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77 Cards in this Set
- Front
- Back
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Obesity |
Body weight more than 20% higher than average weight for a person of a given age and height. |
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Accidents? |
Before the age of 10 children have twice the likelihood of dying from an injury than from an illness. Mostly resulting in high levels of physical activity. |
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Myelin |
Protective insulation that surrounds parts of neurons. |
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Corpus Callosum |
a broad band of nerve fibers joining the two hemispheres of the brain
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Lateralization |
The process in which certain cognitive functions are located more in one hemisphere of the brain than in the other. |
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Right Left Hemisphere |
Each hemisphere processes info at a slightly different manner. Left: processes info sequentially-one piece at a time Right:develops its own strengths especially in nonverbal areas such as comprehension of spatial relationships , recognition of patterns and drawings, music and emotional expression. |
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Rosemond |
Argues for a more rigid approach, saying toilet training should be done early and quickly. |
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Brazelton |
Suggests a flexible approach to toilet trains, advocating that it will be put off until the child shows signs of readiness. |
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Concrete operational |
The concrete operational stage begins around age seven and continues until approximately age eleven. During this time, children gain a better understanding of mental operations. Children begin thinking logically about concrete events, but have difficulty understanding abstract or hypothetical concepts.
they understand conservation and centration |
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Pre-operational stage |
According to Piaget, the stage from age 2 to age 7 in which children use of symbolic thinking grows, mental reasoning emerges, and the use of concepts increases. Children cannot quite understand mental operations, dont understand conservation and centration |
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Egocentrism |
egocentrism is an inability on the part of a child in the preoperational stage of development to see any point of view other than their own. Not taking into account the view point of others.
(Volcano Video example) |
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Conservation |
The knowledge that quantity is unrelated to the arrangement and physical appearance of objects. Preschoolers dont understand that the amount of water doesn't change even though its in a different size glass. |
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Centration |
The process of concentrating on one limited aspect of a stimulus and ignoring other aspects. (Row of buttons example) ooooo-They think this row is less. o o o o o -They think this row is more but its not |
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Intuitive thought |
Thinking that reflects preschoolers use of primitive reasoning and their avid acquisition of knowledge about the world. Children in this substage of development learn by asking questions such as, "Why?" and "How come?" Piaget labeled this "intuitive thought" because he believed that children at this stage tend to be so certain of their knowledge and understanding that they are unaware of how they gained this knowledge in the first place (i.e., knowing by intuition). |
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Scaffolding |
The support for learning and problem solving that encourages independence and growth It helps children solve specific problems and aids to the development of their overall cognitive abilities. refers to a process in which teachers model or demonstrate how to solve a problem, and then step back, offering support as needed. |
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Syntax |
The arrangement in which an individual combines words and phrases to form sentences. |
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Fast mapping |
A process which new words are associated with their meaning after only a brief encounter. |
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Private speech |
Speech by children that is spoken and directed to themselves. |
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Individualistic orientation |
A philosphy that emphasizes personal identity and the uniqueness of the individual. |
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Psycho-social development |
According to Erikson, development that encompasses changes both in the understanding individuals have of themselves as members of society and in their comprehension of the meaning of others behavior. |
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Initiative vs Guilt |
According to Erikson, the period during which children aged 3 and 6 years experience conflict between independence of action and the sometimes negative results of that action
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Self concept |
a persons identity or set of beliefs about what one is like as an individual. "Im a good runner" "I like to color" "Im a big girl" |
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Race Dissonance |
The phenomenon in which minority children indicate preferences for majority values or people. |
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Gender Identitiy |
The perception of oneself as male or female |
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Gender constancy |
The belief that people are permanently males or females, depending on fixed, unchangeable biological factors |
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Functional play |
Play that involves simple, repetitive activities typical of 3 year olds. defined as play with toys or objects according to their intended function (for instance, a ball is used for rolling, not biting on; a car is used for pushing on the floor,) |
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Constructive play |
Play in which children manipulate objects to produce or build something they can build towers with blocks, construct objects with miscellaneous loose parts, play in the sand, and draw sidewalk murals with chalk. |
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Parallel play |
Action in which children play with similar toys, in a similar manner, but do not interact with each other. there's no cooperative play and little to no interaction. |
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Onlooker play |
Action in which children simply watch others at play, but do not actually participate themselves. |
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Involved parenting |
refers to the amount of participation a parent has when it comes to schooling and her child's life.
