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;
91 Cards in this Set
- Front
- Back
Puberty |
Period of rapid physical growth and sexual maturation. This is not a single, sudden event; it's a qualitative, cumulative change. |
|
Pubertal Changes (Onset) |
This is determined by: hormones, genetics, nutrition and health care, body mass, and stress. |
|
Early Onset Pubertal Changes |
This is seen more in: adopted children, single parent homes with an absent father, family conflict or maltreatment, and marital conflict homes. |
|
Hormones in Puberty |
The hypothalamus controls the pituitary gland, which affects the gonads, and adrenal and thyroid glands. These three create combined effects which have different outcomes for boys and girls. |
|
Adrenal Gland |
Releases a growth hormone during puberty. (GH) |
|
Gonads |
This is in charge of the gonadaltropal releasing hormone (GRH) during puberty. |
|
Thyroid Gland |
This is in charge of the functioning of reproductive organs. It is important for the normal growth of sexual characteristics during puberty.
|
|
Primary and Secondary Sex Characteristics of Boys |
1) Testicles and penis maturation; 2) Facial and pubic hair growth as well as a deepening voice. These changes peak around 13.5 years. |
|
Primary and Secondary Sex Characteristics of Girls |
1) Maturation of ovaries, uterus, and vaginal lining; 2) Breast enlargement, change in voice, and growth of pubic hair. These changes peak around 11.5 years. |
|
Precocious Puberty |
Puberty that occurs before 8 for females and 9 for males. This happens ten times more often in girls than boys. This can be treated by reducing the release of GRH. |
|
Growth Spurt |
This occurs when girls increase about 3.5 inches per year, and 4 inches per year for boys. |
|
Spermarche |
Development of sperm in boys testicles during puberty. |
|
Menarche |
The first menstrual cycle in a female. |
|
Early Maturing Girls |
In this female phenomena, body dissatisfaction is higher; they become a target for teasing and innuendo; they are rejected by less mature girls; parents worry about risk for sexual experiences. |
|
Risks for Early Maturing Girls |
Dropping out of high school; Smoking; Drinking; Eating disorders; Depression; Cohabitation and/or Early Marriage. |
|
Cohabitation Effect |
Propensity to marry because it's the next step in the relationship. Doing this AFTER getting engaged is more effective on the marriage. |
|
Early Maturing Boys |
In this male phenomena, they have more positive perceptions of self; Larger and stronger; Advantage in socially approved male activities; More confident, more popular, and more likely to be leaders among peers. |
|
Sexual Activity in Teens |
Kids ages 15-19: 55% of males and 54% of females (54.5% of all them) have had oral sex. 63% of US seniors have had intercourse, and by age 20, 77% have had intercourse. |
|
First Year of Physical Development |
Infants are capable of sitting, standing and walking at this time. |
|
Standing Without Support |
For 50% of children: 12 months For 90%: 14 months |
|
Walking without Support |
For 50% of children: 13 months For 90%: 14.3 months |
|
Reflexes |
Built in reactions to stimuli - these are survival mechanisms. Ex.) Holding breath under water. |
|
Sucking Reflex |
Automatic sucking on an object placed in a newborn's mouth. (Disappears around 3-4 months) |
|
Rooting reflex |
Reaction when infant's cheek is stroked/side of mouth is touched. Infant turns toward the touch. (Disappears around 3-4 months) |
|
Moro reflex |
A startle response in reaction to sudden intense noise or movement. (Starfish) |
|
Gross Motor Skills |
Activities that use large muscles (arms and legs). Also includes development of posture, learning to walk. Typically develops a lot in the second year. |
|
Gross Motor Skills - Age 3 |
Simple movements: Hopping, jumping, and running at this age. |
|
Gross Motor Skills - Age 4 |
At this age, they become more adventurous and show interest in climbing. |
|
Gross Motor Skills - Age 5 |
At this age, kids start running hard and engage in adventurous climbing. |
|
Fine Motor Skills |
