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psyc210: developmental psychology > Chapter 5: Physical and cognitive dev in early childhood > Flashcards

Chapter 5: Physical and cognitive dev in early childhood Flashcards

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1
Q

What ages are early childhood

A

3 to 5

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2
Q

What happens to the rate of growth

A

It slows down (height and weight)

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3
Q

What’s the most obvious physical change in this period of development

A

Growth

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4
Q

How much does the average child grow and gain weight every year during early childhood

A

about 2 and a half inches in height
and 5 to 7 pounds

/year

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5
Q

What happens to chubbiness at the end of early childhood

A

Body fat slows down
Chubby babies often look leaner

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6
Q

What causes most of the variation in growth patterns

A

Genetics (heredity)

but environmental experiences too

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7
Q

What changes dramatically about the brain in this period

A

The local patterns within the brain.

The amount of brain material in some areas can nearly double, followed by a dramatic loss of unneeded cells

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8
Q

Where does the most rapid growth in the brain take place

A

The prefrontal cortex

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9
Q

What are some of the Key things the prefrontal cortex is involved in

A

Planning, organizing new actions and maintaining attention to tasks.

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10
Q

What are the two changes (that began before birth) that contribute to the brain’s growth

A
  1. The number and size of the dendrites increase
  2. Myelination continues
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11
Q

What is myelination

A

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

-> which increases the speed and efficiency of information traveling through.

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11
Q

What are axons

A

Nerve fibers that carry signals away from the cell body

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12
Q

What is myelination important for (what abilities)

A

Myelination in some parts of the brain responsible for things like hand-eye coordination is not complete til age 4.
While other areas related to focusing attention is not complete until middle/late childhood.

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13
Q

What happens to motor development

A

It gets better, and explains higher level of physical activity

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14
Q

What are long-term negatives effects for children who fail to develop basic motor skills

A
  • May be less able to join in group games
  • participate in sports during school year and adulthood
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15
Q

What are gross motor skills

A

Abilities that involve the large muscles of the arms, legs and torso.

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16
Q

What happens the motor skills from beginning to end of this stage

A

They get better

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17
Q

How much sleep should they have

A

10 to 13 hours of good-quality sleep

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18
Q

What are some sleep problems that children can experience

A
  • Narcolepsy
  • Insomnia
  • Nightmares
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19
Q

What are some developmental problems associated with sleep issues

A
  • Being overweight or obese
  • Having ADHD
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20
Q

What affects children’s eating behaviors

A

Caregivers’ behavior

Eating improves when caregivers eat with them on predictable schedules, make mealtime pleasant occasions.

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21
Q

What are the characteristics that enhance young children’s safety

A
  • Social skills and ability to regulate emotions
  • Impulse control (not going into street to catch a ball)
  • frequent use of personal protections (ex helmets)
  • Parent protective beh
  • Home safety equipment (ex smoke alarms)
  • absence of playground hazards
  • Injury prevention and safety policies and programs
  • Availability of positive activates
  • active surveillance of environmental hazards
    prevention policies
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22
Q

What one major danger to children from parents

A

Parental smoking

-> put them at risk for health problems ex asthma and tuberculosis

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23
Q

What’s Piaget’s first stage of development

A

The sensimotor stage: Where infant becomes increasingly able to organize and coordinate sensations and perceptions with physical movements

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24
Q

How long does the Preoperational stage last

A

From age 2 til 7

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25
Q

What happens in the preoperational stage

A

It’s Piaget’s second stage

Children here begin to represent the world with words, images and drawings.
They form stable concepts and begin to reason.

The child does not yet perform operations

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26
Q

What does ‘operational’ in Piaget’s terms mean

A

They are reversible mental actions that allow children to do mentally what before they could only do physically.

e.g. Mental adding and subtracting

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27
Q

What is Preoperational thought

A

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

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28
Q

What are the two substages of The preoperational stage of Piaget

A
  • The symbolic function Substage
  • The intuitive thought substage
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29
Q

What is the Symbolic Function Substage

A

The child (2-4 y/o) gains the ability to mentally represent an object that is not present.

  • children use scribble design to represent things
  • They use language more effectively
  • Engage in pretend play
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30
Q

What are two limitations of the symbolic function substage

A
  • Egocentrics
  • Animism
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31
Q

What is egocentrism

A

Inability to distinguish between one’s own perspective and someone else’s perspective.

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32
Q

Who initially studied egocentrism

A

Jean Piaget and Barbel Inhelder

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33
Q

How did Jean piaget and Barbel inhelder study children egocentrism

A

By devising the three mountains task.

this experiment showed that children in the preoperational stage often pick their own view.

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34
Q

what is Animism

A

The belief that inanimate objects have lifelike qualities and are capable of action.

