Human Growth And Development Part 2

Front 1

Just Right eating Habits

Back 1

young children are compulsive about daily routines, including meals. They insist on eating only certain foods, prepared and placed in certain ways.

Front 2

Lateralization

Back 2

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.
Right side of the brain contains areas dedicated to generalized emotional and creative impulses, including art and music, the brain grasps the big picture. The left side contains the areas for logical reasoning, detailed analysis, and basics for language, and notices details.

Front 3

Gross Motor Skills

Back 3

include large body movements. these improve dramatically during the play years....

Front 4

Fine Motor skills

Back 4

small body movements. are harder to master. require both sides of the brain.

Front 5

3 levels of prevention for injury

Back 5

Primary Prevention
Secondary Prevention
Tertiary Prevention

Front 6

Primary Prevention

Back 6

the overall situation is structured to make injuries less likely. reduces chances of injuries to all persons involved.

Front 7

Secondary Prevention

Back 7

more specific, averting harm to individuals in high risk situations.

Front 8

Tertiary Prevention

Back 8

begins after injury. limits damage it causes. saves lives, and reduces number and severity of permanent disabilities.

Front 9

Child maltreatment

Back 9

intentional harm to or avoidable endangerment of anyone under 18 years of age. includes child abuse and child neglect.

Front 10

Consequences of maltreatment

Back 10

detrimental to successful adaptation.

Front 11

Obstacles to logical operations

Back 11

Centration- young brain focuses on one idea
Egocentrism- think about the world entirely from own personal perspective
Focus on appearance- ignores all attributes that are not apparent
static reasoning - thinking that nothing changes
Irreversibility- the idea that nothing can be undone

Front 12

Children as apprentices

Back 12

Vygotsky. child assumes that others know all the answers. a child is an apprentice in thinking, or someone whose intellectual growth is stimulated and directed by older and more skilled members of society

Front 13

Language as a tool

Back 13

talking listening and writing are tools that advance thought. mediating the social interaction that is vital to learning. (when teachers explain things and casual conversation).

Front 14

Theory of Mind

Back 14

a persons theory of what other people might be thinkning. In order to have a theory of mind, children must realize that other people are not necessarily thinking that same thoughts that themselves are. that realization is seldom possible before age 4.

Front 15

Critical Period

Back 15

A time when a certain development must happen if it is ever to happen. early childhood is a sensitive period for developing language.

Front 16

Overregularization

Back 16

the application of rules of grammar even when exceptions occur, so that the language is made to seem more regular than it actually is.

Front 17

Head Start

Back 17

federal program designed for low income or minority children who were thought to need a head start on their education.

Front 18

Self esteem

Back 18

how a person evaluates his or her worth, either in specifics or overall

Front 19

Self concept

Back 19

A persons understanding of who he or she is. appearance, personality, and various traits

Front 20

Externalizing problems

Back 20

difficulty with emotional regulation that involves outwardly expressing emotions in uncontrolled ways such as by lashing out in impulsive anger or attacking other people or things.

Front 21

Internalizing problems

Back 21

difficultly with emotional regulation that involves turning ones emotional distress inward, as by feeling excessively guilty ashamed or worthless.

Front 22

Prosocial behavior

Back 22

feeling and acting in ways that are helpful and kind without obvious benignity to oneself

Front 23

Antisocial behavior

Back 23

deliberately hurtful or destructive to others

Front 24

Authoritarian

Back 24

child rearing with high behavioral standards, punishment of misconduct and low communication

Front 25

Permissive

Back 25

child rearing with high nurturance and communication but rare punishment guidance or control

Front 26

Authoritative

Back 26

child rearing in which the parents set limits but listen to the child and are flexible

Front 27

The effects on family life (Media)

Back 27

low communication, lack of imagination and social play, grades suffer, impulsive violence increase.

Front 28

Gender differences

Back 28

differences in the roles and behavior in males and females that originate in the culture

Front 29

Epigenetic theory

Back 29

traits and behaviors are interaction between genes and early experience. difference in male and female brains and hormones.

Front 30

Exercise in school

Back 30

pe and recess are declining in schools.

Front 31

Asthma

Back 31

a chronic disease of the respiratory system in which inflammation narrows the airways from the lungs to the nose to the nose and mouth, causing difficulty in breathing. Signs and symptoms include wheezing shortness of breath chest tightness and coughing.

Front 32

ADHD

Back 32

a condition in which a person not only has a great difficulty concentrating for more than a few moments but also is inattentive, impulsive, and overactive

Front 33

comorbidity

Back 33

the presence of 2 or more unrelated disease conditions at the same time in the same person.

Front 34

dyslexia

Back 34

unusual difficultly with reading thought to be the result of some neurological underdevelopment.

Front 35

autism

Back 35

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

Front 36

asperger syndrome

Back 36

a specific type of autistic spectrum disorder characterized by extreme attention to details and deficient social understanding.

Front 37

Individual education plan

Back 37

a document that specifies educational goals and plans for a child with special needs

Front 38

Classification

Back 38

the logical principle that things can be organized into groups or categories or classes, according to some characteristic they have in common.

Front 39

Reversibility

Back 39

the logical principle that a thing that has been changed can sometimes be returned to its original state by reversing the process by which it was changed.

Front 40

the role of instruction

Back 40

Vygotsky. instruction by others as crucial. peers and teachers provide the bridge between the childs developmetal potential and the necessary skills and knowledge

Front 41

sensory memory

Back 41

the component of the information processing system in which incoming stimulus information is stored for a split second to allow it to be processed

Front 42

working memory

Back 42

the component of the information processing system in which current conscious mental activity occurs

Front 43

long term memory

Back 43

the component of the information processing system in which virtually limitless amounts of information can be stored indefinitely.

Front 44

English language learners

Back 44

a child who is learning English as a second language

Front 45

total immersion

Back 45

a strategy in which instruction in all school subjects occurs in the second (majority) language that a child is learning.

Front 46

No Child left behind act 2001

Back 46

a us ;aw passed by congress in 2001 that was intended to increase accountability in education by requiring standardized tests to measure school achievement. Many critics especially teachers say the law undercuts learning and fails to take local needs into consideration

Front 47

deviancy training

Back 47

the process whereby children are taught by their peers to avoid restrictions imposed by adults

Front 48

aggressive rejected

Back 48

rejected by peers because of antagonistic confrontational behavior

Front 49

withdrawn-rejected

Back 49

rejected by peers because of timid withdrawn and anxious behavior

Front 50

bullying

Back 50

repeated systematic efforts to inflict harm through physical verbal or social attack on a weaker person.

Front 51

bully-victims

Back 51

someone who attacks others and who is attacked as well. they do things that elicit bullying such as taking a bullies pencil

Front 52

family structure

Back 52

the legal and genetic relationships among relatives in the same home.

Front 53

family function

Back 53

the way a family works to meet the needs of its members. children need families to provide basic material necessities, encourage learning, develop self respect nurture friendships and foster harmony and stability

Front 54

family income

Back 54

family income correlates with both function and structure, directly and indirectly.

Front 55

resilience and stress

Back 55

the capacity to adapt well to significant adversity and to overcome serious stress.