Human Development Quiz 3

Front 1

Growth patterns 2-6

Back 1

Early childhood, children slim down

Lowest BMI of lifetime at 5-6

Center of gravity descends, easier to balance

Front 2

Nutrition

Back 2

Children in developed nations sometimes have deficiencies in iron, zinc, calcium."

Front 3

Just right phenomenon

Back 3

Children prefer obsessive-compulsive habits and routines.

Peaks at 3 and subsides by 5-6.

Can affect eating habits.

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.

Motor/sensory areas most affected in early childhood.

Front 5

Lateralization

Back 5

"Sidedness," the specialization in certain functions by each side of the brain (one side dominant for each activity)

Front 6

Prefrontal Cortex

Back 6

Problem solving, abstraction, impulse control

Front 7

Amygdala

Back 7

Fear, anxiety

Front 8

Implications of underdevelopment or injury

Back 8

Long-term fears, suspicion. Poor social skills.

Front 9

Impulsivity

Back 9

Impulse control is the ability to postpone or deny the immediate response to a behavior.

Front 10

Perseveration (Perseverance)

Back 10

The tendency to persevere.

Front 11

HPA Axis

Back 11

Hypothalamus, pituitary, adrenal.

The path a signal travels to activate and distribute hormones which control emotion and influence action.

Overused adrenaline as a child can lead to emotional issues and depression.

Nightmares likely as HPA develops.

Front 12

Environmental hazards (including lead)

Back 12

Air pollution: asthma.

Lead exposure: lowered IQ, learning disabilities, impulsivity, criminality.

USA slow to address the problem of lead exposure.

Front 13

School readiness

Back 13

???

Front 14

Gross motor skills vs. fine motor skills

Back 14

Gross: large body motions like walking and jumping

Fine: dexterity and precision. Manipulating small objects.

Front 15

Artistic expression for pre-schoolers

Back 15

Children suck at art but are very proud of their creations. They expect everyone to like it.

Praise is probably healthy.

Front 16

Accident/abuse prevention: 3 stages

Back 16

Primary: change the environment, laws, and systems to reduce injury.

Secondary: actions preventing harm in high-risk situations like lifeguards, flashing lights. Support and education?

Tertiary: immediate intervention. Emergency response, foster care, reporting abuse.

Front 17

Abuse

Back 17

Intentional harm or neglect of children. Deliberate physical/emotional/sexual harm.

Front 18

Neglect

Back 18

Failure to meet child's basic needs.

Front 19

Symptoms of maltreatment

PTSD

Back 19

Long term fears and suspicion, poor social skills, victims can become bullies. Self destructive tendencies. PTSD, depression, anxiety.

Front 20

Permanency planning

Back 20

???

Front 21

Piaget's stage of preoperational thought

Back 21

2-6y, includes

-language development

-imagination

-symbolic thought

-beyond sensory motor loop

Not yet logical thought.

Front 22

Animism

Back 22

Belief that inanimate objects are alive and have feelings. Stuffed animals etc.

Front 23

Centration

Back 23

Focus on one aspect while including all others

Front 24

Egocentrism

Back 24

Thinking about the world exclusively from one's personal perspective.

Front 25

Focus on appearance

Back 25

Ignoring all aspects that are not apparent.

Front 26

Static reasoning

Back 26

What currently is is all that ever will be

Front 27

Irreversability

Back 27

Things cannot be restored to the way things were before change occurred.

Front 28

Conservation

Back 28

The principle that the amount of a substance remains the same even when its appearance changes. Kids can't grasp this or don't have the language skills to articulate it.

Front 29

Theory theory

Back 29

Children attempt to explain things. Compulsively construct and believe their own theories.

Front 30

Theory of mind

Back 30

That other people think differently and separately. Kids take time to develop this.

Front 31

Vygotsky's social-cognitive approach

Back 31

We all learn in our zone of proximal development. Learning social skills from others.

Front 32

Scaffolding

Back 32

Temporary support that is tailored to a learner's needs and abilities. aimed at helping learner master task. Like labeling music notes with their letters.

Front 33

Guided participation

Back 33

Actively learning a new skill with someone who already understands it

Front 34

Private speech

Back 34

Saying something quietly to yourself or thinking it verbally.

Front 35

Memory deficits of preschoolers

Back 35

???

Front 36

Logical extension

Back 36

Dalmation cow, etc

Front 37

Fast-mapping

Back 37

Quick but sometimes imprecise way of learning new words contextually.

Front 38

Overregularization

Back 38

Application of rules where exceptions occur. Highlights a complete understanding of that rule, though.

Deers.

Front 39

Preschool education philosophies

Back 39

At home.

Teacher-directed.

Montessori

Reggio Emilia

Intervention (Head Start etc)

Front 40

Head Start

Back 40

Federally-funded program (since 1960s) for low-income children of preschool age. Promotes literacy.

Also dental care and immunizations.

Front 41

Reggio Emilia

Back 41

Devoted to the arts and practical activities. Piaget ideas of creating thinking and self exploration.

Lots of music and art. Mostly self directed.

Front 42

Montessori

Back 42

Structured with student-elected curriculum. Good for discovering talents and passions. Leads to confidence and curiosity.

Front 43

Academic (teacher-directed)

Back 43

Focus on letters, numbers, shapes, colors. Group activities. Emphasis on school readiness.

Front 44

Child-directed

Back 44

???

Front 45

Emotional regulation

Back 45

Effortful control facilitated by limbic system and prefrontal cortex.

4-5y, fewer tantrums, less crying, phobias decreased, delayed gratification a sign of maturity

Front 46

Initiative vs. guilt

Back 46

Erikson's third stage. Children undertake new skills and activities and feel guilty when they fail.

But they experience protective optimism and tend to believe they will succeed.

Front 47

Guilt and shame

Back 47

Shame comes from external sources

Guilt requires self awareness and remorse.

Front 48

Self-Esteem

Back 48

???

Front 49

Aggression: reactional vs relational

Back 49

???

Front 50

Internalization and externalization of problems/anger and fear

Back 50

???

Front 51

Parten's stages of play

Back 51

Solitary, onlooker, parallel, associative, cooperative

Other types: rough and tumble, sociodramatic

Front 52

Effects of Media

Back 52

Violence is often modeled. TV is passive, uncreative.

Front 53

Styles of parenting

Back 53

Authoritarian

Permissive

Authoritative

Neglectful

Front 54

Cultural differences in discipline

Back 54

Corporal punishment is illegal in some countries. Spanking is not helpful.

Time out is mostly North American. 1 minute per year of age.