Chapter 5

Question 1

Physical growth

Answer 1

Average growth 2.5 inches and 5-7 lbs a year.
Girls slightly smaller-lighter until puberty. Trunks and Legs lengthen.
Head more proportional ; overall decline in body fat
Girl have more fatty tissue/boys muscle tissue
Genetics, ethnicity, nutritional, prenatal problems, experiences, and SES factors can affect children’s height differences.

Question 2

The Brain in Early childhood

Answer 2

Brain growth not as paid as during infancy
Brain reaches 95% if adult volume by 6 years
Rapid, distinct spurts of growth in the frontal lobes
Poverty and Parenting quality linked to development of the brain
Increasing maturation due to experiences
From 3-6 dramatic growth Prefrontal cortex.
Planning actions, attention and language development

Question 3

Before Age 5

Answer 3

90% of a child’s brain development happens before age 5
10% child brain development happens after 5
Number and Size of Dendrites increase and myelination continues
Myelination in the areas related to hand-eye coordination not complete until 4 years.
Poverty and parenting quality linked to development of brain (lower school readiness & cortical delays)

Question 4

Gross Motor Development

Answer 4

Higher motor proficiency in preschool is linked with higher physical activity in adolescence.
Lower Motor competence, lower motivation for sports % self worth than higher motor

Question 5

Sleep in Early childhood

Answer 5

Who guidelines: 3-4 year old 10-13 hours of good quality sleep. Sleep is linked to parental influences and quality interactions. Nightmares at 24 months of age and restless sleep at 48 months: ADHD at 11 years old.

Question 6

Exercise in Early Childhood

Answer 6

WHO guidelines of physical activity
Infants- toddlers (1-3) >30 minutes of structured PA and > 60 minutes of unstructured PA throughout the day
Preschoolers (3-5) >60 minutes of structured PA AND>60 minutes of unstructured PA throughout the day. Games such as tag or follow leader; playing on the playground; walking, running, skipping, jumping, swimming, playing games that require catching and throwing.

Question 7

Obesity in early childhood

Answer 7

Obesity is defined as body max index (BMI) at or above the 95th percentile of the CDC sex specific BMI for age growth charts.

Question 8

Death in early childhood

Answer 8

Children in poverty have higher rates of accidents, death and asthma.
Children exposed to tobacco smoke are more likely to develop asthma, hyperactivity and conduct problems.
Low income countries die before 5 years of age due to dehydration/malnutrition from diarrhea.

Question 9

Piaget’s Preoperational Stage

Answer 9

Piaget’s second stage ( age 2-7 years).
Children represent the world with words, images, and drawings.
Symbolic thought goes beyond simple connections of sensory information and physical action.
Stable concepts are formed and begin to reason “mental reasoning” Conditions dominated by egocentrism and magical beliefs “animism”.
2 substages (symbolic function and intuitive thought).

Question 10

Preconceptual stage or symbolic stage

Answer 10

2-4 years
Finds seriation tasks very difficult
Shows limited syncretic thought, finding it difficult to concentrate on more than two objects.

Question 11

Intuitive substage

Answer 11

4-7 years
Can do seriation tasks (often after trial and error)
Can perform syncretic tasks accurately

Question 12

Piaget’s preoperational substages

Answer 12

Symbolic Function Sub- Stage
2-4 years
Child gains the ability to mentally represent an object that is not present.
Egocentrism-Inability to distinguish one’s own perspective from someone else’s
Animism- belief that inanimate objects have like qualities and are capable of action.
Mountain three tasks shows a child’s perspective from where he or she is sitting on page 151.

Question 13

Symbolic Function

Answer 13

Sub- Stage
2-4 years
Child gains the ability to mentally represent an object that is not present.

Question 14

Egocentrism

Answer 14

Inability to distinguish one’s own perspective from someone else’s

Question 15

Animism

Answer 15

belief that inanimate objects have like qualities and are capable of action. Ex Mountain three tasks shows a child’s perspective from where he or she is sitting on page 151.

Question 16

Intuitive function sub- stage

Answer 16

Children use primitive reasoning and want to know the answers to questions
THE WHY STAGE
The limits of preoperational thought: centering attention on one characteristic to the exclusion of all others.

Question 17

Conservation task

Answer 17

altering a substance’s appearance does not change its basic properties.Preoperational child’s inability to mentally reverse actions applies to numbers, length, volume and area.

