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170 Cards in this Set
- Front
- Back
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general growth curve
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body size (as measured by height and weight) and a variety of internal organs follow the gereral growth curve: rapid growth during infancy, slower gains in early and middle childhood, and rapid growth again during adolescence.
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dominant cerebral hemisphere
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reflects the greater capacity of one side of the brain to carry out skilled motor action. (ex. handedness)
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cerebellum
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a structure located at the rear and base of the brain that aids in balance and control of body movement.
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reticular formation
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a structure in the brain stem that maintains alertness and consciousness. Neurons in the reticular formation send out fibers to the frontal lovs of the cortex, contributing to improvements in sustained, controlled attention
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corpus callosum
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large budle of fibers connecting the two cortical hemispheres. Supports smooth coordintation of movements on both sides of the body and integration of many aspects of thinking. (perception, attention, memory, language, problem solving)
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pituitary gland
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located at the base of the brain, releases two hormones that induce growth: growth hormone (GH), and thyroid-stimulating hormone (TSH)
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growth hormone
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necessary for development of all body tissues excetp the central nervous system and genitals
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thyroid-stimulating hormone
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prompts thyroid gland in neck to release thyroxine, which is necessary for brain development and for GH to have its full impact on body size.
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Extreme emotional deprivation can interfere withthe production of GH and lead to:
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pscychosocial dwarfism, a growth disorder that usually appears between ages 2 and 15. typical characteristics include very short stature, decreased GH secretion, immature skaletal age, and serious adjustment problems, which help distinguish psychosocial dwarfism from normal shortness.
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preoperational stage
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spans the years 2 to7, the most obvious change is an extraordinary increase in representational, or symbolic, activity.
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sociodramatic play
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the make-believe with others that is under wayby age 2 1/2 and increases rapidly during the next few years. children display awareness that make-believe is a representational activity an understanding that improves steadily over early childhood.
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dual representation
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viewing a symbolic object as both an object in its own right and a symbol. ex. an adult hides a small snoopy in a make believe house while the child is watching. Then they tell the child to find the big snoopy in the real room. The modle is both a toy room and a symbol of another room
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According to Piaget young children are not capable of operations. what are operations, and what are children capable of?
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children are not capable of operations- mental actions that obey logical rules. their thinking is rigid, limited to one aspect of a situation at a time, and strongly influenced by the way things appear at that moment.
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egocentrism
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failure to distinguish the symbolic view points of others from one's own. Children tend to focus on their own viewpoint and simply assume that others perceive, think, and feel the same way they do.
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animistic thinking
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belief that inanimate objects have lifelike qualities, such as thoughts, wishes, feelings, and intentions.
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What did piaget argue that preschoolers egocentric bias prevented them from doing?
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accommodating- reflecting on and revising their faulty reasoning in response to their physical and social worlds.
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The idea that certain physical characteristics of objects remain the same, even when their outward appearance changes. ex. two children have identical boxes of raisins. but when one child spreads them out the other believes that they now have more.
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conservation
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what is it called when a child focuses on one aspect of a situation, neglecting other important features?
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centration.
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irreversibility
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an inability to mentally go through a series of steps in a problem and then reverse direction, returning to the starting point.
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hierarchical classification
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the organization of objects into classes and subclasses on the basis of similarities and differences.
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private speech
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childrens self directed speech (talking through difficult tasks.. eventually it goes to muttering silently, then internal thought
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zone of proximal development
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a range of tasks too difficult for the child to do alone but possible with the help of adults and more skilled peers.
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Adujusting the support offered during a teaching session to fit the child's current level of performance is called?
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scaffolding. the adult breaks the task into smaller more managable units
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According to _______ make-believe play is a unique, broadly influential zone of proximal development in which children try out a wide variety of hcallenging activities and acquire many new competencies.
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Vygotsky
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guided participation
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a broader concept than scaffolding. it refers to shared endeavors between more xpert and less expert participants, without specifying the recise feature of communication.
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during early childhood, children also become better at ______, thinking out a sequence of acts ahead of time and allocating attention accordingly to reach a goal.
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planning
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recognition memory
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ability to tell whether a stimulus is the same as or similar to one they have seen before
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recall memory
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the child has to generate a mental image of an absent stimulus
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What are deliberate mental activities that improve our chances of remembering?
