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58 Cards in this Set
- Front
- Back
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Ch 8
Psychosocial (deprivation) Dwarfism |
Children do not make the height and weight gains as they should.
under condtions of stress, such as motional deprivation the body doesnt secrete as many growth hormones |
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Ch 8
Rate and pattern growth in early childhood |
slower in early childhood then in infancy
height 2-3 inches per year weight 5-7 pounds per year lose fat and become extremely active gain muscle- to do activites boys more mucsle mass girls more fat tissue |
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Ch 8
Development in the Skeletal System |
X-rays to determine bone growth, 45 new ephicies show up
teeth- baby teeth, start to lose primary. girls before boys prolonged malnutrition affects health of permanent teeth. 60% of children in poverty have tooth decay Asians- on the avg, short |
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Ch 8
Describe Brain Development |
Brain increases with weight during early childhood.
Age 2- 70% of adult weight Age 6- 90% of its adult weight |
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Ch 8
Pruning |
Death of neurons that aren't used
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Ch 8
Synaptic Formation |
Occurs when one learns so much, stronger by learning.personal experience
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Ch 8
Factors that affect pjysical growth and health |
Heredity- hormones, pituitary glands, affects dev. of many body tissues
Thyroid Stimulating hormoes secreted by pituitary in the brain. No thyroxin leads to mental retardation |
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Ch 8
common dietary deficiencies in preschoolers, and what are their effects |
Nutrition- dont take time out to eat. picky, food prefrences
lack of iron leads to red blood cells. Anemia- irratibility lack of vitamin A affects skin and hair Vitamin C- affects wound healing, and iron absobtion |
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Ch8
comparing to other nations in immunization rates? |
Industrialized nations, children are typically immunized against infectious diseases, in 3rd world countries where children are often malnuturioished, immunizations are not availiable, many children have disabilities resluting of complications from malnutirtion and disease.
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Ch 8
most common types of childhood injuries? What factors are related to childhood injuries? |
Ephicies influence growth of bone.
40% of deaths in early childhood are due to unintentional injuries/accidents. common- cars, pedestrian accidents, drowning, poisonings, burns, falls, swollowing foregin objects. Factors relating- male- more active, tempermaent- highly active- prone to accidents poverty, low parental education # of children in the home |
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Ch 8
fine motor development in early childhood. What influences its development? |
refine and Dramatic improvement, self-help skills
4yrs- better off at coats, zippers, shirts printing and writing- identify with letters and words, drawing, young child uses ulnar grasp. 3yrs- simple, 4yrs-more detalied 5yrs- complex. body buils finluences gross motor skills. boys better off at gross motor skills,girls better off at fine motor skills. |
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CH 8
perceptual development in early childhood |
Differreciating of writing from non-writing with scribbling
associate first letter or word with whole word . letter reversals are common |
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Ch 9
egocentrism |
inability to distinguish the symbolic viewpoints of others from one's own.
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Ch 9
Irreversablilty |
inability to mentally go thorugh a series of steps in a problem in the reverse direction, returning to the starting point.
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Ch 9
Animistic Thinking |
attributing life like qualities to inanimate objects
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Ch 9
centration |
focusing on one aspect of a situation rather then the others.
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Ch 9
Conservation |
Realizations that things are the same, eventhough they look different.
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Ch 9
Transductive Reasoning |
Linkin things togethers because they are close in time or space
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Ch 9
class inclusion |
the relation between two classes in which all members of one class are included in the other, “All humans are animals.”
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Ch 9
fast mapping |
a mental process whereby a new concept can be learned after a breif encounter
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cH 9
Recasts |
Reconstructing childrens incorrect speech into a more appropriate form
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Ch 9
overregulaization |
grammical rules to words that are expections.
ex. i runned faster than you, i have two feets |
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Ch 9
Three Mountain task |
Egocentrism- young child only sees his or her own perspective. doesnt take a view on whats on the other side...
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Ch 9
conservation problem |
having a tall galss of water and a bowl filled with the same amount of water. looks different but both have the same amount in it
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Ch 9
Piaget’s preoperational stage |
2-7years of age, in which rapid growth in representation takes place
thought is not yet logical |
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Ch 9
impact Piaget has had on education |
1: discovery learning
2. childrens readiness to learn 3. acceptance of the individual differences |
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Ch 9
Vygotsky’s sociocultural theory and his explanation of children’s “private speech |
society and culture play a big role in cognitive development.
Private sppech- childrnes self-directed speech. language become interalized, self-guidence. |
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Ch 9
Vygotsky’s impact on education. |
Assisted discovery, peer colaboration- groups have tasks to work together and learn from each other.
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Ch 9
the young child’s psychological awareness/theory of mind. |
Area of psych where children understand mental states, thinking feeling etc...by age 2-3
age 4- aware that people have false beliefs noisy environment interfers with thinking. |
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Ch 9
literacy development in early childhood |
preschoolers are aware of written language.
discriminate writing from scribbling. learn letters are parts of words and associate certain sounds and phomnes. |
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Ch 9
math development in early childhood. |
Distinguish between "big and "small", "many" and "few"
begin to count- Rote- count right to 10, lack one to one correspondence 3-4yrs- develope 1 to 1 correspondence Cardinality principle- last number counted equals total number counting beginning at number other than one (5yrs) |
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CH 9
developmentally appropriate and inappropriate methods for fostering literacy and math development in early childhood. |
Literacy:
provide literacy rich, home and preschool environments. Engage in interactive book rading provide outings to libraries, and communitry centers |
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Ch 9
types of preschools. What factors are important in determining the quality of care in early childhood programs |
Academic- focus on congnitive skills
Child centered- congnitive and physical development and social skills Quality of care- effects development group size, child/caregiver ration caregivers education caregivers personal commitment |
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Ch 9
language development in early childhood |
Extremely rapid during childhood.
vocab- age 2- 200 words age 6- 10,000 words action words, quickly incorporated. fast mapping- tiger like lion, principle of mutual exclusivity- furniture different from animals, synaptic boostrapping- what word is in terms of how its used |
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ch 10
Self-Esteem |
making good/ bad judgements about yourself
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Ch 10
Guilt |
he or she has violated a moral standard, and is responsible for that violation.
