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Developmental Psychology > Ages 3 to 6 > Flashcards

Ages 3 to 6 Flashcards

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1
Q

• Bodily growth and change from ages 3-6

A

o Around age 3, children lose “baby roundness”
• Limbs lengthen, height increases
• Cartilage turns to bone faster

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2
Q

• Physical growth ages 3 to 6 for males and females

A

• Boys are going to look heavier and be taller

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3
Q

• Preventing Obesity

A

o 10% of 2 to 5 year olds are overweight
o Low income children of all ethnicities at greatest risk
o Eating habits are formed by caregivers

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4
Q

• Sleep Patterns

A

o By about age 5 most U.S. children
• Average about 11 hours a sleep a nights
• Give up naps
o Bedtime varies among cultures:
• Zuni no regular bedtime, sleep when sleepy
• Canadian Hare Indians: Bedtime after dinner, but no naps
o All children this age need this amount of time to sleep but obtained in different ways depending on culture

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5
Q

• Sleep Disturbances

A

o Night Terrors: Abrupt awakening; extremely frightened
o Nightmare: Common
o Walking and Talking: fairly common, accidental activation of brain’s motor control
• Enuresis:
o (Bed wetting), about 10-15% of 5 year olds more common for boys then girls
o Because it disrupts their sleep pattern

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6
Q

• Brain Development:

A

o By 6 brain is at 95% peak volume
o Corpus callosum, linking left and right hemispheres, improves functioning
o Most rapid growth in areas that support thinking, language and spatial relations

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7
Q

• Motor Skills

A 
o	Gross
•	Involves large muscle groups 
•	Jumping and running
o	Fine
•	Using eye-hand and small-muscle coordination
•	Buttoning a shirt, drawing pictures
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8
Q

• Handedness

A 
o	Usually evident by age 3 
o	Heritability
o	Single-gene theory
•	Dominant allele for right handedness
•	82% of population is right handed
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9
Q

• Malnutrition:

A

o Almost 30% of children worldwide are underweight, some severely
o 19% of U.S. children under 18 live in food insecure households
o Malnutrition can harm long term cognitive development
o Early education and improved diet moderate the effects

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10
Q

• Deaths and Accidental Injuries

A

o 73% of deaths of children under 5 occur in poor, rural regions of sub Saharan Africa and south Asia (Vaccines protect children in developed countries from this)
o In U.S. most child deaths are caused by injury rather than illness

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11
Q

• Low SES and Health

A

o Lower SES increases risk of injury, illness, and death
o Poor children are more likely to
• Be of a minority
• Have chronic health problems and or lack health insurance
• Suffer vision and hearing loss

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12
Q

• Exposure to Pollutants

A

o Parental smoking: increases child’s risk of asthma and bronchitis
o Air Pollution: Increases risk of chronic respiratory diseases
o Pesticide poisonings: most occur in young children
o Exposure to Lead

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13
Q

• Cognitive Development: symbolic function

A

o The ability to use symbols that have meaning (Pre operational stage Piaget ages 2-7)
• Words
• Numbers
• Images
• Examples: deferred imitation, pretend play

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14
Q

• Causality

A

o Transduction: Mentally linking phenomena, whether logical or not
• “My parents got a divorce because I was bad”
o Familiar settings help advance causality
• “I am quiet so I won’t wake the baby”

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15
Q

• Animism

A

o The tendency to attribute life to inanimate objects
• “The cloud is smiling at me!”
o Familiarity increases accuracy
• “I know that a person is different from my doll”

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16
Q

• Immature Aspects of Preoperational Thought

A

o Centration
• Tendency to focus on one aspect of a situation and neglect others
• Different in children because they do not have the capacity to understand egocentrism

o Decentering
• Thinking simultaneously about several aspects of a situation
• Inability to decenter leads to illogical conclusions

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17
Q

• Conservation

A 
o	Something remains the same even if its appearance is altered
•	Mass
•	Liquid 
•	Length
•	Number 
•	Area 
•	Volume
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18
Q

• Irreversibility

A

o Failure to see that an action can go two or more ways
o A belief that pouring juice from glass to glass changes the amount of juice
o Focusing on the end state rather than the transfer from one to another

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19
Q

• Theory of Mind

A

o Understanding and awareness of your own mental processes
o Children’s awareness of their own mental processes and those of other people
o Preschoolers generally believe that mental activity starts and stops
o By middle childhood, understand that activity is continuous

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20
Q

• False beliefs and Deception

A

o Drawing false conclusions

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21
Q

• Appearance vs. reality

A

o Requires child to simultaneously refer to two conflicting mental representations

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22
Q

• Fantasy vs. Reality

A

o Distinguishing between real and imagined events

o Ability to understand what is not real

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23
Q

• Influences on Theory of mind development

A

o Heredity and environmental effects
o Child’s social skills
o Talking with children about mental states
o Cultural attitudes
o Bilingual children do somewhat better, stimulating the brain to realize that one object can have more than one word

24
Q

• Three Steps of memory

A 
o	Encoding 
o	Storage (retention)
o	Retrieval (how we recall information)
25
Q

• Types of memory

A 
o	Sensory 
o	Working	
•	Executive function
•	Central executive
o	Short term
o	Long term
26
Q

• Types of memory Retrieval

A

o Recognition
• The ability to identify something encountered before
• Picking out a missing mitten from lost and found
o Recall
• Reproduce information from memory
• Describe missing mitten

