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2700 > 4: Toddler > Flashcards

4: Toddler Flashcards

1
Q

Todays discussion

A

-Physical cognitive
-Tv and toddlers
- ACES
- cognitive
- personality
-Social

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2
Q

Physical changes

A

Between 2-3 there are less dramatic physical changes than the 1 year of life but still impressive

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3
Q

Gross motor (2(bc 2s)-3 years)
-RCH (i hate orgo)
🏃‍♀️🧗‍♀️🧸

A

Runs-easily

climbs on furniture unaided

Hauls and shoves big toys around objects with Aidan

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4
Q

Fine motor (2-3 years) (fine print)
-🖐🐜
-🧍‍♂️🎾

A

Picks up small objects
Throws small ball while standing plot twist

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5
Q

-Each year from _ to adolescence,
-children gain about _—_Cm in height
-and . kg in weight

A

-2 (🦆)
-5-8 (⭐️⛄️)
-2.7(🦆.⚅)

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6
Q

GROWTH
-Motor:
kids with ___ motor activity levels are better able to ____ or ____ their behaviours allowing for ____ task achievement

A

Motor
kids with higher motor activity levels are better able to control or inhibit their behaviours allowing for successful task achievement

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7
Q

GROWTH
-Linear
children’s motor activity levels _____ linearly with age and peak between - years

A

Linear
children’s motor activity levels increase linearly with age and peak between 7-9 years (think of the construction workers do line of cocaine)

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8
Q

GROWTH
-Obesity
most kids eat sufficient quantities of food but not at ____ meals
- __% of children aged _ to _ are overweight or obese

A

Obesity
most kids eat sufficient quantities of food but not at regular meals
- 22%(taylor swift) of children aged 2( 🦆)to 5(⭐️) are overweight or obese

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9
Q

So when are they eating?
🍫/👨🏻‍🦳

A

-toddlers like to snack/graze all day

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10
Q

TV and Toddlers
-almost all infants and toddlers are exposed to TV or videos everyday- usually _ or _ hours
-around __ of mothers with ___-year-olds report that their child watched ___ hours or more per day
-if background television is included, very young children are exposed to an average of ___ hours of television each day

A
  • 1-2 hours (i reps 1, and t reps 2)
    -around 2📺/3👶 of mothers with three-year-olds report that their child watched two hours or more per day

-⏹

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11
Q

-infant exposure to television has been linked to _____ language development and kindergarten ______ skills
-early exposure to TV has also been connected to
____ _____ and ____ _____
-TV use at age ___ has been linked to 🦁 problems and to ___- term effects of ___ development, classroom engagement, and _____ achievement

A

-infant exposure to television has been linked to delayed language development and kindergarten readiness skills
-early exposure to TV has also been connected to
attention disorders and sleep problems
-TV use at age 3 has been linked to behaviour problems and to long- term effects of social development, classroom engagement, and academic achievement

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12
Q

Toldlers and TV (University of montreall)
-found every _____ hour of TV exposure among toddlers corresponded to a future decrease in classroom _______ and success at ___
–increased _______ by classmates
– have a more ______ lifestyle
–higher consumption of ___ ___
–higher ___ ___ ___

-between the ages __ and ___, ____ incremental exposure to television ______ development

A

Toldlers and TV (University of montreall)
-found every ADDITIONAL hour of TV exposure among toddlers corresponded to a future decrease in classroom ENGAGEMENT and success at MATH
–increased VICTIMIZATION by classmates
– have a more SEDENTARY lifestyle
–higher consumption of JUNK FOOD
–higher BODY MASS INDEX

-between the ages TWO and FOUR , EVEN (since 2 and 4 are even numbers) incremental exposure to television DELAYED development

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13
Q

Tolddlers and TV
according to the investigation, watching too much TV as toddlers later resulted in:
-% decrease in classroom engagement
-% decrease in math achievement (no harmful effects on later reading)
-__% decrease in _____ physical activity
-% decrease in ____ physical activity
-__% increase in _______ by classmates
(P R, B T, A/I by other students)
-__% peak in snacks intake
-% increase in BMI

