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chapter 5 Flashcards

1
Q

why is it good that the growth rate slows in early childhood

A

if continue to grow we would be giants

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2
Q

what is the pace of brain growth during early childhood

A

brain growth slows down

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3
Q

how much of adult volume does the brain reach by 6 years old

A

95%

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4
Q

what patterns does child growth in infancy follow

A

cephalocaudal and proximodistal patterns

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5
Q

how much does the average child grow a year in inches during early childhood

A

2 1/2 inches

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6
Q

how much does the average child gain in pounds a year during early childhood

A

between 5 and 10 pounds

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7
Q

are girls only slightly smaller and lighter than boys during early childhood

A

yes, until puberty

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8
Q

what type of tissue do girls have more of than boys

A

girls have more fatty tissue than boys

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9
Q

what type of tissue do boys have more of than girls

A

boys have more muscle tissue than girls

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10
Q

during preschool years what body change do both boys and girls go through

A

slim down as the trunk of the body lengthens

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11
Q

what is something noticeable of most children during their preschool years

A

the head is still somewhat large for the body

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12
Q

by the end of the preschool years what do most children lose

A

the top-heavy look they had as toddlers

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13
Q

what does body fat show during the preschool years and the end of early childhood

A

a slow, steady decline during the preschool years. chubby baby often looks much leaner by the end of early childhood.

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14
Q

are growth patterns the same for everyone?

A

no, they vary from one individual to another

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15
Q

what is involved with the variation of growth patterns

A

heredity
environmental experiences

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16
Q

what are the two most important contributors to height differences

A
  • ethnic origin
  • nutrition
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17
Q

what is the most important physical developments during early childhood

A

the continuing development of the brain and other parts of the nervous system

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18
Q

the increasing maturation of the brain, combined with opportunities to experience a widening world, contribute to what ?

A

to children’s emerging cognitive abilities

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19
Q

what do changes in the brain during early childhood enable children to do ?

A

plan their actions, attend to stimuli more effectively, and make considerable strides in language development

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20
Q

does the brain grow as rapidly during early childhood as in infancy

A

no, the brain does not grow as rapidly during early childhood as in infancy, it undergoes remarkable changes

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21
Q

what types of growth do the children’s brains experince

A

rapid, distinct spurts of growth

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22
Q

what patterns change dramatically in the brain from ages 3 to 5

A

local patterns within the brain

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23
Q

what happens to brain material from ages 3 to 5

A
  • amount of brain material in some areas can nearly double in as little as a year
  • followed by a dramatic loss of tissue as unneeded cells are pruned and the brain continues to recognize itself
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24
Q

from ages 3 to 6 years where is the most rapid growth in the brain

A

frontal lobes aka the prefrontal cortex

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25
Q

what does the prefrontal cortex (frontal lobe) play a role in

A

planning and organizing new actions and maintaining attention to tasks

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26
Q

what before birth contributes to the brains growth during early childhood

A
  • number and size of dendrites increase
  • myelination occurs
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27
Q

what is myelination

A

process through which axons are covered with a layer of fat cells

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28
Q

what is an axon

A

nerve fibers that carry signals away from the cell body

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29
Q

what is the purpose of myelination

A

To increase the speed and efficiency of information traveling through the nervous system

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30
Q

when is myelination in the areas of the brain related to hand eye coordination complete

A

until about age 4

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31
Q

when is myelination in the areas of the brain related to focusing attention complete

A

until the end of middle or late childhood

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32
Q

when is myelination of many aspects of the prefrontal cortex completed especially those involving higher level thinking skills

A

until late adolescence or emerging adulthood

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33
Q

what do young children with higher cognitive abilities show

A

increased myelination by 3 years of age

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34
Q

what contextual factors are linked to the development of the brain

A

poverty and parenting quality

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35
Q

what did children from the poorest homes have

A

significant maturational lags in their frontal and temporal lobes at 4 years of age
- associated with lower school readiness skills

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36
Q

what was associated with higher total brain volume in early childhood

A

higher levels of maternal sensitivity

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37
Q

around age 3 what gross motor skills do children enjoy doing just for the sheer delight of performing them

A
  • hopping
  • jumping
  • running back and forth
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38
Q

how many preschool children are experiencing malnutrition

A

11 million

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39
Q

at age 4 what gross motor skills do they enjoy doing

A

enjoying simple movements but become more adventurous

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40
Q

at age 5 what does having more gross motor skills Brin

A

more adventuresome than when they were 4

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41
Q

what are long term negative effects for children who fail to develop basic motor skills