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memory strategies
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scripts
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general descriptions of what occurs and when it occurs in a particular situation. ex. what you do when you go to preschool or at dinner. scripts are a basic means through which children organize and interpret everyday experiences
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autobiographical memory
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representations of personally meaningful, one-time events
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metacognition
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the prefix meta-means "beyond or highter", and metacognition meants "thinking about thought." Begin to sonstruct a theory of mind, or cohertent set of ideas about mental activities.
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emergent literacy
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as part of these infromal experiences, they try to figure out how written symbols convey meaning-active efforts known as emergen literacy.
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ordinality
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or order relationships between quantities ed. three is more than two, and two is more than one.
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cardinality
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that the last number in a counting sequence indicaties the quantit of items in a set
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child-centered programs
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teachers provide a wide variety of activities fromwhich children select, and much learrning takes place through play.
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academic programs
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teachers structure children's learning, teaching letters, numbers, colors, shapes, and other academic skills through formal lessons, often using repetition and drill.
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project head start
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begun by the U.S. federal government in 1965. a typical head start center provides children with a year of two of preschool, along with nutritional and health services. Parent involvement is central to the Head Start philosophy.
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Aboriginal Head Start
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for first nations, inuit, and metis children youner than age 6, 60 percent of whom live in poverty. like project head start, the program provides children and preschool education and nutritional and health services and encourages parent involvement.
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fast- mapping
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connect new words withtheir underlying concepts after only a brief encouunter
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overregularization
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they sometimes overextend the rules to words that are exceptions
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pragmatics
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children must learn to engage in effective and appropriat communication.
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recasts
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restructuring inaccurate speech into correct form
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expansions
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elaborating on children's speech, increasing its complexity
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initiative versus guilt
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young children have a new sense of puposefulness. They are eager to tackle new tasks, join in activities with peers, and discover what they can do with the help of adults. They also make strides in conscience development.
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I-self
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self as know and actor, includes the realization that the self is separate from the surrounding world remains the same person over time; has a private, inner life not accessible to others; and controls its own thought and actions. the active observer. Emerge in first 2 years as babies become more selfaware.
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me-self
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or self as object of knowledge, consists of all qualities that make the self unique- physical characteristics and possessions; psychological characteristics, including desires, attitudes, beliefs, and personality traits, and socail characteristics, such as roles and relationships with others. the me self as developing from the observing process. Emerge in first 2 years as babies recognize the self's physical features, and start to categorize themselves on the basis of age, sex, and other characteristics.
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self- concept
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the set of attributes, abilities, attitudes, and values that an individual believes defines who he or she is. Preschoolers self concep are very concrete- mention name, physical appeasrence, possessions, and everyday behaviors
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self-esteem
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the judgments we make about our own worh and the feelings associated with those judgments.
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emotional competence
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preschoolers gain in emotional understanding. As a result, they are better able to talk about feelings and to respond appropriately to others' emotional signals. Second, they become better at emotional self -regulation in particular, at coping in tense negative emotion.
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By what age to children correctly judge the causes of basic emotions?
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age 4 to 5. He's happy because he's swinging very high.
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make believe
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learn about emotion fron interacting with siblings during make-believe play. Contributes to emotional understanding... talking
ut your feelings. |
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emotional self regulation
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by age 3 to 4 children verbalize a variety of strategies for adjusting their emotional arousal to a more comfortable leve. (covering their eyes during a scary part of a movie.
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actions that benefit another person without any expected reward for the self another person without any expected reward for the self.
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prosocial or altruistic, behavior:
rely on words to communicate their empathic feelings, a change that indicates a more reflective level of empathy. |
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empathy
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feeling with another person and responding emotionally in a similar way, does not always yeild acts of kindness and helpfulness
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sympathy
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feelings of concern or sorrow for another's plight.
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nonsocial activity
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unoccupied, onlooker behavior and soliary play
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parallel play
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a child plays near other children with similar materials but does not try to influence their behavior.
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associative play
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in which children engage in separate activities but exchange toys a comment on one another's behavior
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cooperative play
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a more advanced type of interaction in which children orient toward a common goal
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induction
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an adult helps the child notce feelings by pointing out the effects of the child's misbehavior on others. ex. parent says "she's crying because you won't give back her doll" induction gives children information about how to behve that they can use in future situations.
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empathy-based guilt
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expressions of personal responsibility and regret, such as I'm sorry i hurt him.
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time out
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involves removing childrenfrom the immedate setting for example by sending them to their rooms until they are ready to act apporpriately
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cognitive-developmental perspectivve regards children as?
