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93 Cards in this Set
- Front
- Back
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Toddlers & preschoolers experience more rapid growth in developed countries. Why? |
Because babies generally rely on breast milk until 6mo, start eating solid food after that, and there are deficiencies in developing countries for: -protein -iodine -iron |
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What deficiencies are there in developed countries? |
calcium |
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Causes of death injuries and illnesses in developing/developed? |
Developing: illness & disease, accidents Developed: car crashes |
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Synaptic density in todderhood |
The number of synaptic connections among neurons - happens mainly in frontal lobes where reasoning planning and creativity happens |
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Synaptic pruning in toddlerhood |
Synaptic connections become fewer but more efficient, becoming more developed |
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What else happens in toddler brains at this stage? |
-frontal lobe growth -myelination (of hippocampus, associated with autobiographical memory - why many first memories start at this age) |
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what can toddlers do at: 11 mo 15 mo 18 mo 24 mo |
walk w/o support stand and begin to climb some running kick with more dexterity |
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What does gross motor look like in early childhood? |
jumping, climbing, throwing, running, balancing -boys are better at strength on average -girls better at balance and coordination |
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Fine motor development a little later? |
12-24 mo - hold cup, feed self, scribble, turn pages 24-36 mo - draw circle, brush teeth, build towers 3-6 years - letters/numbers hygiene |
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Cognitive development in childhood: what piaget stage are they at? |
Sensorimotor Substage 5: tertiary circular reactions 12-18 mo (doing the same thing over and over to see what the outcome will be, like flushing a toilet) Substage 6: mental representations 18-24 mo toddlers think about the option and figure out which is most likely to yield desired result |
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What is symbolic thought in mental representations? |
Ability to use symbols to represent things |
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Deferred imitation in child dev? |
child mimicking an action after they see it done |
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Piaget's categorization: |
habituation/dishabituation infants can categorize toddlers are more advanced (spontaneously categorize) |
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When is Piaget's preoperational stage |
2-7 years mental representations: language not yet as logical cognitive errors (centration, irreversability, egocentrism) |
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Centration? |
Focus on one noticeable thing to the exclusion of other important details |
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Reversibility |
Ability to reverse an action mentally (water glass example) |
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Egocentrism |
inability to distinguish between your perspective and others' (what do you see, flip the paper, what am i looking at?) |
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Conservation? |
amount of physical substance remains the same even if its physical form changes |
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Piaget's classification? |
Are there more red flowers or more flowers? (centration and irreversibility - they focus on the noticeable thing -redflowers- and can't reverse their thinking) |
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Vygotsky's sociocultural theory - 3 pieces |
Private speech - kids talking to themselves in a self-guiding, self-directing way Scaffolding - the degree of assistance provided to children in the proximal development; giving them lots of direction then slowly backing off Zone of proximal development - distance between skills/tasks that children can accomplish alone and those they can do alone |
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Preschool |
Cognitive & social benefits (better on tests, more socially confident) quality (of preschool) differential susceptibility (temperament, early childcare quality & 6th grade outcomes, orchids were very susceptible to things like teacher conflict and had more behavior problems) |
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Language development in toddlerhood (infinite generativity) |
infinite generativity - ability to combine words and symbols of a language in an infinite number of ways |
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Left hemisphere of the brain in toddlerhood regarding language development? |
Broca's area - specialized for language production Wernicke's area - language comprehension |
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Toddler language 12-18 months |
slow, methodical expansion of vocabulary 18mo: 50 words |
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Holophrases? |
a single word represents a bunch of different things |
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overextension? |
a single words reps a variety of related objects (fuzzy associated with a dog, but also to other dogs, slippers etc) |
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underextension? |
applying a general word to a specific object (calling the family cat "kitty" and not realizing it's slang applied to a whole category of cats) |
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Toddler vocab 18-24? |
Vocal spurt Fast mapping: after being told what an object is, toddlers learn it and remember Telegraphic speech: first word combos Reflects sense of self I, mine, me, no, own, name |
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Toddler language 24-36 mo; language rules? |
syntax: word order overregularization of rules: applying grammatical rules to exception words |
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Language pragmatics |
infants: waving toddlers: please, thank you, conversational turn-taking preschoolers: adjust language based on person but sometimes still inappropriate |
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Language development: culture |
Research on american children Social class differences: higher social class, higher likelihood that parents read to toddlers & speak to babies Maternal responsiveness varying cultural beliefs about engaging infant/toddler language |
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Sociomoral emotions |
also called secondary emotions guilt shame embarrassment envy pride empathy |
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Variations in individualistic vs collectivist cultures |
Erikson's autonomy v. shame (pride is viewed positively in west cultures, and shame applied w/caution; in non-west pride is a greater danger than shame) initiative v. guilt |