A
  • not be able to join in group games
  • participate in sports during their school years + adulthood
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42
Q

what do children with a low level of motor competence have compared to their counterparts with a high level of motor competence

A
  • lower motivation for sports participation
  • lower global self-worth
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43
Q

what was higher motor proficiency in preschool linked to

A

engaging in a higher level of physical activity in adolescence

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44
Q

by the time they turn 3 what develops of the children

A

their fine motor skills

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45
Q

by age four what happens to a childs fine motor coordination

A

its improved substantially and is much more precise

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46
Q

by age five what happens to fine motor coordination

A

better command of the eye

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47
Q

what is affected by the child’s eating habits

A
  • skeletal growth
  • body shape
  • susceptibility to disease
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48
Q

who influences young children’s eating behavior

A

by their caregivers behavior

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49
Q

how can a childs eating behavior improve with caregivers

A
  • eat with children on a predictable schedule
  • model eating healthy food
  • make mealtimes pleasant occasions
  • engage in certain feeding styles
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50
Q

what do experts recommend for a caregiver to give according to tending to children’s eating habits

A

a sensitive, responsive caregiver feeding style
caregiver is nurturant

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51
Q

why are forceful and restrictive caregiver behaviors not recommended

A

can lead to excessive weight gain

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52
Q

is being overweight becoming a serious health problem in early childhood?

A

yes

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53
Q

how much percentage of children’s meals exceed the recommendations for saturated and trans fat

A

45%
- raise cholesterol levels and increase the risk of heart disease

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54
Q

what is the vegetable 3 year olds were more likely to consume

A

French fries, and other friend potatoes

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55
Q

what does BMI categorize

A

obesity, overweight, and at risk for being overweight

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56
Q

what does BMI take into account

A

height and weight

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57
Q

what is the BMI percentile to be classified as obese

A

at or above the 97th percentile for children and adolescents

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58
Q

what is the BMI percentile to be classified as overweight

A

95th and 96th percentile

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59
Q

what is the BMI percentile to be classified as at risk of being overweight

A

85th to the 94th percentile

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60
Q

in a comparison of 34 countries what place did the United States have in rate of childhood obesity

A

the second highest rate

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61
Q

at what age are physicians seeing type 2 (adult-onset) diabetes in children

A

as young as age 5

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62
Q

what is diabetes directly linked to

A

obesity and a low level of fitness

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63
Q

what are the 5-2-1-0 obesity prevention guidelines for young children

A
  • 5 or more servings of fruits & vegetables
  • 2 hours or less of screen time
  • minimum of 1 hour of physical activity
  • 0 sugar sweetened beverages daily
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64
Q

what do the obesity prevention guidelines believe should be the basic idea of food regarding obesity

A

helping children, parents, and teachers see healthy food as a way to satisfy hunger and meet nutritional needs, not as proof of love or as a reward for good behavior

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65
Q

what should be a daily occurrence

A

routine physical activity

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66
Q

what was associated with increasing of body mass index (BMI) between kindergarten and first grade

A

viewing as little as one hour of television daily

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67
Q

what do children from low-income families with poor nutrition not obtain

A

essential amounts of
- iron
- vitamins
- protein

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68
Q

what does WIC stand for

A

Women, Infants, and Children

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69
Q

what does WIC (women, infants, and children) provide

A
  • federal grants to states for healthy supplemental foods
  • heath-care referrals
  • nutrition education for women from low-income families beginning in pregnancy,
    and to infants and young children up to 5 years of age who are at nutritional risk
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70
Q

how many participants of WIC are served in the US

A

7,500,000

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71
Q

what did longitudinal studies show when mothers when mothers participated in WIC programs parentally and during their children’s first five years

A
  • showed short term cognitive benefits
  • longer-term reading
  • math benefits
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72
Q

what should the childs life center on

A

activities, not meals

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73
Q

what is the leading cause of death in young children

A
  • accidents
    followed by
  • cancer
  • cardiovascular disease
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74
Q

what are some accidental deaths in children

A
  • drowning
  • falls
  • poisoning
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75
Q

what is children’s safety influenced by

A
  • own skills
  • safety-related behaviors
    characteristics of their
  • family
  • home
  • school
  • peers
  • community
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76
Q

what is one major danger to children

A

parental smoking

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77
Q

what does parental smoking lead

A

likely to develop
- wheezing
- asthma

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78
Q

what does exposure to secondhand smoke relate to

A
  • young children’s sleep problems
  • sleep-disordered breathing
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79
Q

what did maternal cigarette smoking and alcohol consumption when children were 5 years of age link to