Described as finely tuned movement, such as finger dexterity. |
|
Fine Motor Skills - First 2 years |
At this age: Initially move shoulders and elbows crudely; Move wrists; Rotate hands; Coordinate thumb and forefinger; Reaching and grasping becomes more refined. |
|
Fine Motor Skills - Age 3 |
At this age, kids are still emerging from infant ability to place and handle things. Thumb and forefinger coordination not quite developed. |
|
Fine Motor Skills - Age 4 |
At this age, their coordination is improved and are more precise. |
|
Fine Motor Skills - Age 5 |
At this age, kids hand, arm and body move together under better command of eyes. |
|
Toilet Training |
Controlling elimination depends on both muscular maturation and motivation. Average age is 3 years (60% of kids). By 48 months, 98% of kids. |
|
Readiness Approach for Toilet Training |
1. Staying dry for 2 hours 2. Falling into a schedule 3. Holding it, getting to bathroom, and assuming position 4. Child expresses discomfort with soiled diaper 5. Child expresses desire to get out of diapers |
|
Franz (1960) Visual Preference Method |
Explored the length of time that infants attend to certain stimuli. Infants that are younger will fixate on PATTERN over COLOR or brightness. |
|
Sound in the Womb |
Fetus responds to sound @ 22-24 weeks, which is attenuated by mom's skin/tissue. |
|
Touch/Pain in the Womb - First Trimester |
- At 8 weeks, touch develops - Fetus responds by moving away from touch |
|
Touch/Pain - 13 Weeks (2nd Trimester) |
- Fetus moves toward touch - Fetus will make contact with its face, and twins will make tactile connection in the womb. |
|
Touch/Pain - 26 Weeks |
- Neural pathways formed for pain sensation |
|
Infantile Amnesia |
Children can't remember anything until they are about 3 years old. |
|
Taste in Infants |
In utero - Can discriminate between sweet and noxious substances 2 hours post birth - Making different expressions to sweet, sour, and bitter |
|
Smell in Infants |
Newborns can differentiate odors. Babies like vanilla and strawberry, but not rotten eggs and fish. |
|
Intermodal Perception |
Babies use all modalities/senses interactively as they engage the world. This defines development. |
|
Stages of Artistic Development |
1. Placement Stage 2. Shape Stage 3. Design Stage 4. Pictoral Stage |
|
Placement Stage |
Kids draw placement patterns/scribbles. (There are 20 types of scribbles?) |
|
Shape Stage |
Kids draw diagrams in different shapes. |
|
Design Stage |
Mix 2 basic shapes into more complex designs. (Triangle and square to make a house) |
|
Pictoral Stage |
Drawings depicting objects that adults can recognize (people, flowers, etc.) |
|
Positive Outcomes from Sports |
1. Provide Exercise 2. Learn how to compete 3. Increased self-esteem 4. Develop peer/friendship relations |
|
Negative Consequences from Sports |
1. Pressure to achieve/win 2. Physical injuries 3. Distraction from academic work 4. Unrealistic expectations for success as an athlete |
|
Cognition |
Thinking - includes language, learning, memory, and intelligence. |
|
Schemas |
Actions/mental representations that help organize knowledge |
|
Adaption |
Adjusting to new environmental demands - Piaget says this is the "essence of intelligence" |
|
Assimilation |
Use of existing schemas in a new context - Subcategory of Adaption |
|
Accommodation |
Adjusting schemas to fit new experiences - Subcategory of Adaption |
|
Piaget's Four Stages of Cognitive Development |
1. Sensorimotor Stage 2. Preoperational Stage 3. Concrete Operational Thought 4. Formal Operational Stage |
|
Sensorimotor - Birth to 1 month |
Simple reflexes like sucking, grasping, staring and listening (Primary Circular Reaction) |
|
Sensorimotor - 1-4 months |
First habits form. Sucking pacifier different than a nipple. Starts grabbing at bottle to suck it. (Primary Circular Reaction) |
|
Primary Circular Reaction |
When infants have responses to their own bodies - Seen in the first two stages of Piaget's Sensorimotor stage. |
|
Sensorimotor - 4-8 months |
Baby starts to have an awareness of things. They begin to respond to people and objects (clapping hands for patty cake). [Secondary Circular Reaction] |