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35
Q

What is the Intuitive Thought Substage

A

The second stage of Piaget’s preoperational thought. between ages 4-7

Here children begin to use primitive reasoning and want to know the answers to all sorts of questions

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36
Q

Why does Piaget call the second stage of preoperational thought Intuitive

A

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

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37
Q

What’s is another limitation of preoperational thought

A

Centration

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38
Q

What is centration

A

A centering of attention on one characteristic to the exclusion of all other

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39
Q

How is centration most clearly evidenced

A

In young children’s lack of conservation.

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40
Q

What is children’s lack of conservation

A

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

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41
Q

What’s the beaker test

A

A test devised by Piaget to determine whether a child can think operationally

In the test, two identical cups contain the same amount of liquid then one of them is poured into another cup that is taller and thinner.

failing the test means children are still in the preoperational stage

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42
Q

What some dimensions of Conservation

(that children can’t conserve

A

Number, Matter and Length and area

sometimes, a child can conserve something but sot the other

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43
Q

What did Rochel Gelman say about the conservation task

A

That When attention is improved, they are more likely to conserve

He believes conservation appears earlier than Piaget thought and attention is esp. important in explainign conservation.

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44
Q

Was Vygotsky constructivist

A

yes

45
Q

What is Vygotsky’s theory

A

The social constructivist approach

46
Q

What does the social constructivist approach emphasize

A

The social contexts of learning and the construction of knowledge through social interaction.

47
Q

What does Vygotsky think about children’s cognitive development

A

That it depends on the tools provided by society

and that their minds are shaped by the cultural context in which they live

48
Q

Who created the concept Zone of proximal development (ZPD)

A

Vygotsky

49
Q

What is Zone of proximal dev (ZPD) for Vygotsky

A

It’s his term for the range of tasks that are too difficult for the child to master alone but can be learned with guidance

50
Q

What is the ZPD’s lower limit

A

Level of problem solving reached by child working alone

51
Q

What is ZPD’s upper limit

A

Level of additional responsibility child can accept with assistance of instructor

52
Q

What concept is closely linked to the idea of ZPD

A

Scaffolding

53
Q

What is scaffolding

A

Changing the level of support

54
Q

According to Vygotsky, why do children use speech

A

For social communication

but also to help them solve tasks, to plan, guide, monitor their behavior.

55
Q

How did Piaget vs Vygotsky see Private Speech

A

Piaget saw it as egocentric and immature

Vygotsky saw it as an important tool of thought

56
Q

Who emphasized that all mental functions have external or social origins

A

Vygotsky

57
Q

When and how do children internalize their egocentric speech in the form of INTERNAL SPEECH

A

Transition occurs between 3 and 7

and self-talk/inner speech becomes their thoughts.

58
Q

For Vygotsky why do children talk to themselves

A

They are using language to govern their behavior and guide themselves

59
Q

What curriculum is inspired by Vygotsky’s theory

A

‘Tools of the Mind’

its an education curriculum that emphasizes children’s dev of self regulation and cognitive foundations of literacy.

60
Q

What does Tools of Mind focus on

A
  • Cultural tools
  • development of self-regulation
  • Zone of proximal development
  • Scaffolding
  • Private speech
  • Shared activity
  • Dramatic play
61
Q

In both theories of Piaget and Vygotsky, what do they have in common about children’s teaching

A

That teachers are important and serve as facilitators and guides.

62
Q

Does Piaget put emphasis on the sociocultural context

A

No

63
Q

What type of constructivist is Vygotsky

A

Social constructivist

64
Q

What type of constructivist is Piaget

A

Cognitive constructivist

65
Q

What are Piaget’s stages

A

Sensorimotor
Preoperational
Concrete operation
Formal operational

66
Q

What are Vygotsky’s stages

A

He didn’t propose general stages of development

67
Q

What are the key Processes of Vygotsky

A

Zone of proximal development

Language

Dialogue

Tools of the culture

68
Q

What are the key Processes of Piaget

A

Schema
Assimilation
Operations
Conservation
Classification

69
Q

What the role of language in Piaget and Vygotsky’s theories

A

For Vygotsky, language has a major role in shaping thought

for Piaget, language has a minimal role and is directed by cognition

70
Q

What are the views on education of Vygotsky and Piaget

A

For Vygotsky, education plays a central role - helps the, learn the tools of the culture

For Piaget, education merely refines the child’s cognitive skills

71
Q

What are some critics of Vygotsky

A
  • That he wasn’t specific enough about age-related changes
  • That he overemphasized the role of language in thinking
72
Q

What is Attention

A

Focusing of mental resources on select information

73
Q

What are the 2 aspects of attention young children make advances in

A
  • Executive attention
  • Sustained attention
74
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

75
Q

What is sustained attention

A

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

76
Q

What is sustained attention also referred as

A

Vigilance

77
Q

When does the greatest increase in vigilance happen

A

During preschool years

78
Q

What is memory

A

The retention of information over time

= A central process in children’s cognitive development

79
Q

For how long is information retained in the short-term memory (if no rehearsal)

A

30 seconds

80
Q

What is one method of assessing short-term memory

A

The Memory-span task:

Hear a short list of stimuli (e.g. digits) then asked to repeat them

81
Q

What does the speed-of-processing explanation highlight

A

That the speed in which a child processes info is an important aspect of the child’s cognitive abilities

82
Q

Do children have good memories

A

Yes. their memory becomes more accurate during early childhood (increases).

and they can remember a great deal if they are given appropriate cues and prompts.