Question 18

Vygotsky’s sociocultural theory of cognitive development

Answer 18

-Children think and understand through social interaction

Question 19

Vygotsky’s Zone of Proximal development

Answer 19

Range of tasks too difficult for the child alone but can be learned with guidance.
Lower limit can be achieved by child alone.
Upper limit with adult guidance and instruction.
Other limits can’t be achieved yet.
Children think and understand through social interaction.

Question 20

Vygotsky’s theory

Answer 20

Scaffolding involves changing the level of support during a teaching session- close, direct instruction is reduced; as competence increases less guidance.
Vygotsky vs piaget theories table
Page 156

Question 21

Language

Answer 21

Language is used for social communication, solving tasks, and monitoring one’s own behavior

Question 22

Theory of mind

Answer 22

refers to awareness of one’s own mental processes and the mental processes of others. Beyond the age of 5 children develop a deepening appreciation of the mind itself rather than just mental states.
Age 2-3 Children understand perceptions, emotions and desires
Age 4-5 understand false beliefs (beliefs that aren’t true)
Beyond 5 deeper understanding of the mind.

Question 23

Vygotsky’s theory and Language
Language and thought

Answer 23

Children use speech to communicate socially and to hellp them solve tasks.
Young children also use language to plan, guide, and monitor to their behavior

Question 24

Private speech

Answer 24

refers to this use of language for self regulation
When they gain the skill to act without verbalizing, they have internalized their egocentric speech in the form of inner speech. Private speech plays a positive role in development.

Question 25

Executive function

Answer 25

High level cognitive processes linked to the development of the prefrontal cortex. - Involves managing one’s thoughts to engage in
Goal oriented behavior
Use of self control
Cognitive inhibition
Delay of gratification

Question 26

phonology -

Answer 26

the rules of speech sounds, how phonemes are used

Question 27

Morphology-

Answer 27

rules of word structure, how morphemes are used

Question 28

Syntax

Answer 28

• rules of sentence structure

Question 29

semantics

Answer 29

• rules of relating to meaning of language

Question 30

Pragmatics-

Answer 30

rules that occur within social situations.

Question 31

Language Development milestones

Answer 31

Be understood by an adult who does not talk with the child every day. Speak in complete sentences of at least five words.
Speak in complete sentences of at least five words
Follow directions/commands that have at least two-three different steps, such as “Find your coat and put it on”
Answer basic questions who,what,where, why
Talk about activities done at preschool & home etc.
Listen to simple stories and apply rules of syntax

Question 32

Language’s Rule System

Answer 32

Phonology- the sound system of a language. EX: During the preschool years, most children become sensitive to the sounds of spoken words. Capable of producing all the sounds of their language 3ed bday can produce all vowel and most consonant sounds.

Question 33

Morphology

Answer 33

the units of meaning in word formation. EX :As children move beyond two-word utterances, they demonstrate a knowledge of morphology rules such as plural and possessive forms of nouns. Appropriate verb endings. Prepositions, articles, and forms of to be Units of meaning in word formation (walks vs walked).

Question 34

Fast mapping

Answer 34

Fast Mapping
Keep learning the meaning of new words. 1st grade 14.00 words

Question 35

Syntax-

Answer 35

the way words are combined to form acceptable phrases and sentences. Preschool children show a growing mastery of complex rules of how words should be ordered.

Question 36

Semantics

Answer 36

the meaning of words and sentences. Vocabulary development is dramatic.

Question 37

Fast mapping

Answer 37

: a process in which young children learn the connection between a word and its referent quickly after only limited exposure.
“Initial connection between a word and its referent after only limited exposure. Ex “get the nut block not the blue one”

Question 38

PRAGMATICS -

Answer 38

appropriate use of language in different contexts. Children learn culturally specific rules of conversation and adapt their speech in different settings.
As they get older, they become increasingly able to talk about things that are not here and not now. Around 4 to 5 years old, they learn to change their speech style to suit the situation.

Question 39

Strategies that enhance vocabulary.

Answer 39

Children learn the words they hear most often
Children learn words for things and events that interest them
Children learn words best in responsive and interactive contexts rather than passive contexts
Children learn words best in contexts that are meaningful
Children learn words best when they access clear information about word meaning
Children learn words best when grammar and vocabulary are considered.