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HG/D SG FLCDS > CH 5 SG > Flashcards

CH 5 SG Flashcards

1
Q

What changes happen to the brain development in early childhood?

A

MORE NEURAL CONNECTIONS (BY AGE 6 BRAIN IS 90-95% OF ADULT WT./CONTINUED MATURATION)

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2
Q

What changes happen to physical developmental in early childhood?

A

•GROWTH IS RAPID!
•ARMS & LEGS LENGTHEN
•MUSCLE DEVELOPMENT
•CENTER OF GRAVITY DROPS
•HEIGHT & WT.

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3
Q

What are the factors involved in potty training?

A

•MANY VIEWS
•CURRENT GUIDELINES
•NO SINGLE TIME
•BEGIN WHEN SHOW SIGNS OF READINESS
•PHYSICLLY HAVE TO KNOW SENSATIONS & BE ABLE TO CONTROL

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4
Q

What are the research findings in Piaget’s preoperational stage?

A

KID’S THOUGHTS ARE SYMBOLIC & MAGICAL (NOT LOGICAL)

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5
Q

What is Vygotsky’s theory of development?

A

THINKING IS SHAPED BY OTHER PEOPLE (EMPHASIZED SOCIAL ASPECTS OF COGNITIVE DEVELOPMENT)

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6
Q

Theory of mind

A

PERSON’S THEORY OF WHAT OTHER PEOPLE MIGHT BE THINKING

(NEED TO BE ABLE TO REALIZE OTHERS ARE NOT NECESSARILY THINKING THE SAME THOUGHTS AS THEY ARE)
•RARELY BEFORE AGE 4

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7
Q

Divided attention

A

the ability to respond simultaneously to multiple tasks or multiple task demands

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8
Q

Language development

A

PREMIER COGNITIVE ACCOMPLISHMENT!
• BRAIN MATURATION
• MYELINATION
• SCAFFOLDING
• SOCIAL INTERACTION

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9
Q

Executive function

A

the group of complex mental processes and cognitive abilities that control the skills (such as organizing tasks, remembering details, managing time, and solving problems) required for goal-directed behavior

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10
Q

Emotional regulation

A

(EFFORTFUL CONTROL)
•ABILITY TO CONTROL WHEN & HOW EMOTIONS ARE EXPRESSED
•Maturing frontal lobe contributes
•Important for social and emotional success

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11
Q

Self-concept

A

SET OF BELIEFS ABOUT WHAT THEY ARE LIKE AS INDIVIDUALS
(IDENTITY, “WHO AM I?”, SELF-ESTEEM, PHYSICAL APPEARANCE, PERSONALITY, GENDER)

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12
Q

Sex

A

Biologically based

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13
Q

Family structure

A

WIDE VARIETY

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14
Q

What are the 4 important dimensions of caregiving?

A
  1. EXPRESSING WARMTH
  2. DISCIPLINE
  3. COMMUNICATION
  4. EXPECTATIONS FOR MATURITY
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15
Q

Helicopter parenting

A

OVER-CONTROLLING (CONSTANCE GUIDANCE)
•RESULTS
•POOR SELF-REGULATION
•BEHAVIORAL
•DIFFICULTY MANAGING EMOTIONS
•LATER—UNPREPARED FOR CHALLENGES

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16
Q

Lemasters and Defain’s model of parenting

A

a framework that focuses on the underlying motivations of parents when parenting

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17
Q

Play

A

UNIVERSAL (AIDS IN DEVELOPMENT)
•Higher level of this leads to more mature social skills (DEVELOP INTO A “GOOD” PLAYMATE) (SHARE, TAKE TURNS, MANAGE CONFLICT)

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18
Q

Adverse childhood experiences (ACEs) and the long-term effects:

A

abuse, violence, neglect, caregiver mental illness, and household violence —> (mental health conditions, chronic physical health conditions and/or substance use disorder)

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19
Q

Resilience

A

THE ABILITY TO BOUNCE BACK FROM ADVERSIVE CIRCUMSTANCES
•TRAUMA AND STRESS CAN BE PROBLEMATIC
•AVERSIVE CHILDHOOD EXPERIENCES (ACEs)

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20
Q

CORPUS CALLOSUM

A

•CONNECTS HEMISPHERES
•ALLOWS CHILDREN TO COORDINATE BOTH SIDES OF BRAIN & BODY

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21
Q

PREFRONTAL CORTEX

A

•IMPROVEMENTS PLANNING & REFLECTION

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22
Q

AMYGDALA

A

•EMOTIONS

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23
Q

HIPPOCAMPUS

A

•MEMORY

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24
Q

MYELINATION

A

•HELPS SPEED NEURAL MESSAGE
•BRAIN IS WORKING MORE EFFICIENTLY

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25
Q

MOTOR SKILLS

A

•MATURATION & PRACTICE

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26
Q

GROSS MOTOR SKILLS

A

•LARGE GAINS IN USE OF LARGE MUSCLES

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27
Q

FINE MOTOR SKILLS

A

•IMPROVE, BUT NOT AS RAPIDLY
•USING PENCIL OR CRAYON

28
Q

COGNITIVE

A

•BRAIN MATURATION PLUS EXPERIENCES

29
Q

SYMBOLIC THOUGHT

A

•OBJECT OR WORD CAN STAND FOR SOMETHING ELSE (PRETEND PLAY)

30
Q

ANIMISM

A

•GIVING HUMAN QUALITIES TO INANIMATE OBJECTS

31
Q

CENTRATION

A

•YOUNG CHILD FOCUSES OR CENTERS ON ONLY ONE IDEA

32
Q

EGOCENTRISM (TYPE OF CENTRATION)