A

-7(looks like a hand reaching up but then stops)
-6 (drake was not good in math but was able to read thats why he can write songs)
-13, weekend (think that there are 3 days on the weekend)
-9, general (because 9 looks like a g)
-10, victimization(peer rejection, being tested, assaulted/insulted by other students)
-10( because it looks like fork and plate)
-5 because it rhymes with BMI

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14
Q

(ACES)
-A: P E S
-N: P E
-H D 🏚 : M🤯 M👩🏼🔪 I💁🏿‍♂️ S💊 D💍

A

Adverse Childhood Experiences
-Abuse: Physical, emotional, sexual
-Neglect: Physical, emotional
-Household dysfunction:
Mental Illness, Mother treated violently, Incarcerated relative, substance abuse, divorce

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15
Q

ACES: Abuse
-Physical abuse __%
-Emotional maltreatment _%
-Sexual abuse _%
Also:
I P V: Nation wide a __% exposure to IPV

A

ACES: Abuse
-Physical abuse: 20% (think of 20 punches)
-Emotional maltreatment 9% (think of rated 10 but got dropped down to a 9)
-Sexual abuse: 3% because put in three holes (ass, vagina, and mouth)
Also
Intimate Partner violence(when child witness it and can have a possibility of experiencing it when older (such as dahmer): Nation wide a 34% exposure to IPV( think 3 since comes after sexual and just add 1 to the second number)

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16
Q
A

think of Dahmer seeing adults fight directly and indirectly which causes him to bully people/peer aggression (like hitting guy in the head with a bat, and dating violence (him eating people)

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17
Q

__% of individuals in violent relationships were sexually assaulted as children

A

80%

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18
Q

Witnessing IPV has:
-negative consequences on ____ and _______
-creates _____ for relationships
-is a form of child ______
-is associated with _____ problems, f___, imm____, a____, v___, ___-social behaviour, decreased l___ development
-higher chance of depression, anxiety and frustration
-problems eating and being passive and withdrawn
-higher chance of ________ events (which causes them to go into the cycle)

A

-negative consequences on health and development
-creates schemes for relationships
-is a form of child maltreatment
-is associated with sleep problems, fear, immaturity, aggressiveness, violence, anti-social behaviour, decreased language development
-higher chance of depression, anxiety and frustration
-problems eating and being passive and withdrawn
-higher chance of internalizing events (which causes them to go into the cycle)

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19
Q

Factor of impacts of Violent on a child

E E

-the degree of _____ and ____ of a stressor is related to the _____ of the _____
-o____
-measure and determine a ____ and assign a ___

A

Exposure Effect

-the degree of intensity and duration of a stressor is related to the intensity of the response
-objective
-measure and determine a quantity and assign a value

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20
Q

Factor of impacts of Violent on a child
R
-the capacity to ____ quickly from difficulties
-____ to measure and has _____ degrees because we don’t know if it is a:
- ____ (something that you are born with)
- ______ (something that is a result of a situation)
- or a ____
-look at video defining what is resilience
-think of resilience in violence and other forms of oppression(racism) What could be the impact on child development

A

Resilience
-the capacity to recover quickly from difficulties
-difficult to measure and has various degrees because we don’t know if it is a
- trait (something that you are born with)
- outcome (something that is a result of a situation)
- or a behaviour
-look at video defining what is resilience
-think of resilience in violence and other forms of oppression(racism) What could be the impact on child development

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21
Q

COGNITIVE CHANGES
-C P
by age _ children begin to use ____ to build or construct things

A

-Constructive Play
by age 2 children begin to use objects to build or construct things
-(think of construction and 2(t)

22
Q

COGNITIVE CHANGES
- F P P
The child uses an _____ for other than its ____ or ____ with an object (pretending to drink from a cup) at __- __ months
and then it becomes a more common place from there, exploding at _ years