A

early onset of smoking in adolescence

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80
Q

what do young children who are exposed to environmental tobacco smoke engage in

A

antisocial behavior when they were 12 years old

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81
Q

in other countries how do many of the children die

A

of preventable infectious diseases

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82
Q

how could many of the deaths in young children around the world be prevented

A
  • reduction in poverty
    improvement in
  • nutrition
  • sanitation
  • education
  • health services
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83
Q

leading causes of death in the u.s. children are

A
  • accidents
  • congenital malformations
  • deformities
  • chromosomal abnormalities
  • children’s safety
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84
Q

what devastating effects do high poverty rate have on the health of a country’s young children

A
  • experience hunger
  • malnutrition
  • illness
  • inadequate access to healthcare
  • unsafe water
  • lack of protection from harm
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85
Q

what has there been an increase of in number of young children who have died of

A

HIV/AIDS that were transmitted to them by their parents

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86
Q

where do HIV/AIDS especially occur in

A
  • countries with high rates of poverty
  • low levels of education
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87
Q

what are individual characteristics that enhance young children’s safety

A
  • development of social skills and ability to regulate emotions
  • impulse control
  • frequent use of personal protection
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88
Q

what are family/home characteristics that enhance young children’s safety

A
  • high awareness and knowledge of child management and parenting skills
  • frequent parent protective behaviors
  • presence of home safety equipment
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89
Q

what are school/peer characteristics that enhance young children’s safety

A
  • promotion of home/school partnerships
  • absence of playground hazards
  • injury prevention and safety promotion policies and programs
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90
Q

what are community characteristics that enhance young children’s safety

A
  • availability of positive activities for children and their parents
  • active surveillance of environmental hazards
  • effective prevention policies in place
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91
Q

what is the cognitive world of the preschool child

A
  • creative
  • free
  • fanciful
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92
Q

what three theories of cognitive development in early childhood that is focused on

A
  • Piaget’s
  • Vygotsky’s
  • information processing
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93
Q

what is Piagets first stage

A

sensorimotor stage

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94
Q

what is the sensorimotor stage for infants

A

becomes increasingly able to organize and coordinate sensations and perceptions with physical movements and actions

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95
Q

what is the pre-operational stage

A

lasts form approximately age 2 to 7
- children begin to represent the world with;
-words
- images
- drawings
- form stable concepts
-begin to reason
(same time dominated with egocentrism and magical beliefs)

96
Q

what does pre-operational emphasize in a child from Piagets theory

A

that the child does not yet perform operations;
(which are reversible mental actions that allow children to do mentally what before they could do only physically)

97
Q

what is an example of pre operational in Piagets pre operational stage

A

operations such as mentally adding and subtracting numbers

98
Q

what is pre operational thought

A

the beginning of the ability to reconstruct in thought what has been established in behavior

99
Q

what substages can the pre operation stage from Piagets theory be divided into

A
  • symbolic function
  • intuitive thought
100
Q

what is the symbolic function substage (first substage of pre operational thought)

A

roughly between ages 2 to 4
- gains the ability to mentally represent an object that is not present

101
Q

what does the child do during the symbolic function substage (pre operational thought)

A
  • use scribble designs to represent anything
  • begin to use language more effectively
  • engage in pretend play
102
Q

what are the two limitations that children have during the pre operational thought symbolic substage

A

egocentrism
animism

103
Q

what is egocentrism

A

inability to distinguish between ones own perspective and someone else’s perspective

104
Q

what is animism

A

another limitation of pre operational thought, is the belief that inanimate objects have lifelike qualities and are capable of actions

105
Q

what is the intuitive thought substage

A
  • second substage of pre operational thought
  • between ages 4 and 7
  • begin to use primitive reasoning and want to know the answers to all sorts of questions
106
Q

what do a child’s questions in the intuitive thought substage of the pre-operational stage of Piagets theory signal

A
  • emergence of interest in reasoning
  • figuring out why things are the way they are
107
Q

why is the intuitive thought substage called intuitive in Piagets pre-operation cognitive theory