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ch 10
Empathy |
Feeling emotions similar to another, you feel sad for your friend.
associated with pro-social behaviors which help build realationships, helping, sharing, cooperating. |
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ch 10
typical/characteristic of a preschooler’s self-concept |
"what are you like?"
physical characteristis, activites that you do, and the possessions you have |
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Ch 10
preschoolers’ understanding of emotions |
Basic emotion, joy sadnessm fear, and anger. recognize and label them, correctly identify them and understands what causes basic emotions.
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Ch 10
preschoolers’ emotional self-regulation. How does it develop? What effects does it have? |
Emotional self-regulation: ablilty to control emotions
Develops: by observations and explicit instruction. Effects: limit sensory input, talk to ones self, change goals. |
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Ch 10
Parten’s categories of play NSUOP |
Non- social activity
Solitary Play-by yourslef unoccupied play-watching others play onlooker play-obersves, attempts to try parallel play- play near but dont interact |
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Ch 10
How does play change in early childhood? What types of play increase and decrease? |
Non-social play decreases with age.
olde they get the more social interaction increases |
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Ch 10
psychoanalytic view of moral development |
Freud's theory:
Phallic stage-Oedipal/electra conflict. the superego(conscience) forms though an identification process with the same sex parent |
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Ch 10
the behavioral and social learning view of moral development |
Behavioral: operant conditioning- reinforcement increases future behavior.
punishment decreases future behavior Social Behavior: children learn through observation and imitiation |
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Ch 10
the cognitive developmental view of moral development |
Piaget's Theory:
2 Stages of moral reasoning: (5-10years) 1. Heteronomous morality: children think rules are permanent, if you do something wrong, somehow/way you're going to get punished 2. Autonomous Morality (10+yrs) rules are changeable, no belief in immanent justice something done on purpose is worse than by accident. |
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ch 10
How can parenting styles affect moral development? |
Baumrids 4 parenting styles:
1.Authoritarian- strict rules, not responsive, firm limits, spanking 2. Authoritative (democratic)- sets limits and controls, rules lead to consequences. uses different alternatives to punishment (withdrawl, limites choices etc..) 3. Permissive (indulgent)- not good at setting rules, rules not enforced. spoil their children and give in. 4. Uninvloved (permissive/neglectful)- rules not enforced, dont want to be botherd by kids, not responsive |
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Ch 10
the development of aggression. |
Types:
Instrumental- used to get something Hostile: carries harmful intent. intentions of hurting someone else Forms: physical(overt)obvious, kicking, biting, hitting etc.. verbal- Name calling Realtional (social)- "we dont like you" |
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CH 10
Discuss the various types of child maltreatment. What factors contribute to child maltreatment? What are the consequences of child maltreatment? How can child maltreatment be prevented? |
Child Maltreatment: types
Physical- pain, injury Sexual- forcing children, fondeling Emotional(Pshychological)- harming self-concept Negelct- parents fail to provide for children. Physical neglect- food, clothes, shelter, reduced attention/supervision Emotional neglect- Fail to provide love and attention to children |
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Ch 5 (Book)
the “watch me” theory of learning |
Good teachers always watch the leraner. learning priorities are not valued by those whom they are attached to
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Ch 5 (Book)
"little sponge” theory of learning |
you can teach any child any subject at any age in an intellectually responsible way.
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ch 5 (book)
the “look harder” theory of learning. What are the assumptions about young children’s thinking |
The child has not yet externalized
concepts. They see the worldly differently than the adult |
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ch 5 (book)
the various types of play through which children learn and give examples of each |
Master play- the idea that objects exist even when they are no longer present to the senses.
Repetitive play - Practice makes perfect Innovative play- pushing the limits of their newfound skill, riding a bike, then trying no hands Kinship play- enjoying ones company without saying much Therapeutic Play- children act out experiences they have had in the hospital and Child Life specialists address any fears communicated during play. |
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Ch 6 (book)
young children’s thinking. How is it different from the thinking of older elementary school-aged children |
children think more concrete
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Ch 6 (book)
the “age of reason.” |
concrete operations,
syllogistic reasonin also enable the child to understand that one things can be two at the same time. more girls than children? |
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ch 6 (book)
recommendations for helping children achieve the age of reason |
self-directed play experiences nourish and support the childs maturing abilities
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ch 6 (book)
how the understanding of number develops. |
nominal sense as a name. use numbers to identify athletes. covenient label for identifying.
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ch 6 (book)
how children build literacy skills |
nominal, learn sight words like stop and go. being read to.
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ch 9
the cognitive developmental view of moral development. |
piagets 2 stages of moral reasoning:
1. Heteronomous- 5-10yrs. children think rules are permanent immanent justice- if you do something wrong, someway/how you will be punished 2. Autonomous Morality- 10yrs+ rules are changable no belief in immanet justice something done on purpose is worse than by accident. |