|
Sensorimotor - 8-12 months |
Babies are more deliberate and purposeful in responding to people and objects. They experience new adaptations and anticipation. (Secondary Circular Reaction) |
|
Secondary Circular Reactions |
Involve infants responses to objects and people. Occurs in stages 3 and 4 of Piaget's Sensorimotor stage. |
|
Sensorimotor - 12-18 months |
Give things new means through active experimentation. They throw blocks instead of building with them now. |
|
Sensorimotor - 18-24 months |
Infants now anticipate consequences - they consider before acting. Schemas become internalized. |
|
Tertiary Circular Reactions |
Last two stages of Piaget's Sensorimotor Stage - Most creative; Now are having more ideas with their actions. |
|
Object Permanence |
Occurs around 8 months; If you take an object away, child still knows it exists. |
|
Attention |
Focusing of mental resources improves cognitive processing. |
|
Joint attention |
Two individuals focus on same object or event. This occurs in children around 7-8 months - it's a reciprocal interaction. |
|
Piaget's Preoperational Stage
|
Occurs between ages 2-7. Stable concepts begin to form and mental reasoning emerges. These kids represent the world with words, images, and drawings. Still a lack of operational thought. |
|
Symbolic Function |
Substage of Preoperational Stage; When the child gains ability to mentally represent an object that is not present (ages 2-4). |
|
Egocentrism |
Inability to distinguish between one's own perspective and someone else's (Pre-Op stage, 2-4) |
|
Animism |
Belief that inanimate objects have lifelike qualities and are capable of action. (Pre-Op stage, 2-4). |
|
Intuitive Thought |
Occurs between ages 4-7; Kids begin to use primitive reasoning and want to know answers to all sorts of questions (Human behavior, Biology, Objects and Nature) |
|
Centration |
Focusing attention on 1 characteristic to the exclusion of others |
|
Conservation |
Certain physical characteristics of an object stay the same even though appearance has changed. (Water in different tubes) |
|
Piaget's Concrete Operational Stage |
Made up of operations, or mental actions that allow kids to do mentally what they had done physically before. (Can reverse process) |
|
Classification |
Ability to classify or divide things into different sets/subsets to consider their interrelationships |
|
Seriation |
Order stimuli along quantitative dimension (like length) |
|
Transitivity |
Logically combine relations to understand certain conclusions |
|
Piaget's Formal Operational Stage |
Includes abstract thinking (hypothetical possibilities), logical reasoning, and deductive reasoning. |
|
Adolescent Egocentrism |
Heightened self-consciousness among teens. They engage in an imaginary audience and personal fables. |
|
Imaginary Audience |
Kids believe that others are as interested in them as they are themselves; They feel as if they're the center of attention. |
|
Personal Fable |
Kids believe that they have personal uniqueness and are invincible. |
|
Vygotsky's Theory of Development |
Kids develop ways of thinking and understanding primarily through social interactions; Cognitive development depends on tools provided by society. This person also developed the idea of zone of proximal development and scaffolding. |
|
Zone of Proximal Development |
This explains the difference between what kids can achieve independently and what they can achieve with guidance and assistance of adults or more skilled kids. (Max with homework) |
|
Scaffolding |
Describes how teachers change support over the course of a teaching session to fit child's current performance level. |
|
Dialogue |
A type of scaffolding; It facilitates development across ZPD. It includes guided participation. |
|
Private Speech |
Vygotsky's idea that kids use language for self-regulation. This external self talk eventually transitions to silent inner talk. |
|
Vygotsky's Theory to Teach Young Kids |
-Assess and use child's ZPD
- Use more-skilled peers as teachers - Monitor and encourage private speech - Place instruction in meaningful context |