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emotional self regulation |
-Use of behaviors and language to self-regulate -Emotional regulation as dyadic (2 fold) -Expectations vary by culture -Temper tantrums in individualistic vs.collectivistic |
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Emotion coaching 5 stages |
ARLLP (A real life learning plan) 1. Becomeaware of child’s emotion 2. Recognizeemotion as opportunity for connection and teaching 3. Listenempathically, validating child’s feelings 4. Helpchild find words to label the feelings 5. Setlimits while exploring problem-solving strategies |
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Emotional self-regulation |
effortful control undercontrol: externalizing behavior problems - aggression and conflict w/others overcontrol: internalizing behavior problems - anxiety and depression |
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Gender Development |
Gender identity: male/female Sex-typed behavior: what girls do/what boys do Gender roles/schemas: cultural stereotypes regarding males/females |
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Gender identity & transgender children |
-Increasing families seeking services from healthcare providers -“Declared” sex versus “Affirmed” sex -Third gender more accepted in other cultures -Youth at risk for depression and suicide -Parental acceptance benefits children’sbehavioral and mental/emotional health |
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Gender development in boys/girls? |
more similar than different in development physically, cognitively, socio-emotionally |
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When does sex-typed behavior start to increase? |
3-4 -parents/peers show disapproval of gender-inappropriate play -evidence for biology and environment -w/in gender variation |
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Gender-role concepts & schemas |
-knowledge of gender stereotypes by culture -gender segregation -attributions by gender |
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Attachment (why it matters video) |
secure: cry when mom leaves, comforted when back avoidant: readily separates from mother, & avoids contact after reunion ambivalent: greater distress when she leaves, relieved when she comes back, but push her away when she comes back disorganized: unusual behavior |
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Attachment is... |
innate, psychobiological, lifespan |
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Attachment: John Bowlby |
-influenced by harlow's research -attachment is emotional & promotes protection/survival -attachment figures (who kid goes to when they're in distress) -secure base behavior -autonomy&connection -stranger anxiety across culture |
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attachment & caregivers |
sensitivity responsiveness |
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Ainsworth attachment: parenting style associated w/attachment style |
-Secure:reads signals accurately, responsive, positive exchanges -Anxious-resistant:caregiver overwhelmed/anxious, unpredictable, overinvolved -Anxious-avoidant:emotionally unavailable, may reject bids for closeness -Disorganized-disoriented:caregiver abusive or unresolved trauma |
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Attachment & childhood |
short-range benefits -more responsive -cry less, and are soothed more easily long-range benefits -more exploratory yet more compliance -Increasedcompetence in a wide array of social and cognitive skills -Lesspsychological issues -Betterschool adjustment -Effectiveemotion regulation |
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Attachment intervention/temperament |
interventions help more sensitive babies more so than less sensitive temperaments -infant/child attachment security -> calibration of HPA&ANS -> emotion regulation & stress reactivity->interpersonal & stress regulation -> future relationship attachment, formation & quality |
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attachment and adoption |
-if adopted before 1year, similar levels of attachment to non-adopted peers -after 1 year, less attachment security (attachment security dynamic, influenced by caregiver responsiveness and attachment security) |
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Role of fathers |
traditional: provider/disciplinarian developed: provider and less interaction, more play than tasks, more egalitarian in recent years |
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Baumrind: parenting styles |
Balance of demandingness/responsiveness authoritative high in d/r authoritarian high in d/low in r permissive low in d/high in r disengaged low d/r |
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parenting universals across cultures? |
-Harsh, coercive, psychologically controllingparenting has negative effects -Parental rejection has negative effects -Parental self-efficacy (parent’s belief thatcapable and competent) has positive effects on parenting practices |
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Parenting Styles: Outcomes for American White MiddleClass Families |
authoritative: indep, creative, self-assured, social skilled authoritarian: dependent, passive, conforming permissive: irresponsible, conforming, immature disengaged: impulsive, behavior probs, early sex & drugs |
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peers/friends |
in west, same age in other cultures, varied ages |
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Aggression |
-instrumental aggression (verbal/physical) -relational aggression (damaging another person's rep) -physical aggression tends to decline -verbal and relational aggression tend to increase |
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TV/screen time |
-Educational programming small positive effectsfor preschoolers cognitive development -Monitor and limit it -Talk to children about what they are viewing -Prioritize physical activity |
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Abuse & neglect demographics |
-children under 3 highest rates -90% of child abuse perpetrated by parents |
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Of confirmed victims of abuse |
-75% involved in neglect (failure to meet basic needs) -17% physical abuse -8% sexual abuse |
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Define physical, sexual, emotional & neglect |
physical: hitting/kicking/physicall hurting sexual: emotional: ridicule/humiliation, causing emotional trauma sexual: sexual contact w/a minor neglect: failure to meet basic needs like shelter, food, water etc. |
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Parental abuse & brain development |
-brain in a state of fear-related activation -when chronic, can lead to maladaptive persistence of fear state (-hypervigilence; anxiety -focus on nonverbal threat related cues -heightened production of stress hormones -changes in brain-wave activity) |
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Factors that increase risk of abuse by caregivers (long-term) |
-Poverty& ongoing stress -Parentalhistory of abuse -Lackof understanding of child |
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Factors that increase risk of abuse by caregivers (current challenges) |