A

because young children seem so sure about their knowledge and understanding, yet are unaware of how they know what they know

108
Q

what is centration regarding limiting preoperational thought

A

a centering of attention on one characteristic to the exclusion of all others

109
Q

what does conservation mean as a limitation of preoperational thought in Piagets theory

A

lack the awareness that altering an object or substance’s appearance does not change its basic properties

110
Q

what do pre operational children fail to conserve

A
  • volume
  • number
  • matter
  • length
  • area
    (vary in performance on different conservation tasks)
111
Q

what does Rochel German believe in contrast to Piaget

A

conservation appears earlier than Piaget thought and that attention is especially important in explaining conservation

112
Q

did Piaget get full support for his theory of when children’s conservation skills emerge

A

no, some developmental psychologists do not believe Piaget was entirely correct

113
Q

what is Vygotskys theory constructivist approach

A

social constructivist approach to development

114
Q

what does Vygotskys social constructivist approach emphasize

A

children think and understand primarily through social interaction

115
Q

in Vygotskys view what does a children’s cognitive development depend on

A
  • tools provided by society
  • minds are shaped by the cultural context in which they live
116
Q

what is zone of proximal development (ZPD) in Vygotskys cognitive development theory

A

term for the range of tasks that are too difficult for the child to master alone but can be learned with the guidance and assistance of adults or more-skilled children

117
Q

what is the lower limit of the ZPD in Vygotskys theory

A

level of skill/level of problem reached by the child working independently

118
Q

what is the upper limit of the ZPD in Vygotsksys cognitive theory

A

level of additional responsibility the child can accept with the assistance of an able instructor

119
Q

what does vygotsky refer to of the lower and upper limit of development

A

“buds” or “flowers” of development to distinguish them from the “fruits” (child can already accomplish independently)

120
Q

what factors can influence the effectiveness of the ZPD in children’s learning and development

A
  • better emotional regulation
  • secure attachment
  • absence of maternal depression
  • child compliance
121
Q

what does scaffolding mean

A

changing the level of support
linked to the idea of ZPD

122
Q

according to vygotsky what do children use speech for

A
  • social communication
  • help them solve tasks
123
Q

what is the process of private speech

A
  • plan
  • guide
  • monitor their behavior
124
Q

what is the use for private speech

A

self regulation

125
Q

what did Piaget view private speech as

A

egocentric and immature
- important tool of thought during the early childhood years

126
Q

how did vygotsky believe that language and thought initially develop

A

independently of each other and then merge

127
Q

what did vygotsky emphasize of all mental functions

A

have
- external
- social
- origins

128
Q

how did vygotskys believe that language and thought merged

A

e.g. children must use language to communicate with others before they can focus inward on their own thoughts
between ages 3 and 7

129
Q

what is inner speech according to vygotsky

A

talking to oneself
becomes second nature
act without verbalizing
internalize their egocentric speech
becomes their thoughts

130
Q

what did vygotsky argue of private speech

A

represents an early transition toward becoming more socially communicative

131
Q

what are some ways in which educators can apply vygotskys theory

A
  1. asses the child’s AZD
  2. use the childs zone of proximal development in teaching
  3. use more skilled peers as teachers
  4. monitor and encourage childrens use of private speech
  5. place instruction in a meaningful context
132
Q

what is Tools of the Mind

A

early childhood education curriculum that emphasizes children’s development of self regulation and the cognitive foundations of literacy

133
Q

what is a comparison for vygotsky and Piagets cognitive theories of inner speech

A

vygotsky emphasizes on the importance of inner speech in cognitive development
Piagets view that such speech is immature

134
Q

what is the difference in implications for teaching in Piaget and Vygotskys cognitive theorys

A
  • Piaget ; children need support to explore their world and discover knowledge
  • Vygotsky ; students need many opportunities to learn with a teacher and more skilled peers
135
Q

what do Piaget and vygotskys theories have in common

A

teachers serve as facilitators and guides rather than as directors and molders

136
Q

what have critics of vygotskys theory said about his theory

A
  • not specific enough about age-related changes
  • overemphasized the role of language in thinking
  • does not describe how changes in socio-emotional capabilities contribute to cognitive development
137
Q

are both vygotsky and Piagets theories evaluated thoroughly

A

even though their theories were proposed at about the same time, most of the world learned about vygotskys theory later on