A
  • First Pretend Play
    The child uses an object for other than its purpose or pretends with an object (pretending to drink from a cup) at 15- 21 months (think of cup is 15 ounces and 21 has lean in it)
    and then it becomes a more common place from there, exploding at 2 years (think of a duck exploding after 21 shoots it )
23
Q

COGNITIVE CHANGES
-S P P
Between - years, children begin to use ___to stand for something _____ (🐎🧹)

A

-Substitute Pretend Play
Between 2-3 years, children begin to use objects to stand for something altogether different (using a broom as a horse)
-horse=(2 years since it looks like a 2)
-broom=(3 years since three red lines on broom)

24
Q

Egocentrism
____- belief that ____ sees and experiences the world the way he/she does;
however,
____ determined the child knows others experience things _____ between 2-3
(more _____ than originally thought- in terms of psycho____ development)

A

Piaget- belief that everyone sees and experiences the world the way he/she does;
however,
Flavell determined the child knows others experience things differently between 2-3
(more sophisticated than originally thought- in terms of psycho social development)

25
Q

Concentration
-thinks of the world in terms of ___ variable at a time
-the ability to overlay ____ thought it not quite there yet

A

-thinks of the world in terms of ONE variable at a time (think of concentration 64-which is one variable)
-the ability to overlay complex thought it not quite there yet

26
Q

Theories of mind
-Is the ability to attribute ___ states (B, I, D, E, K) to oneself and ____ to
-understand that ___ have B, I, D and P that are _____ from ours
Between 🦆-▵
-Understand some aspects of the link between people’s F,T,B

A

Theories of mind
-Is the ability to attribute mental states (beliefs, intents, desires, emotions, knowledge) to oneself and others and to
-understand that others have beliefs, intentions, desires and perspectives that are different from ours
Between 2-3
-Understand some aspects of the link between people’s feelings, thinking and behaviours

27
Q

Langauge
2 years:

A

600 words (2600)

28
Q

Language
Fast-mapping
🆕⛓🌎

A

The ability to categorically link new word to real-world referents

29
Q

Langauge
Phonological awareness
🔊 🎙🎰

A

-understanding sound patterns primarily developed through nursery rhymes and games involving repetitive words

30
Q

How childhood trauma affects health across a life time Ted talk: Nadine Burk Harris

A

-Child trauma in terms of abuse, neglect, growing up with parent with mental illness or substance dependence
-disturbing trends ADHD experience severe trauma
-adverse childhood experience(aces) study
for every yes of each was added and corrleted to outcome
-aces are relatively common 66% had 1
1/3 had 4 or more aces
-higher ace score worse the outcome
-high does adversity more likely to be engage in behavior
-if you are not exposed to behaviour you can have ace
-flight or fight reaction (what happens when this occurs over and over again goes to be adaptive (lifesaving) to maladaptive (health damaging)
-children sensitive to stress activation to high adversity because there brains are still developing, hormonal systems and even the way dna is read and transcribed
-when we understand the mechanism and as our doctors it is our job to use science to prevent treatment
-start with routine screening with their regular skills to check there aces score
-multi discipline treatment team that reduces the dose of adversity and treats symptoms using best practices such as home visits, care coordination, mental health care, nutrition, holistic intervention and medications when necessary
-also educate parents about aces
-aces is is the single greates public health threat facing our nation today
-when we recognize it as a public healht crisis we can use the right solutions to address this problem
-it is treatable and beatable.. we are the movement

31
Q

Resilience Video

A

Genes is at the fulcrum while negative and postive parts are on oppisite sides of the teter toter
-certain genes: that have an effect on maltreatment, prenental neglect or witnessing violence
-genes respond differntly and turn up or down the circuits the brains that govern our expression to anxiety-learning skills to cope with stress causes the fulcrum to slide to the positive side