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Associative play |
Play in which two or more children actually interact with one another by sharing borrowing toys or materials although they do not do the same thing. if one child puts on a dress-up outfit, another child will put one on also. The children will begin to interact through talking, borrowing and taking turns with toys, but each child acts alone. |
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Authoritarian parenting |
Parents who are controlling, punitive, rigid, and cold and whose word is law. |
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Permissive parenting |
Parents who provide lax and inconsistent feedback and require little of their children |
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Authoritative parenting |
Parents who are firm, setting clear and consistent limits,but who try to reason with their children, giving explanations for why they should behave in a particular way. |
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Uninvolved parenting |
Parents who show almost no interest in their children and indifferent, rejecting behavior. |
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Resilience |
The ability to overcome circumstances that place a child at high risk for psychological or physical damage |
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piaget Heteronomous Morality/ Incipient cooperation / Autonomous morality |
Hetero: The earliest stage of moral thinking. Which rules are seen as invariant and unchangeable. During this stage children play games rigidly, assuming there is one, and only one way to play that game, every other way is wrong. Incipient Cooperation: Between the hetero stage and auto stage, children games become more clearly social. Children learn the actual formal rules and play accordingly. They still play the "right" way.
Auto: After, where children become fully aware that formal game rules can be modified if the people who are playing all agree. |
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Relational agression |
Non-physical aggression that is intended to hurt another persons feelings. (Girls) |
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Instrumental aggression |
Aggression motivated by the desire to obtain a concrete goal. (boys) |
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Gross motor skill |
Gross motor skills are larger movements your baby makes with his arms, legs, feet, or his entire body. So crawling, running, and jumping are gross motor skills.
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Fine motor skill |
Fine motor skill (or dexterity) is the coordination of small muscles. Typing on a computer keyboard. Writing with a pen.
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Stuttering |
Substantial disruption in the rhythm and fluency of speech |
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Learning disability |
Difficulties in the acquisition and use of listening, speaking, reading,writing ,reasoning or mathematical abilities. |
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ADHD |
A learning disability marked by inattention, impulsiveness, a low tolerance for frustration and generally a great deal of inapropriate activity. |
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Pragmatics |
The rules governing the use of language to communicate in a given social setting. In early childhood children may have problems turn taking when having conversations but that changes later on. |
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Metalingustic |
An understanding of ones own use of language As metalinguistic awareness grows, children begin to recognize that statements may have a literal meaning and an implied meaning. |
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Cultural assimilation Model |
A model in which the goal of education is to assimilate individual cultural identities into a unique, unified american culture. |
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Fluid intelligence |
Reflects information processing capabilities, reasoning, and memory. Remembering a set of numbers would be using fluid intelligence. |
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Crystalized intelligence |
The accumulation of information, skills, and strategies that people have learned through experience and that they can apply in problem solving situation Solving a puzzle is relying on crystalized intelligence in which it was necessary to draw on past experience. |
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Triarchic theory of intelligence |
A model that states that intelligence consists of three aspects of information processing 1-The componential element (Intellectual/Logical) 2-The experiential element (Creative/ability to learn from experience) 3-the contextual element (uses practical thinking skills that help a person adjust to, and cope with, his or her sociocultural environment) |
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Triarchic theory 1-Componental element |
How efficently people process and analyze information -Traditional tests |
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Triarchic theory 2-The experimental element |
Can easily compare new material with what they already know and can combine and relate facts that they already know and creative ways. |
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Triarchic theory 3-Contextual element |
practical intelligence, or ways of dealing with the demands of the everyday envivorment. |
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Intellectual quotient (IQ) |
IQ score to determine intelligence through tests |
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Intellectual disability (Mental retardation) |
A disability characterized by significant limitations both in intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. |
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Mild intellectual disability |
Intellectual disability in which IQ scores fall in average of 50 or 55 to 70 50-70 |
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Moderate Intellectual disability |
Intellectual disability in which IQ scores range from around 35 or 40 to 50 or 55 35-55 |
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Severe intellectual disability |
Intellectual disabilty in which IQ scores range from around 20 or 25 to 35 or 40 20-40 |