A

•THINK ABOUT THE WORLD ONLY FROM THEIR PERSPECTIVE

33
Q

Focus on appearance

A

Ignore all attributes that aren’t visible (a boy wearing a dress as a girl)

34
Q

Static reasoning

A

The thought that things don’t change

35
Q

Irreversibility

A

Nothing can be undone

36
Q

CHILDREN LEARN THROUGH GUIDED PARTICIPATION OF OTHERS, SUCH AS,…

A

•CHALLENGE
•ASSIST
•ADD INFORMATION
•ENCOURAGE

37
Q

ZONE OF PROXIMAL DEVELOPMENT (ZPD)

A

•SKILLS (COGNITIVE & PHYSICAL) THAT PERSON CAN EXERCISE ONLY WITH ASSISTANCE

38
Q

SCAFFOLDING

A

TEMPORARY SUPPORT AIMED AT HELPING MASTER GOAL

39
Q

Selective attention

A

the ability to focus on a single task or stimulus while ignoring distracting
information

40
Q

Fast-mapping

A

words are easily learned by making connections between new words and
concepts already known

41
Q

OTHER COGNITIVE DEVELOPMENTS (ABOUT 4 YRS)

A

•HAVE DEVELOPED CAPACITY FOR VERBAL THOUGHT
•BEGIN TO ENJOY TRICKS, RIDDLES, & GUESSING GAMES

42
Q

RAPID VOCABULARY

A

•LOGICAL EXTENSION
•AFTER LEARNING A WORD, USE THAT WORD TO DESCRIBE OTHER OBJECTS IN THE SAME CATERGORY

43
Q

Emotional intelligence

A

Ability to recognize own feelings
(Recognize emotions of others
Managing own emotions
Impulse control)

44
Q

USE OF GRAMMAR

A

•ARTICLES
•PLURALS (OVER REGULARIZATION)
•APPLYING RULES OF GRAMMAR WHEN EXCEPTIONS OCCUR

45
Q

Empathy

A

the ability to understand emotion and concerns of another person (part of emotional intelligence)
Notice other’s emotional state / match their emotions

46
Q

Protective optimism

A

Over-estimate skills and knowledge (Optimistic view)
Not comparing yet/allows them to try new things

47
Q

Gender identity

A

Feeling or sense of being male, female, or an alternative gender and contentment with one’s gender

48
Q

Gender

A

Socially constructed

49
Q

TRANSGENDER

A

Term used to describe people whose gender identity differs from the sex they were assigned at birth

50
Q

GENDER ROLES

A

SET OF BELIEFS ABOUT MALES & FEMALES

51
Q

GENDER CONSTANCY

A

UNDERSTANDING GENDER REMAINS SAME DESPITE CHANGES IN OUTWARD APPEARANCE

52
Q

Family function

A

Way a family works to meet the needs of its members (more important)

53
Q

Three factors increase the likelihood of family dysfunction:

A
  1. Frequent changes
    (Homeless children, Parental deployment, Natural disasters, sickness)
  2. Poverty
  3. Conflict
54
Q

PARENTING STYLES (BAUMRIND)

A

•REMEMBER
•WAY TO THINK ABOUT PARENTING
•COMBINATION OF TECHNIQUES IS OFTEN USED
•INCONSISTENCY - not helpful

55
Q

PERMISSIVE (INDULGENT)

A

•FEW DEMANDS
•LITTLE PUNISHMENT
•CHILD—LITTLE SELF-RESTRAINT

56
Q

AUTHORITARIAN

A

•RULES WITH NO RATIONALE
•NO BARGAINING
•CHILD—POOR INTERACTION SKILLS

57
Q

AUTHORITATIVE

A

•RULES, BUT EXPLAIN RATIONALE (ideal)
•FLEXIBLE
•BARGAINING
•CHILD—SELF-RELIANCE, HIGHER SELF-ESTEEM, BETTER SOCIAL SKILLS

58
Q

NEGLECTFUL/ UNINVOLVED

A

•UNAWARE OF CHILDREN’S BEHAVIOR & DON’T SEEM TO CARE

59
Q

FUNCTIONAL PLAY

A

SIMPLE, REPETITIVE ACTIVITIES

60
Q

CONSTRUCTIVE PLAY

A

•MANIPULATE OBJECTS TO PRODUCE SOMETHING (COGNITIVE SKILLS, FINE MOTOR MOVEMENTS, EXPERIENCE PROBLEM SOLVING)

61
Q

TECHNOLOGY PLAY

A

•Digital play can advance development if a child is with other children
•Various digital tools are used as part of social interaction

62
Q

PHYSICAL ACTIVITY

A

•DEVELOP MUSCLE STRENGTH (active play)
•DEVELOP MUSCLE CONTROL

63
Q

ROUGH AND TUMBLE PLAY

A

PLAY SEEMS TO BE ROUGH BUT NO INTENT TO HARM (active play)
•WRESTLING
•CHASING

64
Q

SOCIODRAMATIC PLAY

A

(SYMBOLIC PLAY OR REPRESENTATIONAL PLAY)
•KIDS ACT OUT ROLES & STORIES, RE-ENACT THEIR OWN EXPERIENCES
•BUILDS ON PRETENDING & IMAGINATION
•Explore and rehearse the social roles
•Test their ability to explain
•Practice regulating their emotions
•Develop a self-concept

65
Q

PLAY & GENDER

A

•BOYS MORE ROUGH & TUMBLE PLAY
•GIRLS ORGANIZED GAMES & ROLE PLAYING
•TREND SAME-SEX PLAY MATES (INCREASES IN MIDDLE CHILDHOOD)

HG/D SG FLCDS (10 decks)

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