Ch. 7 Early Childhood: Physical And Cognitive Development

Front 1

height changes

Back 1

gain 2-3 inches per year

Front 2

weight changes

Back 2

gain 4-6 pounds per year; become slender and shed baby fat

Front 3

brain development

Back 3

2 years = 75% of its adult weight

5 years = 90% of its adult weight

Front 4

right-handed individuals

Back 4

left hemisphere is relatively more involved in intellectual undertakings that require logical analysis and problem-solving, language, and computation

Front 5

right hemisphere

Back 5

superior in visual-spatial functions, aesthetic and emotional responses, and understanding metaphors

Front 6

corpus callosum

Back 6

thick bundle of nerve fibers that connect the left and right hemispheres of the brain

Front 7

plasticity

Back 7

tendency of new parts of the brain to take up the functions of injured parts

Front 8

gross motor skills

Back 8

skills employing the large muscles used in locomotion

Front 9

gross motor development

Back 9

3 years = balance on one foot

3 or 4 years = walk up stairs by placing a foot on each step

4 or 5 = skip and pedal a tricycle

Front 10

rough-and-tumble play

Back 10

running, chasing, fleeing, wrestling, hitting with an open hand, laughing, and making faces

Front 11

fine motor skills

Back 11

skills employing the small muscles used in manipulation, such as those in the fingers

Front 12

4 stages of artistic development

Back 12

placement, shape, design, pictorial

Front 13

design stage

Back 13

combine shapes

Front 14

pictorial stage

Back 14

designs begin to resemble recognizable objects

Front 15

nutrition

Back 15

1-3 years = 1,000-1,300 calories

4-6 years = 1,400 calories

Front 16

minor illnesses

Back 16

1-3 years = 8-9 illnesses

4-10 years = 4-6 illnesses

Front 17

major illnesses

Back 17

1/3 of children under 18 suffer from a chronic illness

Front 18

sleep

Back 18

preschoolers = 11-13 hours

Front 19

sleep terrors

Back 19

frightening dreamlike experiences that occur during the deepest stage of non-REM sleep, shortly after the child has gone to sleep

Front 20

sonambulism

Back 20

sleep walking

Front 21

enuresis

Back 21

failure to control the bladder once the normal age for control has been reached

Front 22

bed-wetting

Back 22

failure to control the bladder during the night

Front 23

encopresis

Back 23

failure to control the bowels once the normal age for bowel control has been reached. also called soiling

Front 24

preoperational stage

Back 24

second stage in Piaget's scheme, characterized by inflexible and irreversible mental manipulation of symbols

Front 25

symbolic play

Back 25

play in which children make believe that objets and toys are other than what they are (pretend play)

Front 26

egocentrism

Back 26

putting oneself at the center of things such that one is unable to perceive the world from another person's point of view

Front 27

precausal

Back 27

type of thought in which natural cause-and-effect relationships are attributed to will and other preoperational concepts

Front 28

transductive reasoning

Back 28

reasoning from the specific to the specific

Front 29

animism

Back 29

attribution of life and intentionality to inanimate objects

Front 30

artificialism

Back 30

belief that environmental features were made by people

Front 31

conservation

Back 31

principle that properties of substances remain the same when superficial characteristics are changed

Front 32

centration

Back 32

focusing on an aspect or characteristic of a situation or problem

Front 33

class inclusion

Back 33

categorizing a new object or concept as belonging to a broader group of objects or concepts

Front 34

scaffolding

Back 34

Vygotsky's term for temporary cognitive structures or methods of solving problems that help the child as he or she learns to function independently

Front 35

zone of proximal development (ZPD)

Back 35

Vygotsky's term for the situation in which a child carries out tasks with the help of someone who is more skilled, frequently an adult who represents the culture in which the child develops

Front 36

theory of mind

Back 36

commonsense understanding of how the mind works

Front 37

appearance-reality distinction

Back 37

difference between real events and mental fantasies

Front 38

scripts

Back 38

abstract, generalized accounts of familiar repeated events

Front 39

autobiographical memory

Back 39

memory of specific episodes or events

Front 40

rehearsal

Back 40

repetition

Front 41

fast mapping

Back 41

process of quickly determining a word's meaning, which facilitates children's vocabulary development

Front 42

whole-object assumption

Back 42

assumption that words refer to whole objects and not to their component parts or characteristics

Front 43

contrast assumption

Back 43

assumption that objects have only one label

Front 44

overregularization

Back 44

application of regular grammatical rules for forming infections to irregular verbs and nouns

Front 45

pragmatics

Back 45

practical aspects of communication, such as adaptation of language to fit the social situation

Front 46

inner speech

Back 46

Vygotsky's concept of the ultimate binding of language and thought; originates in vocalizations that may regular child's behavior and become internalized by age 6 or 7