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Profound intellectual disability |
Intellectual disability in which IQ scores fall below 20 or 25 Below 25 |
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Industry vs Inferiority stage |
According to Erikson, the period from 6 to 12 characterized by a focus on efforts to attain competence in meeting the challenges presented by parents, peers, school and the other complexities of the modern world. If children are praised for doing their best and encouraged to finish tasks then work enjoyment and industry may result.Children who cannot master their school work may consider themselves a failure and feelings of inferiority may arise. |
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How child describes/Identifies themselves |
Children views of who they are become less simplistic and have greater complexity. They discover they can be good at some things and maybe not so good at others. |
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khoburg Conventional morality (Level 2 sequence to moral reasoning) |
Membership in society becomes important. People behave in ways that will win the approval of others. Good boy/good girl the child is good in order to be seen good by other people. being nice. |
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khoburg Pre-conventional morality (Level 1 to moral reasoning) |
The main considerations are the avoidance of punishment and the desire for rewards. Obeying the rules avoids punishment Reasoning is based in physical consequences, obeying the rules is a means to avoid punishment |
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khoburg Post-conventional morality |
People accept that there are certain ideals and principles or morality that must govern our actions. These ideals are more important than any particular societies rules. is the highest stage of morality in Kohlberg's model, in which individuals have developed their own personal set of ethics and morals that they use to drive their behavior. Most of the time, their ethics and morals agree with social norms, practices and laws, but there can be conflicts between what is socially acceptable and what an individual believes. |
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Gilligan 3 stages of morality for women |
Orientation toward individual survival Goodness as self sacrifice Morality of nonviolence |
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Stage 1morality (Orientation toward individial survival) |
Initial concentration is on what is practical and best for self. Gradual transition from selfishness to responsibility, which includes thinking about what would be best for others. Example: 1st grader may insist on playing only games of her own choosing when playing with a friend. |
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Stage 2 morality (Goodness as a self sacrifice) |
Initial view is that a woman must sacrifice her own wishes to what other people want. Gradual transition from "Goodness" to "Truth" which takes into account needs of both self and others. Example: Now older, the same girl may believe that to be a good friend, she must play the games her friend chooses even if she doesn't like them herself. |
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Stage 3 morality (Morality and nonviolence) |
A moral equivalence is established between self and others. Hurting anyone-including ones self-is seen as immoral. Most sophisicated form of reasoning, according to Gilligan. Example: The same girl may realize that both friends must enjoy their time together and look for activities that both she and her friend can enjoy. |
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Damon's friendship stages |
Basing friendship on others behavior Basing friendship on trust Basing friendship on psychological closeness |
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Stage 1 (Basing friendship on others behavior) |
In the first stage, children see friends as others who like them and with them whom they share toys and other activities . They view children who they spend the most time with as their friends. |
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Stage 2 (Basing friendship on trust) |
In this stage children take others personal qualities and traits as well as the rewards they provide into consideration. The center piece od this stage is mutual trust. Friends are seen as those who can be counted on to help out when they are needed. Violations of trust are taken very seriously. Also, friends are viewed in terms of the kinds of rewards they provide (a pool) |
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Stage 3 (Basing friendship on psychological closeness) |
Children begin to develop the view of friendship that they hold during adolecence. It shifts towards intimacy and loyalty. Its characterized by feelings of closeness usually brought by sharing personal feelings and thoughts through mutual disclosure. |
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Status "Whose on top" |
The evaluation of a role or person by other relevant members of a group. Children who have a higher status have greater access to available resources, such as games, toys, books and info. Children with low status are more likely to follow children with high status. |
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Social competence |
The collection of social skills that permits individuals to perform successfully in social settings. a person's ability to get along with other people. A child's social competence is affected by how well she communicates with other children and with adults. |
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How do girls solve conflict among friends? |
Girls tend to solve conflict through compromise, by ignoring the situation or by giving in rather than seeking to make ones own point of view prevail. The goal is to smooth over disagreements, making social confrontations easy and non confrontational. |
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Blended familes roles and expectations |
Role ambiguity- in which the roles and expectations are unclear. Children may be uncertain about their responsibilties and how to behave toward a step parent or step siblings. |
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Dominance hierarchy |
Rankings that represent the relative social power of those in a group. Rankings of social power. |