83
Q

What does the accuracy of a young child’s eyewitness depend on

A

factors like the type, number and intensity of suggesting techniques

84
Q

What is autobiographical memory

A

Involves memory of significant events and experiences.

85
Q

What does executive function encompass

A

It’s a concept that encompasses a number of higher-level cognitive processes linked to the develpment of the prefrontal cortex

86
Q

What does executive function involve

A

Managing one’s thoughts to engage in goal-directed behavior and exercise self-control

87
Q

What does executive function involve in early childhood

A

developmental advances in
- cognitive inhibition
- cognitive flexibility
- goal-setting
- delay of gratification

88
Q

What did Walter Mischel and his collegues do

A

Conducted a number of studies of delay of gratification with young children

89
Q

During delay of gratification test, what did Mischel mean by cool adn hot thoughts

A

Cool thoughts = engaging in non-marshmellow related thoughts and activites

Hot thoughts= Looked at the marshmellow

90
Q

What does it mean that children have a Theory of mind

A

They are curious about the nature of the human mind

Theory of mind refers to awarness of one’s own mental processes and those of others

91
Q

What changes in the theory of mind happens in Ages 2 to 3

A

Children begin to understand these 3 mental states:

  1. perceptions: that other people see what is in front of their eyes, not the child’s eyes
  2. Emotions: can distinguish between positive and negative emotions
  3. Desires: Child understand that if someone wants something, he or she will try to get it.
92
Q

What changes in the theory of mind happens in ages 4 to 5

A

Realization that people can have false beliefs (beliefs that are not true)

93
Q

what changes in the theory of mind happen beyond age 5

A

Theres a deepening appreciation of the mind itself and not just an understanding of mental states.

94
Q

Between what ages does the transition from saying simple sentences to complex sentences happen

A

Ages 2 and 3

95
Q

What is Phonology

A

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

96
Q

What is morphology

A

It refers to the units of meaning involved in word formation.

  • using plural and possessive forms of nouns, putting endings on verbs, using prepositions, articles, and various forms of the verb to be.
97
Q

What’s some of the best evidence for changes in children’s uses of morphological rules.

A

Overgeneralization of the rules.

eg ‘foots’ instead of ‘feet’

98
Q

Talk a bit about Jean Berko’s experiments

A

It was an experiment to see if young children understood morphological rules.

They were presented with a card with ‘wug’ on it for example, and were told fill the missing word ‘wugs’

most of the words used were made up and only made to see if children could make the plurals or past tenses of words they’ve never heard before

99
Q

What is syntax

A

Involves the way words are combined to form acceptable phrases and sentences.

100
Q

What are semantics

A

Aspect of language that refers to the meaning of words and sentences.

it also characterizes early childhood

101
Q

How can children learn so many new words so qickly?

A

One possible explanation is Fast Mapping.

102
Q

What is Fast mapping

A

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

103
Q

What are the six key principles in young children’s vocab learning

A
  1. Children learn the words they hear more often
  2. Children learn words for things and events that interest them
  3. Children learns words best in responsive and interactive contexts rather than passive
  4. Children learn words best in contexts that are meaningful (words in context rather than isolated facts)
  5. Children learn words best when they access clear info about the word meaning
  6. Children learn words best when grammar and vocab are considered
104
Q

What are pragmatics

A

The appropriate use of language in different contexts .

this also characterizes young children’s language development.

e.g:
- learn rules of convo and politeness
- adapt their speech to diff settings
- dev. linguistic skills

+ they become increasingly able to talk about things that aren’t there.

105
Q

What does the child-centered kindergarten emphasize and what are its 3 principles

A

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

Emphasis on the process of learning, not what is learned.

1) each child follows a unique developmental pattern
2) young children learn best through firsthand experiences with ppl and materials
3) play is extremly important in development

106
Q

What is the Montessori approach

A

It’s a philosophy of education in which children are given considerable freedom and spontaneity in choosing activities.

It encourages children to make decisions at an early ages.
fosters independence and the dev of cognitive skills

107
Q

What are some critics of the Montessori approach

A
  • That it deemphasizes verbal interaction between teacher and child and peers
  • restricts imaginative play
  • relies too much on self-corrective materials
108
Q

What is Developmentally Appropriate Practice - DAP

A

based on the knowledge of the typical development of children within a particular age span and uniqueness of the individual child.

it also emphasizes the importance of creatin settings that encourage children to be active learners

109
Q

What is the Project Head Start

A

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

110
Q

What are 2 Controversies in Early childhood Education

A
  1. What the curriculum should be
  2. Whether preschool education should be universal in the United states

psyc210: developmental psychology (5 decks)

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