32
Q

Personality- Erikson
-autonomy vs ___ and ___
-the toddler’s new ___ and the accompanying ____ for autonomy

A

Personality- Erikson
-autonomy vs shame and doubt
-the toddler’s new mobility and the accompanying desire for autonomy

33
Q

Social
Over the years from 🦆-🐘 years, relationships with ___-___ peers become increasingly ______

Solitary play: 🦶🏼
Parallel play:__-__ months
Associative play: __months
Cooperative play: - years old

A

Social
Over the years from 2-6 years, relationships with non-sibling peers become increasingly important
(remember 2-6 as 🦆🐘 since they are relationships other then siblings such as webkins)

Solitary play- all ages of children (think of sole..all age children have a sole)
Parallel play- 14-18 months (think of pair of two (14k neck + 18(as handcuffs) since stole necklace)
Associative play - 18 months (it is ass to be in handcuffs)
Cooperative play- 3-4 years old (usually do coop 3rd or 4th year)

34
Q

Social
Physical aggression peaks at age _ years

A

Physical aggression peaks at age 2 years (because there are 2 s’s in aggression(s=second)

35
Q

Social
Aggressive-🔪👩🏼🏚

A

a behavior intended to harm another person or damage an object

36
Q

Aggressive behaviours tends to…

A

run in famililies

37
Q

What type of parenting is linked with aggression?

A

Harsh and Punitive(disciplinary) parenting

38
Q

_____ and _____ play a key role in aggression

A

Reinforcement and Modeling play a key role in aggression

39
Q

between __ and __ months of age, the ratio of male to female physical aggression is _______ (5:1)

A

between 17(DUVY) and 29(DRAKE) months of age, the ratio of male to female physical aggression is CONSISTENT (5:1) (planet 51)

40
Q

Prosocial behaviour….
-becomes evident between _-_years
-_____ is key

A

-behaviour intended to help another person (pro soccer play helps person get good at soccer)
-becomes evident between 2-3 years
-empathy is key

41
Q

4 Steps to empathy
P
S
R
C

A

Perspective talking
Stay out of judgment
Recognize emotions
Communicate that you recognize emotions

42
Q

Self Concept
-the toddler begins to develop a variety of ___ _____
-play provides opportunities:
—-
—-

A

-social ‘scripts’
-play provides opportunities:
—-to take explicit roles
—-help kids to become more independent

43
Q

Gender Identity:

A

-the ability to correctly label oneself and others as males or females (sex identity)
sex

-sex doesn’t change but gender does but toddlers don’t make this distinction

44
Q

Gender Stability

A

understanding that gender is stable.. life long characteristic

45
Q

Genders and Toddlers
_ year olds associate certain ______ and _____ with men and women.
-women:
-men are associated with

A

Genders and Toddlers
2 year olds associate certain activities and possessions with men and women.
-women feed babies, apply make up and wear dresses
-men are associated with cars and hammering

46
Q

Sex-typed behaviours:

A

(patterns of behaviour exhibited by boys and girls) develop earlier than ideas about sex roles

47
Q

Six types of play:
1. Unoccupied play
-
-
-

A

-plays alone with little movement
-seems random without purpose
-about observing and taking in the world around us

48
Q

Six types of play:
2. Solitary play

A

-so into what we are doing we don’t notice anyone else
-‘ I am having a blast all on my own’
-s=single=byself

49
Q

Six types of play:
3. Onlooker play

A

-watch and learn but don’t join in
-that looks fun!

50
Q

Six types of play:
4. Parallel Play

A

-mimic the activities of others
- a kind of learning play
-this is fun…another kid says i can do that to
-activity in which children play side by side without interacting

51
Q

Six types of play:
5. Associative play

A

-become interested in joining others in their play activities
-now that you have watched and learned….another kid says im ready to join in

52
Q

Six types of play:
6.Cooperative play

A

-ready to play as part of a group (like tag)
-learn to work as a group, accept rules, and form social bonds

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