Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
26 Cards in this Set
- Front
- Back
|
Social policy |
Policies that are intended to promote the welfare of individuals and the society |
|
|
Physical development |
Biological changes that occur in the body and brain, including changes in size and strength, integration of sensory and motor activities, and development of fine and gross motor skills |
|
|
Social-emotional development |
Changes in the ways we connect to other individuals and express and understand emotions |
|
|
Infancy first year of life |
Children are totally dependent on Caregivers for their physical care, but they can already use all of their senses to begin exploring their world and during this they begin developing the motor skills they will need to explore it further |
|
|
Toddlers (1-3) |
Continue developing their motor skills and can explore their physical world more actively
Focus on Independence and autonomy |
|
|
Early childhood |
Children are learning about the physical and social world through play |
|
|
Middle childhood |
Children develop the intellectual ability to think in a more ordered and structured way and school becomes a major context for development |
|
|
Adolescence |
Physical changes associated with puberty mark this transition. They are able to think and reason at a more abstract level and they develop a stronger sense of who they are and who they want to become |
|
|
Nature |
The influence of genetic inheritance on development |
|
|
Nurture |
The influence of learning and the environment on children's development |
|
|
Quantitative changes |
Changes in the amount or quantity of what you are measuring |
|
|
Qualitative changes |
Changes in the overall nature of what you are examining |
|
|
Stage theories |
Theories of development in which each stage in life is seen as qualitatively different from the ones that come before and after |
|
|
Incremental theories |
Theories in which development is a result of continuous quantitative changes |
|
|
Equifinality |
The principle by which different Developmental Pathways may result in the same outcome |
|
|
Multifinality |
The principle by which the same Pathways may lead to different developmental outcomes |
|
|
Developmental psychopathology |
An approach that sees mental and behavioral problems as distortions of normal developmental processes rather than illnesses |
|
|
Niche picking |
The process by which people express their genetic tendencies by finding environments that match and enhance those tendencies |
|
|
Positive Youth Development |
An approach to finding ways to help all young people reach their full potential |
|
|
Socialization |
The process of instilling the norms, attitudes, and beliefs of a culture in its children |
|
|
Culture |
The system of behaviors, norms, beliefs, and traditions that formed to promote the survival of a group that lives in a particular environmental niche |
|
|
Socioeconomic status |
A person's social standing based on a combined measure of income, education, and occupation |
|
|
Individualism |
The cultural value that emphasizes the importance of the individual with emphasis on Independence and Reliance on one's own abilities |
|
|
Collectivism |
The cultural value that emphasizes obligations to others within your group |
|
|
Peer review |
A process by which professional peers critique research and make suggestions for improvements prior to its publication or dissemination |
|
|
Perceptual bias |
The tendency to see and understand something in the way you expected to be |