-Caregiversubstance abuse -Relationshipinstability -Violencein the home -Lackof social support -Jobloss or other acute stressors |
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Factors that decrease risk of abuse (long-term protective) |
-Nurturantcare by someone in childhood -Goodrelationship with partner -Awarenessof one’s own inner needs |
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Factors that decrease risk of abuse (short-term buffers) |
-Reductionin stress -Separationfrom abusive partner -Childentry into school -Crisiscounseling |
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malnutrition: developing countries |
-Children at this age more resilient -Yet social, cognitive, and physical deficits dueto earlier malnutrition |
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Gross motor development in middle childhood? |
-Better balance, strength, coordination, agilityand reaction time -Physical fitness positively correlated withcognitive development |
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Piaget's stage? |
concrete operational age 7-11 Advances in: -Conservation -Classification(Hierarchical) -Seriation Due to: -Declinein centration (decentering) -Reversibility |
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Information processing |
better memory & attention -Increased myelination, especially in corpuscallosum -Demonstrate selective attention -Use of memory strategies (Rehearsal - repetition, Organization - placing things into meaningful categories, Elaboration - transform bits of info that connects them) -Larger knowledge base |
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ADHD: current dsm definition |
-Child demonstrates symptoms of inattention and/orchild demonstrates symptoms of hyperactivity-impulsivity -Onset before age 12 -Symptoms present in >1 setting -Clear evidence of clinically significantimpairment in social, academic, or occupational functioning |
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ADHD: inattention, meets 6 or more criteria |
Meets 6 or more criteria -Careless mistakes -Difficulty sustaining attention -Does not seem to listen -Often does not follow through on instructionsand fails to finish tasks -Difficulty organizing tasks and activities -Avoids tasks that require sustained mentaleffort -Loses things -Easily distracted -Forgetful |
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Hyperactivity |
-Fidgetsor squirms in seat -Oftenleaves seat in classroom -Runsabout or climbs excessively -Difficultyplaying quietly -Isoften "on the go" -Oftentalks excessively |
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Impulsivity |
-Blurtsout answers -Difficultyawaiting turn -Ofteninterrupts or intrudes |
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Prevalence of ADHD? |
between 5 - 8.6% -Approximately twice as common in boys -Exists in other countries -Controversial; can be misdiagnosed |
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Origins of ADHD |
-No clear cause; multiple pathways -Evidence for genetics -Prenatal exposure to teratogens (Shaffer &Kipp, 2007); exposure to lead -Food additives and dyes (some evidence;currently being studied) -Delay in cortical maturation; executive functions |
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Hot v cold executive functions |
HOT: socio-emotional competence, impulsivity and emotion control COLD: cognitive competence, working memory, sustained attention, organization |
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Exercise and cognitive functioning? |
Basically, if you exercise before you take a test, you do better |
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Who developed the first IQ test? |
Binet - second by wechsler |
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Divorce rates in the us |
high but not rising, 25% of children experience significant emotional/behavioral problems, 75% do not |
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Peer acceptance and social status |
-Popular children: Positive social skills,friendly, cooperative -Rejected-Aggressive children: Conduct problems,hostility, impulsive -Rejected-Withdrawn children: Passive, awkward,immature, at risk for being bullied -Neglected: Appear withdrawn; yet not lesssocially skilled than average children o Controversial: Liked by some; disliked byothers; both friendly and aggressiveo Average: Whoever is leftover! |
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School socialization in individualistic cultures |
-Successdue to innate; individual ability -Toleratemore individuality |
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School socialization in collectivist cultures? |
-Hardwork -Moralobligation to family -Expectmore conformity -Moretime in school -Moreacademics |
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Erikson's identity v. identity confusion? |
developing an understanding of who you are as a person; secure & coherent (7-12) |
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Biological changes in males and females are triggered by what? |
The hypothalamus and body fat percentage; this triggers testes and ovaries to produce androgens and estrogrens (testosterone and estridol) |
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What are the primary sex characteristics? |
Menarche - period Spermarche - first ejaculation |
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Secondary sex characteristics |
hair, breasts, growth spurts, skin oil and sweat, change in voice |
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Puberty timing? |
changes happen in boys usually 2 years/1.5 years later than girls |
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The age of puberty has decreased drastically in the past centuries - why? |
-genes -medical care -nutrition (obesity) -family environment (differential susceptibility) |
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Early puberty for girls v boys |
Girls - negative (mood, body disorders, CV disease and breast cancer, early sex, drugs) Boys - Mixed (popular, good body image, earlier delinquency) |
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Brain development in adolescence? |
synaptic overprod. and pruning (esp in frontal lobes) more myelination cerebellum continues to grow |
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Adolescent egocentrism |
Imaginary audience - they think people are watching them more than they actually are Personal Fable false hopes - unrealistic expectations about the future isolation - no way other people could've experienced what you're experiencing high risk behavior - bad things only happen to other people |
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Self-concept? |
Actual Self True self Possible Self ideal self: who you would like to be feared self: afraid of being false self: who you are to lover |
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Harter self esteem? |
SSAAJRBC scholastic social athletic appearance job romantic appeal behavioral close friendship |
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During adolescence, when do crime rates peak? |
age 18, then decline; majority of crimes are committed by a subset (10%) of males ages 12-15 |