27
Q

• 3 types of childhood memories

A

o Generic
• Produces “scripts”- general outlines of repeated and familiar events
o Episodic
• Remembering a specific event at a specific time
o Autobiographical
• Memories that form a person’s life history
• Specific and long lasting

28
Q

• Social interaction Model of Memory

A

o Children collaborate with parents and adults when constructing autobiographical memories
• Low elaborative style
• High elaborative style (children remember more with the greater detail)
o Culture affects what children remember
o Our childhood memories are influenced by parents

29
Q

• Intelligence: psychometric Measures

A

o Tests include verbal items
• Results are more reliable than nonverbal tests for younger children
• Standford-Binet Intelligence Scale
• WPPSI

30
Q

• Intelligence: Vygotsky’s

A

o Scaffolding= supporting a child as he learns new concepts

31
Q

• Language Development: Vocabulary

A

o Fast mapping
• Child learns the meaning of a word after hearing only once or twice
• Theory of mind development plays a role

32
Q

• Grammar and Sytax

A

o Children begin to fix some of their irregular verbal errors

33
Q

• Types of Preschools

A

o Child Centered (U.S.)
• Stress social and emotional growth
• Children choose activities and interact individually with the teacher
o Academically focused (China) on subject matter
o Developmental approach
• A blend of both focuses

34
Q

• Compensatory Preschools:

A 
o	Goals of Head Start
•	To improve 
•	Physical
•	Cognitive
•	Socially
•	Self confidence 
•	Social responsibility
35
Q

• Transitioning to kindergarten

A

o Kindergarten now is more like first grade
o Preschool experienced children transition easier
o Factors easing transition
• Pro social child
• Cognitive maturity
• Supportive family background

36
Q

• Self Concept

A

o Our total image of ourselves
o A cognitive construction
o Self Definition
• Characteristics by which children describe themselves

37
Q

• 5-7 Shift

A

children are able to form representational mappings that include multiple aspects of themselves

38
Q

• Self image representations

A

o Single Representations

• Isolated, 1 dim

39
Q

• Self Esteem

A

o Evaluative part of self concept

o Child’s judgment of his or her overall worth “I am good” I am Bad

40
Q

• Self Evaluative Emotions

A 
o	Ability to recognize
•	Guilt 
•	Shame
•	Pride
•	Develops around age 3
•	Becomes more complex with age
41
Q

• Erikson: initiative vs. Guilt

A

o Conflict arises from growing sense of purpose and desire to plan activities
o Children reconcile desire to do with their desire for approval
o Virtue of purpose- the courage to envision and pursue goals without fear of punishment

42
Q

• Gender Identity

A 
o	Awareness that one is male or female
o	Develops in the context of society
o	Behavioral differences choices of 
•	Toys
•	Play activities
•	Playmates
43
Q

• Gender differences:

A

o Measurable differences are few
o 78% of differences are small and often change with age
o boys superior motor performance and more active physical activity
o girls better attention and inhibition of inappropriate behavior
o few cognitive differences

44
Q

• Nurturing Gender

A

o Gender roles: behaviors and attitudes that a culture considers appropriate for males or females
o Gender typing: the process by which children acquire a gender role
o Gender Stereotypes: preconceived generalizations about male or female behavior

45
Q

• Social Learning Approach

A

o Observation enables children to learn about gender-typed behaviors
o Children select or create their own environments through choice of playmates and activities

46
Q

• Cognitive Approach to Gender Roles

A

o Children classify themselves as male or female
o Then they organize their behavior
• Adopt behaviors they perceive as consistent with their gender

47
Q

• Gender Schema theory: Bem

A

o Mentally organized information that influences a category of behavior (gender)
o Children take on gender roles that are consistent with their sex and culture
o Gender schemas promote gender stereotypes

48
Q

• Socialization based approach to gender roles

A

o Family influences
o Peer influences
o Cultural influences

49
Q

• Types of Play

A

o Functional
• Repetitive muscle movements
o Constructive
• Using objects to build something
o Dramatic
• Fantasy play, dramatic play, or imaginative play
o Formal games with rules
o Peaks during preschool years and starts at 2
o Linked with social and linguistic competencies

50
Q

• Categories of Discipline

A 
to Train” to mold a childs character and teach self control
o	Power Assertion
•	Psychological aggression
•	Demands, threats, spankings
o	Withdrawal of Love
•	Ignoring and isolation
o	Inductive techniques
•	Reasoning and setting limits
•	Needs to be age and developmentally appropriate
51
Q

• Baumrind’s parenting styles

A

o Authoritarian: control and unquestioning obedience (demanding not responsive)
o Permissive: parents value self expression and self regulation (not demanding but responsive)
o Authoritative: Value child’s individuality as well as restraint (demanding but responsive)

52
Q

• Neglectful or Uninvolved

A

o Maccoby and Martin

o Parental needs are most important

53
Q

• Brothers and Sisters

A

o The quality of sibling relationships will carry over into later relationships
o Sibling Rivalry
• Earliest disputes are over property rights
o Also affection, interest, and companionship
o Older siblings tend to initiate more interactions
o Younger siblings tend to imitate older ones

54
Q

• Only Child

A

o Research does not support stereotypes of only children being:
• Selfish
• Lonely
• Spoiled
• Maladjusted
o “Onlies” tend to be more mature and motivated to achieve

55
Q

• Playmate and Friends

A

o About age 3, children begin to have friends
o Friends tend to be same age and sex
o Traits children 4-7 yrs look for in a friend
• Doing things together
• Liking and caring for each other
• Sharing and helping each other

Developmental Psychology (7 decks)

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