The World Of Children Ch 7-8

Front 1

body proportion

Back 1

head size becomes smaller, chest and legs grow longer, tummy is flatter

Front 2

proteins

Back 2

provide body with amino acids, support new growth, good sources are meat, fish, cheese and legumes

Front 3

carbohydrates

Back 3

source of feul, provides energy for muscle activity, generate body heat, and the energy demands of the brain and nervous system, good sources are bread, pasta, rice and fruit

Front 4

fats

Back 4

provide a store of energy, helps insulate the body from fluctuations in temperature, want vegatable oils that contain poly and monounsaturated fats, not solid fats that contain saturated fats,

Front 5

vitamins and minerals

Back 5

maintain normal body growth and functions

Front 6

eating habits

Back 6

kids shoud eat 3 meals a day with 2 snacks in between, limit juice, and pay attention to the food pyramid

Front 7

brain growth spurts

Back 7

largest is from 3mo - 18mo increases weight by 30%, then 10 % at 2-4, 6-8, 10-12, and 14-16

Front 8

brain shrinking

Back 8

due to synaptic pruning, after 2 yrs old kids can lose 100,000 synapses every second

Front 9

experience-expectant

Back 9

the brain is hard-wired to expect these experiences and the synapses follow the pattern of having an abundance and then pruning back to what is needed depending on the experience

Front 10

experience-dependent

Back 10

there are development experinces that the brain cannot depend on because they are based on upbringing or culture (such as language spoken), the brain has to form new synapses to be able to perform an activity but as we refine it tey may then be pruned back

Front 11

enriched environment

Back 11

during expectant development it helped prune the synapses and during experience development it helped form new synapses, create through colorful visual patterns, speaking, singing, and reading to, hugs, tickles, running, jumping

Front 12

deprived envirnment

Back 12

will be at risk for retarded or immature brain growth

Front 13

temporal lobe

Back 13

as it develps children mak a dramatic increase in language (3yrs old), vocabulary increases, absorb structure and grammar, able to transform language the hear into language they speak

Front 14

parietal lobes

Back 14

language, hand-eye coordination and coordination of other brain functions begin to improve, absorb more energy and become more active after kids rech 2-3 yrs

Front 15

hippocampus

Back 15

as this matures memories become more lasting and esier to retrieve

Front 16

infantile amnesia

Back 16

not being able to remember anything that happened to them before 3-4 years old, due to immaturities in the hippocampus

Front 17

locomotor skills

Back 17

the skills used to move around such as walking, running, climbing..they improve as kids imporve their balance

Front 18

rates of progress

Back 18

differs among kids and also among task, genetics can be a factor but it can also be determined by the activities they choose

Front 19

fine motor skills

Back 19

3yrs - put on shoes, work large buttons, wash their hands, pour from pitcher
4yrs - put on pants and shirt, brush their teeth, lace their shoes
5-6yrs - pour beverages and feed themselves w/out spilling, tie their shoes, work small buttons and zippers, and use pencils or scissors

Front 20

palmer grasp

Back 20

age 2 - holding pencil in palm of hand and using the whole arm to draw.

Front 21

mature tripod grasp

Back 21

age 4 - base of hand on writing surface for support, hold pencil with index finger and thumb and move wrist and fingers to guide pencil

Front 22

exercise

Back 22

60 minutes of structured physical activity and 60 minutes of free play

Front 23

types of neglect

Back 23

child abandonment, inadequate supervision, failing to provide proper nutrition or timel medical attention, failing o enroll a child in school, allowing truancy, failing to provide adequate affection, exposing a child to spousal conflict, permitting drug and alcohol abuse

Front 24

effects of neglect

Back 24

lower cognitive and academic scores, language delays and lower IQ, poor impulse control and more dependaent on other adults, morepassive, shy and socially withdrawn than other children, more damaging effects than physical abuse

Front 25

reducing neglect

Back 25

offering programs such as preschool education for low-income children, traning in parenting skills and job-related skills, encourage family involvement in school

Front 26

limbic system

Back 26

the portion of the brain that is effected the most, itregulates emotion and memory, stree disrupts normal brain development

Front 27

compulsive compliance

Back 27

a pattern of behavior seen in abused kids where the child has ready and quick responses that are aimed at pleasing adults, by complying with their demands, usually seen in 1-3 yr olds

Front 28

preoperational thought

Back 28

can use mental representations to think about objects and events, even when they can't physically see, hear or touch them.