138
Q

what is the comparison with vygotsky and Piagets emphasises on sociocultural context

A
  • vygotsky; strong emphasis
  • Piaget; little emphasis
139
Q

what is the comparison on constructivism to vygotsky and Piagets

A
  • vygotsky; social constructivist
  • Piaget ; cognitive constructivist
140
Q

what is the comparison on stages according to vygotsky and Piagets theories

A
  • vygotsky; no general stages of development proposed
  • Piaget; strong emphasis on stages (sensorimotor, pre operational, concrete operational, and formal operational)
141
Q

what is the comparison on key processes between vygotsky and Piagets theories

A
  • vygotsky; zone of proximal development, language, dialogue, tools of the culture
  • Piaget; schema, assimiliation, accommodation, operations, conservation, classification
142
Q

what is the comparison on role of language between vygotsky and Piagets theories

A
  • vygotsky; a major role; language plays a powerful role in shaping thought
  • Piaget; language has a minimal role; cognition primarily directs language
143
Q

what is the comparison on view of education between vygotsky and Piagets theories

A
  • vygotsky; education plays a central role, helping children learn the tools of the culture
  • Piaget; education merely refines the child’s cognitive skills that have already emerged
144
Q

what is the comparison on teaching implications between vygotsky and Piagets theories

A
  • vygotsky; teacher is a facilitator and guide, not a director; establish many opportunities for children to learn with the teacher and more-skilled peers
  • Piagets; also views teacher as a facilitator and guide, not a director; provide support for children to explore their world and discover knowledge
145
Q

what does attention mean

A

focusing of mental resources on select information

146
Q

does the childs ability to pay attention improve during the preschool years

A

improves significantly

147
Q

what is executive attention

A
  • involves planning actions,
  • allocating attention to goals,
  • detecting and compensating for errors,
    -monitoring progress on tasks,
  • dealing with novel or difficult circumstances
148
Q

what is sustained attention, also referred to as vigilance

A

focused and extended engagement with an object, task, event, or other aspect of the environment

149
Q

during what periods does research indicate an increase in vigilance

A

although older children and adolescents increase in vigilance, it is during the preschool years that individuals show the greatest increase in vigilance

150
Q

in what ways is the preschool child’s control of attention still deficient

A
  1. salient versus relevant dimensions
  2. planfulness
151
Q

what does salient versus relevant dimensions refer to regarding attention being deficient

A

preschool children are likely to pay attention to stimuli that stand out, or are salient, even when those stimuli are not relevant to solving a problem or performing a task

152
Q

what does the salient versus relevant dimensions shift to

A

change reflects a shift to cognitive control of attention, so that children act less impulsively and reflect more

153
Q

what is planfulness regarding attention still being deficient

A

when experimenters ask children to judge whether two complex pictures are the same, preschool children tend to use a haphazard comparison strategy, not examining all the details before making a judgement

154
Q

in Central European countries such as Hungary what do they do to improve attention

A

kindergarten children participate in exercises designed to improve their attention

155
Q

what is the ability of preschool children to control and sustain their attention related to

A

school readiness

156
Q

what is memory

A

the retention of information over time
- is a central process in children’s cognitive development

157
Q

what are most of an infants considered to be

A

fragile, for the most part short-lived

158
Q

for the memory of perceptual motor actions in infants considered to be

A

substantial

159
Q

what is short-term memory

A

individuals retain information for up to 30 seconds if there is no rehearsal of the information

160
Q

what does rehearsal do regarding short-term memory

A

can keep information in short-term memory for a much longer period

161
Q

what does rehearsal mean regarding short-term memory

A

repeating information after it has been presented

162
Q

is memory span the same from one another

A

no it varies from one individual to another

163
Q

what is important with memory span

A

efficiency of processing and speed + speed with which memory items can be identified

164
Q

what was linked to young children’s processing speed

A

myelination in a number of brain areas

165
Q

what happens as a toddler’s short-term memory span increases during the early childhood years

A

their memory becomes more accurate

166
Q

what are exceptions to factors influencing the accuracy of a young childs memory

A
  • age differences in children’s susceptibility to suggestion
  • there are individual differences in susceptibility
  • interviewing techniques can produce substantial distortions in children’s reports about highly salient events
167
Q

what does the accuracy of young childs eyewitness testimony depend on

A
  • type
  • number
  • intensity of the suggestive techniques
168
Q

what is autobiographical memory

A

involves memory of significant events and experiences in ones life

169
Q

is autobiographical memory short or long term memory

A

long term memory

170
Q

how many descriptive items per event does a child have at 3 1/2 years go age and 6 years