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active thinkers about social rules.
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moral imperative
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which protect people's rights and welfare, from tow other types of action: social concentions and matters of personal choice.
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social conventions
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customs determined solely by consensus, such as table manners
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do not violate and are not socially regulated, and are up to the individual, such as choice of friends and color of clothing.
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matters of personal choice.
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instrumental aggression
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children want an object, privilege, or space and, in trying to get, push, shout at, or otherwise attacka person who is in the way.
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hostile aggresssion
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is meant to hurt another person
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physical aggression
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harms others through physical injury--pushing, hitting, kicking, or punching others or destroying anothers property
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verbal aggression
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harms others through threats of physical aggression, name-calling, or hostile teasing
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relational aggression
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damages another's peer relationships through social exclusion, malicious gossip, or friendship maipulation
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gender identity
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an imagoe of oneself as relatively masculine or feminie in characteristics
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adrogyny
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scoring high on both masculine and feminine personality characteristics
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gender constancy
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the understanding that sex is biologically based and reamains the same even if clothing, hairstyle, and play activities change.
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gender schema theory
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is an information processing approach to gender typing that combines social learning and cognitive-developmental features. It explains how environmental pressures and children's cognitions work together to shape generprole development.
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gender schema theory
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an information-processing approach to gender typing that combines social learning and cognitive developmental features. it explains how environmental pressures and children's cognitions work together to shape gender role development.
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child-rearing styles
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are combinations of parenting behaviors that occur over a wide range of situations, creating an during child rearing climate
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authoritatiive childrearing style
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the most successful approach to child rearing involves high acceptance and involvement, adaptive control techniques and appropriate autonomy granting
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authoritatian childrearing style
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is low in acceptance and involvement, high in coercive control, and low in autonomy granting.
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psychological control
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parents intrude on and manipulate children's verbal expression, individuality, and attachments to parents.
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permissive child-rearing style
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warm and accepting, but uninvolved, permissive parents are either overindulging or inattentive. they engage in little control of their child's behabior, and they allow children to make many of their own decisions at an age when they are not yet capable of doind so.
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uninvolved child rearing style
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combines low acceptance and involvement with little control and general indifference to autonomy granting.
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obesity
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a greater-than-20-precent increase over average body weight, based on a individual's age, sex, and physical build.
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flexibility- middle childhood
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compared with preschoolers, school-age children are physically more pliable and elastic, a difference that can be seen as children swing a bat, kick a ball, jump over a hurdle and execute tumbling routines
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balance- middle childhood
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improved balance supports many athletic skills, including running, hopping, skipping, throwing, kicking, and the rapid changes of direction required in many team sports
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agility- middle childhood
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quicker and more accurate movements are evident in the fancey footwork of dance and cheerleading and in the forward, backward, and sideways motions older children use as they dodge opponents in tage and soccer.
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force- middle childhood
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older youngsters can throw and kick a ball harder and propel themselves farther off the ground when running and jumping than they could at erlier ages.
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rough and tumble play
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friendly chasing and play-fighting.. more common among boys. helps develop a dominance hierachry
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dominance hierarchy
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a stable ordering of group members that predicts who will win when conflict arises.
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concrete operational stage
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extends from about 7 to 11 years and marks a major turnig point in cognitive development. thought is far more logical, flexible, and oraganized than it was earlier.
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decentration
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focusing on several aspects of a problem and relating them, rather than entering on just one.
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reversibility
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the capacity to think through a series of steps and themn mentally reverse direction, returning to the starting point.
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gross motor skill improvements
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flexibility; balance; agility; force
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fine motor skill improvements
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writing, drawing
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conservation
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the understanding that certain physical characteristics of objects remain the same, even when their outward appearance changes.
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piaget's classification: class inclusion problem
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children are more aware of classification hierarchies and can focus on relations between a general category and two specific categories at the same time. Three relations at once. collections--stamps, coins baseball cards rocks.
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Piaget: seriation
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the ability to order items along a quantitative dimension, such as length or weight. the ability to organize things from smallest to largest in an organized order. 6-7 year olds.
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transitive inference
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the ability to seriate or order items along a quantitative dimension mentally. the ability tointegrate three relations at once. A-B, B-C, and A-C.
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cognitive maps
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their mental representations of familiar large-scale spaces, such as neighborhood or school.children become able to give clear organized instructions for getting from one place to another by using a mental walk strategy- imagining another person's movements along a route.