Front 29

mental representation

Back 29

an idea or image in your mind that represents something; symbols

Front 30

symbols

Back 30

mental representations that stand for objects or events in the world

Front 31

intuitive thought

Back 31

thought and logic that is based on a child's personal experience rather than on a formal system of rules

Front 33

animism

Back 33

inanimate objects have conscience life and feelings Ex: sun shines becasue its "happy" or put the pencil down because its "tired"

Front 34

artificialism

Back 34

natural events or objects are under the control of people or superhuman agents Ex: sun went sown becasue someone switched it off or moon isn't shining because someone blew it out

Front 35

operations

Back 35

a logical process that can be reversed

Front 36

conservation

Back 36

basic properties (ie. volume, mass, weight) of an object that remain the same even if pysical appearance changes

Front 37

centration

Back 37

when young children can only focus on one aspect of a situation at a time instead of taking in several aspects

Front 38

static endpoints

Back 38

when kids look at how something looks before and after and don't consider what transformation the object went through

Front 39

transformation

Back 39

how an object changes shape Ex: pour liquid from wide beaker to skinny beaker or have candy in small group or stretch them out in long line

Front 40

reversibility

Back 40

children are not able to imagine what would if they would reverse the transformation

Front 41

Piaget's influence on education 1 of 3

Back 41

a child is an active and curious organism which led to the design of interactive and hands on curricula, especially based on math and science

Front 42

Piaget's influence on education 2 of 3

Back 42

children cannot skip stages until they become cognitively ready, shaped many guidelines for when to introduce many topics in school

Front 43

Piaget's influence on education 3 of 3

Back 43

educators use his ideas about schemes, assimilation, accommodation, disequilibrium, and reflective abstraction to present kids with puzzles, debates and conflicting opinions to challenge cognitive structures and encourage growth in understanding

Front 44

social speech

Back 44

the speech that we hear people talk all around us

Front 45

private speech

Back 45

the speech that children say aloud to themselves

Front 46

internalization

Back 46

external activity and speech become internal and executed mentally. Private speech ends up becoming inner speech

Front 47

mediation

Back 47

the process of introducing concepts, knowledge, skills and strategies to the child. The adult needs to choose which structures to introduce to the child, decide how to teach them and help the child understand the usefulness

Front 48

scaffolding

Back 48

support given to a child as she develops a new mental function or learns to perform a particular task. Can take different forms such as doing part of a task for them, simplifying difficult parts, talking a child through the task, or giving reminders

Front 49

ZPD - zone of proximal development

Back 49

The range of problems that a child can solve if given some assistance. The bottom of the range shows the most difficult problem a child can solve independently and the top shows problems that the child cannot solve no matter how much support is offered

Front 50

collaborative learning

Back 50

the process where children work together to help one another solve problems, share their knowledge and skills, and discuss their strategies and knowledge

Front 51

metacognition

Back 51

the understanding or knowledge that people have about their own thought process, such as wondering how you will be able to remember a complicated set of information

Front 52

tasks

Back 52

knowing that remembering a long list of words will be harder than remembering a short list of words

Front 53

cognitive strategies

Back 53

knowing that repeating a phone number will help you remember it for a short time

Front 54

people

Back 54

knowing that there are limits to what a person can remember

Front 55

words at 2 and 6

Back 55

2yr olds - 200 words
6yr old - 10,000
gain of about 47 words per week or 7 words a day

Front 56

fast mapping

Back 56

acquiring at least a partile understanding of a word after a single use

Front 57

syntactical bootstrapping

Back 57

the process of using grammatical rules as a cue for determining word meaning. Ex: -ing at end of word will let you know that the word is an action

Front 58

analyze language

Back 58

think about patterns that they notice, use what they know about grammatical structure (word endings or word order) to figure out meanings of new words

Front 59

gradual grammar rules

Back 59

begin by producing wh- questions (who, what, where) by placing before noun (where kitty) then include helping verb but not in right order (where kitty is) then correct format (where is the kitty)

Front 60

overregularization

Back 60

as children learn rules they sometimes apply them incorrectly and produce incorrect forms of irregular words Ex 3yr say "I saw fish in pond" then at 4 may say "I seed fish in pond"

Front 61

imitation

Back 61

parents model the way a word or sentence is supposed to sound by repeating what the child is meaning to say

Front 62

shaping

Back 62

selectively reinforcing certain behaviors or speech while ignoring words that do not imitate real words

Front 63

turn-taking

Back 63

the idea that first one conversational partner makes a contribution and then the other, going back and forth until the conversation ends

Front 64

social rules

Back 64

conventions that speakers of language follow when having a conversation. Ex: turn-taking, answer-obviousness rule, saying something relevant to topic, saying something relatesd to the conversation, not repeating something that has already been said

Front 65

answer-obviousness rule

Back 65

this rule says that if the answer to the question is obvious then the listener should interpret it as a request

Front 66

bilingualism

Back 66

fluent in two language

Front 67

additive bilingualism

Back 67

learns a second language while maintaining a first language

Front 68

subtractive bilingualism

Back 68

person loses fluency in the first language as a result of acquiring a second language

Front 69

simultaneous bilingualism

Back 69

a child learns two languages at the same time

Front 70

sequential bilingualism

Back 70

a child learns first one language and then another, if the child learns second language by 3, he will be fluent in both

Front 71

code switching

Back 71

children may mix words or grammar from both languages they are learning