A

3 1/2 years old - 4 descriptive items
6 years old - 12 items

171
Q

what is executive function

A

an umbrella-like concept that encompasses a number of higher-level cognitive processes linked to the development of the brains prefrontal cortex

172
Q

what does executive function involve

A

managing ones thoughts to engage in goal- directed and exercise self-control

173
Q

under what umbrella does executive attention fall under

A

umbrella of executive function

174
Q

in early childhood what developmental advances does executive function involve

A

cognitive inhibition
cognitive flexibility
goal-setting
delay of gratification

175
Q

what is an e.g. of cognitive inhibition

A

such as inhibiting a strong tendency that is incorrect

176
Q

what is an e.g. of cognitive flexibility

A

such as shifting attention to another item or topic

177
Q

what is an e.g. goal-setting

A

such as sharing a toy or mastering a skill like catching a ball

178
Q

what is an e.g. of delay of gratification

A

the ability to forego an immediate pleasure or reward for a more desirable on later

179
Q

what have researchers found that advances in executive function during the preschool years

A
  • math skills
  • language development
  • school readiness
180
Q

what was linked with longer delay of gratification at 4 years of age

A

lower body mass index (BMI) three decades later

181
Q

what was linker with having a lower level of school readiness

A

young children who showed delayed development of executive function

182
Q

what is linked to homeless children’s success in school

A

executive function and parenting skills

183
Q

what is linked to a higher level of executive function at 5 to 6 years of age

A

secure attachment to mothers during the toddler years

184
Q

what does theory of mind mean

A

a term that refers to awareness of one’s own mental processes and those of others

185
Q

at what ages do main changes occur at for a childs theory of mind

A
  • 2
  • 3
  • 4
  • 5
  • +5
186
Q

from ages 2 to 3 what major change occurs according to the childs theory of mind

A
  • perceptions
  • emotions
  • desires
187
Q

how do children begin to understand perception mean from ages 2 to 3 according to the childs theory of mind

A

the child realizes that other people see what is in front of their eyes and not necessarily what is in form of the childs eyes

188
Q

What can children begin to understand of emotions from ages 2 to 3 according to the childs theory of mind

A

the child can distinguish between positive and negative emotions

189
Q

how do children begin to understand desires according to childs theory of mind

A

the child understands that if someone wants something, he or she will try to get it

190
Q

what do children refer to earlier and more frequently, desires or cognitive states according to the childs theory of mind

A

to desires

191
Q

what ages 4 to 5 what do children come to understand according to the childs theory of mind

A

the mind can represent objects and events accurately or inaccurately
- false beliefs- beliefs that are not true- develops in a majority of children by the time they are 5 years old

192
Q

can children younger than age 4 have false belief according to the childs theory of mind

A

no they do not understand

193
Q

what is understood beyond age 5 according to the childs theory of mind

A

it is only beyond the preschool years that children have a deepening appreciation of the mind itself rather than just an understanding of the mental states

194
Q

until when do children see the mind as an active constructor of knowledge or a processing center

A

not until middle and late childhood
(it is only then that they move form understanding that beliefs can be false to realizing that the same event can be open to multiple interpretations)

195
Q

what is individual differences

A

there are individual differences in the ages when children reach certain milestones

196
Q

what do children who talk about their feelings frequently as do children who frequently engage in pretend play show

A
  • as 2 year olds show better performance on theory of mind tasks
197
Q

what have researchers found in differences in children’s language skills to predict

A

performance on theory of mind tasks

198
Q

what are some factors that influence children’s theory of mind development

A
  • advances in prefrontal cortex functioning
  • engaging in make believe play
  • various aspects of social interaction
  • securely attached to parents who engage children in mental state talk
  • having older siblings and friends who engage in mental state talk
  • living in a higher-socioeconomic-status family
199
Q

what did parental engagement in mind mindedness do to preschool children

A

advance preschool children’s theory of mind

200
Q

what does having an advanced theory of mind do to children

A

are more popular with their peers and have better social skills in peer relations

201
Q

what have researcher found with children that have autism

A

have difficulty developing a theory of mind
especially in understanding others’ beliefs and emotions