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neo-piagetian theorists (information processing view of concrete operational thought)
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argue that the development of operational thinking can best be understood in terms of gains in information=processing speed rather than a sudden shift to a new stage.
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neo-piagetian theorists: central conceptual structures
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networks of concepta and relations that permit them to think more effectivel about a wide range of situations.
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information processing
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attention and memory underlie every act of cognition. .
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increases in information-processing speed and capacity
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time needed to process information on a wide variety of cognitibe tasks declines reapidly between ages 6 to 12. suggests a biologically based gain in speed of thinking, possibly due to myelinationand synaptic pruning in the brain.
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information processing: gains in inhibition
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the ability to control internal and external distracting stimuli-improves from infacny on. individuals skilled at inhibition can prevent their minds from straying to irrelevant thoughts.
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rehearsal
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repeating the information to herself. (information processing) memory strategy
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organization
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grouping related items together. all the cities in the same part of the country, an approach that improves recall dramatically combine items into meaningful chunks(information processing/ memory strategy)
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elaboration
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creating a relationship, or shared meaning, between two or more pieces of informationthat are not memers of the same category. ex. have to words fish and pipe. my develop a sentence "the fish is smoking the pipe" in order to remember it better. combine items into meaningful chunks. (information processing) mental strategy
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private speech
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at first speaking out loud and then silenty to themselves. they "hear themselves think" they probably detect many aspects of mental life.
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cognitive self-regulation
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the process of continously monitoring progress toward a goal, checking outcomes, and redirecting unsuccessful efforts.
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IQ
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predicts school performance, it often enter into educational decisions. The IQ is the overall score.
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triarchic theory of successful intelligence
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identifies three broad, interating intelligencees 1) analytical intelligence 2) creative intelligence 3) practical intelligence. Intelligent behavior involves balancing all three intelligences to achieve success in life according to one's personal goas and the requirements of one's cultural community.
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analytical intelligence
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triacrchic theory of sucessful intelligence. consits of the information-processing components that underlie all intelligent acts: applying strategies, acquiring task-relevant and metacognitive knowledge, and engaging in self- regulation. (information processing skills)
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theory of multiple intelligences
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defines intelligence in terms of disteinct sets of processing operations that permit individual to engage in wide range of culturally valued activities. dismissing the idea of genteral intelligence
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gartdners 8 multiple inteligences
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linguistic, logicomathematical, musical, spatial, bodily kineshtetic, naturalist, interpersonal, intrapersonal
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linguistic
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sensitivity to the sounds, rhythms, and meaning of words and the functions of language ( gardner)
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logicomathematical
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sensitivity to the capacity to detect, logical or numerical patters; ability to handle long chains of loggical reasoning (gardner)
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musical
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ability to produce and appreciate pitch, rhythm (or melody), and aesthetic quality of the forms of musical expressiveness (gardner)
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spatial
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ability to perceive the visual-spatial world accurately, to perfomr transfomrations on those perceptions, and to recreate aspects of visual experience i the absence of relevant stimuli
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bodily kinesthetic
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ability to use the body skillfully for expressive as well as goal directed purposes; ability to handle objects skillfully
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naturalist
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ability to recognize and classify all varieties of animals, merals, and plants
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interpersonal
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ability to detect and respond appropriately to the modds, temperaments, motivations, and intentions of others
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intrapersonal
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ability to discriminate complex inner feelings and to use them to guide one's own behavior; knowledge of one's own strenths, weaknesses, desires, and intelligences.
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bilingual
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learning two languages, and somethimes more than two, in childhood
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language immersion programs
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english- speaking children are taught entirly in spanish for several years.
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semilingualism
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inadequate proficiency in both languages.
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reciprocal teaching
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a teacher and two to four students form a collaborative group and take turns leading dialogues on the content of a text passage. within the dialogues, group members apply four cognitibe strategies: questioning, summarizing, clarigying, and predicting
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gifted
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displaying exceptional intellectual strengths
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creativity
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the ability to produce work that is original yet appropriate-something others have not thought of that is useful in some way
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divergent thinking
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the generation of multiple and unusual possibilities when faced with a task or problem.
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convergent thinking
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involves arriving at a single correct answer and is emphasized on intelligence tests
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talent
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outstandin perrformance in a specific field.
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industry versus inferiority
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erikson believed that the combination of adult expectations and children's drive toward master sets the stage for pscchological conflict of middle childhoos, which is resolved positively when children develop a sence of competence at useful skills and tasks.
