.

Have a BMI at or above 95th percentile is obesity.

*overweight is 25-29.5 or higher BMI
**obesity is 30 or higher BMI

Front 23

FAT STATS...

Back 23

6 of 10 9-13yr olds don't participate in any physical activity.

17% of all children/teens in US are overweight

80% of children overweight at 10-15yrs were obese adults at age 25 yrs

If overweight begins before 8 years, obesity in adulthood is likely to be more severe

Children spend about 44.5 hrs/wk on media

Front 24

Most common causes of obesity...

Back 24

-Genetic factors
-Lack of physical activity
-Unhealthy eating patterns
-Combinatino of these factors

Front 25

Reasons low SES children are more likely to be overweight...

Back 25

-lack of knowledge about healthy diet
-tendency to buy high-fat, low-cost foods
-family stress

Front 26

What are characteristics of obese children?``

Back 26

-more responsive to external stimuli associated with food
-less responsive to internal hunger cues
-less physically active than their normal-weight peers
-tend to watch more television

Front 27

Outcomes of Obesity

Back 27

Socio-cultural-both children and adults rate obese children as less likable.

By middle childhood:
-depressed
-more behavior probls
-psychological consequances combined with continuing discrimination result in real or perceived reduced life chances

Front 28

What's being done about the obesity epidemic?

Back 28

-No Child Left Inside movement
*only 6% 9-13 yr olds play ouside on own during week
*31% decline in bike riding since 1995-2007
*SanDiego 90% inner city children don't know how to swim and 34% have not been to the beach

-Government

-119 million to 25 states
*farm where you are (EBT farmers market)
*SLC food policy task force
-better acces to fresh foods
-improved maternity care
-breastfeeding in the workplace

Front 29

What is Intelligence?

Back 29

USA it's generally associated with IQ
*capacity to learn from experience
*capacity to adapt to one and environment
*aptitude

Front 30

Aptitude

Back 30

The potential to master a specific skill or learn a certain body of knowledge

Front 31

IQ Tests

Back 31

A test designed to measure intellectual aptitude, or ability to learn in school.

Front 32

Achievement Test

Back 32

A measure of mastery or proficiency in reading, mathematics, writing, science, or some other subjects

Front 33

Risk Factors (IQ)

Back 33

1. Minority status
2. occupation of head of household
3. Maternal education=86%
Family size=85%
Stressful life events=70%
Parental perspective=82%
Maternal Mental Health
Maternal Interactsion

Front 34

Who is the middle childhood child?

Back 34

During middle childhood, children begin to view themsleves...less in terms of external physical

Front 35

What helps children be resilient?

Back 35

-skills
-attitudes
-cognition
-behaviors

Front 36

Learning Disability

Back 36

A marked delay in a particular area of learning that is not caused by an apparent physical disability, by mental retardation, or by an unusually stressful home environment.

Front 37

Dyslexia

Back 37

unusual difficuluty with reading; thought to be the result of some neurological underdevelopment

Front 38

Autistic Spectrum Disorders

Back 38

Any of several disorders characterized by impaired communication, inadequate social skills, and unusual patterns of play

Autism: a developmental disorder marked by an inablity to relate to other people normally, extreme self-absorption, and an inability to acquire normal speech.

Asperger syndrome: an autistic spectrum disorder charterized by extreme attention to details and deficient social understanding.

Front 39

ADHD

Back 39

manifest difficulty in three areas:
-inattention
-impulsivesness
-overactivty

Front 40

Erikson
Industry vs Inferiority
(6-11)

Back 40

Children buisly learn to be competent and productive in mastering new skills or feel inferior, unable to do anything as well as they wish they could

Front 41

Freud
Latency
(6-11)

Back 41

Not really a stage, latency is an interlude during which sexual needs are quiet and children put psychic energy into conventional activities like schoolwork and sports

Front 42

Piaget
Concrete Operational
(6-11)

Back 42

Children understand and apply logical operations, or principles, to interpret experiences objectively and rationally. Their thinking is limited to what they can personally see, hear, touch, and experience.
**by applying logical abilities, children learn to understand concepts of conservation, number, classification, and many other scientific ideas.

Front 43

Vygotsky

Back 43

Higher order thought
-language
-mentors
-self-regulation
-transformation

Front 44

Social Comparison

Back 44

The tendency to assess one's abilities, achievements, social status, and other attributes by measuring them against those of other people, espeicially one's peers

Front 45

Resilience

Back 45

The capacity to adapt well despite significant adversity and to overcome serious stress.
1. resilience is dynamic: not a stable trait, evident in more middle childhood than earlier
2. resilience is a positive adaptation to stress. ex. rejection of parent leads child to form clser relationship with another adult (gpa or relative) then the child is resilient
3. adversity must be significant: resilient children overcome conditions that overwhelm many of their peers.

Front 46

Information-processing theory

Back 46

A perspective that compares human thinking process, by analogy, to computer analysis of data, including sensory input, connections, stored memories, and output.

Front 47

Metacognition

Back 47

"thinking about thinking"; the ability to evaluate a cognitive task in order to determine how best to accomplish it, and then to monitor and adjust one's performance on that task.

Front 48

Metamemory

Back 48

The ability to underatnd how memor works in order to use it well. Metamemory is an essential elemnt of metacognition.