202
Q

is the theory of mind correlated with autism

A

it can predict the severity of autism in child
(not surprising that autistic children have difficulty in interactions with others)

203
Q

between ages 2 and 3, how does a toddlers language development transition

A

from saying simple sentences to saying complex sentences

204
Q

what does phonology refer to

A

the sound system of a language, including the sounds used and how they may be combined

205
Q

what does a child have during their preschool years according to having to understand phonology and morphology

A
  • gradually become more sensitive to the sounds of spoken words
  • increasingly capable of producing all the sounds of their language
206
Q

by a childs birthday what can they do according to understanding phonology and morphology

A

produce all the vowel sounds and most of the consonant sounds

207
Q

what does morphology refer to

A

the units of meaning involved in word formation

208
Q

what is syntax

A

involves the way words are combined to form acceptable phrases and sentences

209
Q

what is semantics

A

refers to the meaning of words and sentences

210
Q

between 18 months and 6 years how much does a young child learn a new word

A

average of about one new word every waking hour
(estimated children know 14,000 words by the time they enter first grade)

211
Q

what is fast mapping

A

involves children’s ability to make an initial connection between a word and its referent after only limited exposure to the word

212
Q

what benefit does fast mapping ahve

A

brings a deeper understanding of word meaning, such as where the word can apply and its nuances

213
Q

does having exposure as a child on multiple occasions over several days result in more successful word leaning than the same number of exposures in a single day

A

yes on multiple occasion over several days is better

214
Q

what are six key principle in young children’s vocabulary development

A
  1. children learn the words they hear most often
  2. children learn words for things and events that interest them
  3. children learn words best in responsive and interactive contexts rather than passive contexts
  4. children learn words best in contexts that are meaningful
  5. children learn words best when they access clear information about word meaning
  6. children learn words best when grammar and vocabulary are considered
215
Q

what does pragmatics mean

A

the appropriate use of language in different contexts, also characterize young children’s language development

216
Q

what does a child learn around ages 4 or 5

A

to change their speech style to suit the situation

217
Q

what do parents and teachers need to provide young children with for the development of literacy skills

A

a supportive environment

218
Q

what are some strategies for using books effectively with preschool children

A
  • use books to initiate conversation with young children
  • use what and why questions
  • encourage children to ask questions about stories
  • choose some books that play with language
219
Q

what is child-centered kindergarten

A

emphasizes educating the whole child and promoting his or her physical, cognitive, and socioemotional development

220
Q

what are the three honored principles of the child-centered kindergarten

A
  1. each child follows a unique developmental pattern
  2. young children learn best through firsthand experiences with people and materials
  3. play is extremely important in the childs total development
221
Q

what is the Montessori approach by Maria Montessori

A

philosophy of education in which children are given considerable freedom and spontaneity in choosing acitivites

222
Q

what do some believe the Montessori approach neglects

A

children’s socioemotional development

223
Q

what is a critic of the Montessori approach

A
  • restricts imaginative play
  • heavy reliance on self corrective materials
  • may not adequately allow for creativity and for a variety of learning styles
224
Q

what does the Montessori approach foster and deemphasizes

A
  • fosters independence + development of cognitive skills
  • deemphasizes verbal interaction between the teacher and child and between peers
225
Q

what is developmentally appropriate practice (DAP)

A
  • typical development of children within a particular age span
  • uniqueness of the individual child
226
Q

what does DAP (developmentally appropriate practice) emphasize

A

the process of learning rather than on its content

227
Q

what is the Project Head Start program

A

compensatory program designed to give children from low income families the opportunity to acquire skills and experiences that are important for success in school

228
Q

is the Project Head start supported

A

continues to be the largest federally funded program for U.S. children

229
Q

what was revealed of the Project Head Start program

A

a few lasting outcomes that stayed

230
Q

what is the Perry Preschool program

A

high-quality early childhood education program includes weekly home visits from program personnel

231
Q

what are controversies in early childhood education

A
  1. what the curriculum for early childhood education should be
  2. whether preschool education should be universal in the united states
232
Q

what is the critic about whether preschool education should be universal in the united states

A

want to improve preschool education for young children who are disadvantaged than to fund preschool education for all 4 year old children

233
Q

what are young children in the United States being raised on regarding nutrition

A

diets that are too high in fat

234
Q

what is the biggest problem in malnutrition in young children from low income families

A

iron deficiency anemia

235
Q
A

nurs (6 decks)

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