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erikson's sense of industry
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a positive but realistic self-concept, pride in accomplishment, moral responsibility, and cooperative participation with agemates.
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social comparisons
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judgments of their appearance, abilities, and behavior in relation to those of others.
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ideal self
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what children use to evaluate their real self
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authoritative child-rearing style
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warm, positive parenting lets children know that they are accepted as competent and worthwhile. and firm but appropriate expectations, backed up with explanations, seem to help children evaluate their own behabior against reasonabl standard.
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controlling parents
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often make the decisions for the child. The child often feels inadequate, this is linked to low self-esteem, as are repeated disapprobal and parental insults.
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overindulgent parenting
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correalated with with unrealistically igh self-esteem, which undermines development. these children tend to lash out. and have agression and anger problems.
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attributions
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our common, everyday explanations for the cuases of behavior. answer to the question "why did i do that?" Can attribute something to luck or to ability.
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master-oriented attributions
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crediting their successes to ability-- characteristic they can improve through trying hard and can count on when facing new challenges. and they attribute failure to factors that can be changed or controlled, such as insufficietn effort or a very difficult task
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leaerned helplessness
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ttribute their failures, not their successes, to ability. when they succeed, they conclude that external factors, suh as luck, are responsible. Unlike their mastery-oriented counterparts, they believe that ability is fixed and cannot be changed by trying harder. They give up without really trying
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problem-centered coping
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they appraise the situation as changeable, identify the difficulty, and decide what to do about it.
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emotion centered coping
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is internal, private, and aimed at controlling distress when little can be done bout an outcome
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emotional self efficacy
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a feeling of being in control of their emotional experience. fosters a favorable self-image and optimistic outlook
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perspective talking
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the capacity to imagine what other people may be thinking and feeling.
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distributive justice
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beliefs about how to divide material goods fairly
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strict equality
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ages 5-6 focus on making sure each person gets the same amount of a treasured resource.
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merit
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reward should go to someone who has worked especially hard or other ise perfomred in an excptional way
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equity and benevolence 8ish
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special consideratinon should be given to thoses at diesadvntage. makes children more sensitive to others perspectives.
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peer groups
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collectivies that generate unique values and standards for behavior and a social stuctue of leaders and followers.
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peer acceptance
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refers to likability-the extent to which a child is viewed by a group of agemates, such as classmates, as a worthy social partner.
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gender typicality
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the degree to which the child feels similar to others of the same gender.
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gender contentedness
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the degree to which the child feels satisfied with his or her gender assignment, which also promotes happiness.
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coregulation
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a transitional form of supervision in which they exercise general oversight whiler permitting children to be in charge of moment-by-moment decision making
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divorce mediation
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a series of meetings between divorcing adults and a trained professional aimed at reducing family conflict, including leagal battles over property division and chuld custody.
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self-care children
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children who regularly look after themselves during after-school hours.
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conventional level of morality
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Kohlberg's secon dlevel of moral development, in which moral understanding is based on conforming to social rules to ensure plositive human relationships and societal order.
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peer group
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collectivies that generate unique values and standards for behavior and a social structure of leaders and followers
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peer vitimization
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a destructive form of peer interactionin which certain children become frequent targets of verbal and physical attacks or other fomrs of abuse.
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preconventional stage of morality
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Kohlberg's first level of moral development, n whcich moral understanding is based on rewards, punishments, and the power of authority figures
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postconventional stage of morality
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Kohlberg's highes level of moreal development, in which individuals define morality in terms of abstract principles and values that apply to all situations and societies.
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childhood mortality: 3 leading reasons
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1)accidents 2)cancer 3)birth defects
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the denver II evaluates:
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gross motor development; fine motor development; language; personal/social. used to determine if child is within normal range for various behaviors or is developmentaly delayed. NOT AN IQ TEST
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fantasm
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perceptionn of things that have no reality in them. Ex. imaginary friend
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discipline: power assertion
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physical punishment, adult uses power/ strength often results in hostility toward inforcer, fear of injury
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discipline: love withdrawl
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ignoring child, refusing to talk to child, turning back on child often results in anxiety fear of loosing people
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discipline: inductive
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giving reasons for punishment, explaining what they did. Allow child to make decisions let them take the role of correcting. High guilt, high degree of empathy for others
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discipline: permisive
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results in no rules, lack of respect.
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mediation
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old skills allow for learning of new skills
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