Chapter 7 Flashcards
1
Q
Children grow rapidly between ages ________, but less quickly than before
A
3 and 6
2
Q
children normally begin to lose their babyish roundness and take on the slender, athletic
appearance of childhood
A
At about 3
3
Q
Most U.S. children average about ________ of sleep at night
by age 5 and give up daytime naps
A
11 hours
4
Q
Height(inch): Boys, 39 : Girls, 36.6
Weight(pounds): Boys, 35.3 : Girls, 34.5
Age: ?
A
3
5
Q
Height(inch): Boys, 42 : Girls, 41.7
Weight(pounds): Boys, 40.8 : Girls, 40.3
Age: ?
A
4
6
Q
Height(inch): Boys, 44.8 : Girls, 44.2
Weight(pounds): Boys, 46.6 : Girls, 45.0
Age: ?
A
5
7
Q
Height(inch): Boys, 47.2 : Girls, 46.7
Weight(pounds): Boys, 52.8 : Girls, 52.4
Age: ?
A
6
8
Q
may be caused by accidental activation of the brain’s motor control system, by incomplete arousal from a deep sleep, or by disordered breathing or restless leg movements
A
Sleep disturbances
9
Q
These disturbances tend to run in families and are often associated
with
A
separation anxiety, nasal abnormalities, and overweight
10
Q
Sleep problems are reported
in 86 percent of such children up to
A
6 years old
11
Q
A child who experiences a __________ appears to awaken
abruptly from a deep sleep early in the night in a state of agitation
A
night terror
child may scream and sit up in bed, breathing rapidly
and staring or thrashing about. Yet he is not really awake.
12
Q
generally peak at about 1½ years of age (Petit et al., 2015), are common between 2½ and 4 years of age, and decline thereafter
A
Night terrors
13
Q
HELPING CHILDREN GO TO SLEEP
A
Establish a regular, unrushed bedtime routine—about 20 minutes of quiet activities, such as reading a story, singing lullabies, or having quiet conversation.
* Allow no scary or loud television shows.
* Avoid highly stimulating, active play before bedtime.
* Keep a small night-light on if it makes the child feel more comfortable.
* Don’t feed or rock a child at bedtime.
* Stay calm but don’t yield to requests for “just one more” story, one more drink of water, or one more bathroom trip.
* Offer rewards for good bedtime behavior, such as stickers on a chart or simple praise.
* Try sending the child to bed a little later. Sending a child to bed too early is a common reason for sleep problems
14
Q
The occurrence
of nightmares has been related to
A
difficult child temperament, high overall childhood
anxiety, and bedtime parenting practices that promote dependency
15
Q
repeated, involuntary urination at night by children old enough to be expected to have bladder control, is not unusual
A
Enuresis
16
Q
_____________________ more commonly boys, wet the bed
regularly, often while sleeping deeply.
A
about 10-15% of 5 year old
17
Q
More than half outgrow bed-wetting by age ___
without special help
A
8
18
Q
The discovery of the
approximate site of a gene linked to enuresis points to __________ as a major factor, possibly in combination with slow motor maturation sleep apnea allergies, or poor behavioral control
A
heredity
19
Q
Enuresis that is particularly persistent is most commonly treated with
A
antidiuretic hormone or night time
alarm
20
Q
“exuberant connectivity”
A
rapid brain growth; will gradually be pruned over time as a
result of experience, a process that underlies the great plasticity of the human brain; myelin continues to form
21
Q
fatty substance that coats the axons of nerve fibers and accelerates neural conduction
A
myelin
22
Q
By age ___ the brain has attained about 90 percent of its peak volume
A
6
23
Q
From ages _________ rapid brain growth occurs in areas that support associative thinking, language, and spatial relations
A
6 to 11
23
Q
From ages _________ rapid brain growth occurs in areas that support associative thinking, language, and spatial relations
A
6 to 11
24
corpus callosum
thick band of nerve fibers that connects both hemispheres
of the brain and allows them to communicate more rapidly and effectively with each other allowing improved coordination of the senses, attention and arousal, and speech and hearing
25
continues to be myelinized throughout childhood and adolescence, with peak volume
occurring later in boys than in girls
corpus callosum
26
gross motor skills
Physical skills that involve the large
muscles.
27
Development of the sensory and motor areas of the _________ permits better coordination between what children want to do and what they can do
cerebral cortex
28
Cannot turn or stop
suddenly or quickly
Can jump a distance of
15 to 24 inches
Can ascend a stairway
unaided, alternating feet
Can hop, using largely
an irregular series of
jumps with some
variations added
3-Year-Olds
29
Have more effective
control of stopping,
starting, and turning
Can jump a distance of
24 to 33 inches
Can descend a long
stairway alternating feet,
if supported
Can hop four to six steps
on one foot
4-Year-Olds
30
Can start, turn, and stop
effectively in games
Can make a running jump
of 28 to 36 inches
Can descend a long
stairway unaided,
alternating
feet
Can easily hop a distance
of 16 feet
5-Year-Olds
31
Physical skills that involve the small
muscles and eye-hand coordination
fine motor skills
32
Increasingly complex combinations of skills, which permit a wider or more precise range of movement and more control of the environment
systems of action
33
Preference for using a particular hand
handedness
34
preference for using one hand over the other, is usually
evident by about age _____
3
35
Because the ________________ of the brain, which controls the right side of the body, is usually dominant, 90 percent of people favor their right side
left hemisphere
36
hinges on increases in caloric intake, changes in diet composition, declining levels of physical activity, and changes in the gut microbiome
Excessive weight gain
37
Trends toward childhood obesity can be identified as early as ___________ of age, and the earlier interventions start for at-risk children, the morelikely they are to be effective
6 months
38
three factors are important in the prevention of obesity:
(1) regularly eating an evening meal as a family,
(2) getting adequate sleep, and
(3) watching less than 2 hours of television a day
39
We call these children stunted
appear to be of normal weight but are shorter than they should be for their age and may have cognitive and physical deficiencies; often the result of chronic, persistent hunger
40
We call these children wasted
children are an appropriate height for their age but are thinner than they should be; result of a recent,
rapid weight loss
41
an underlying cause in about a third of worldwide deaths for children under 5
Undernutrition
42
has the highest level of undernutrition: 35 million children under age 5
South Asia
43
________ of food allergies can be attributed to eight foods: milk, eggs, peanuts, tree nuts, fish, soy, wheat, and shellfish
90%
44
in childhood with two common areas of oral health of concern to parents:
thumb sucking and tooth decay
45
By age __, all the primary (baby) teeth are in place
3
46
permanent teeth, which will begin to appear at about age___, are developing
6
47
______________ in early childhood often stems from overconsumption of sweetened milk and juices in infancy together with a lack of regular dental care
tooth decay
48
a mineral essential for the maintenance and solidification of bones
flouride
49
aside from school and home injuries, car accidents, and death, other common causes of death in early childhood includes:
cancer, congenital abnormalities
and chromosomal disorders, assault and homicide, heart disease, respiratory diseases
(including both chronic respiratory disease as well as influenza and pneumonia), and septicemia (a bacterial infection that poisons the blood leading to organ failure)
50
Children living in poverty—21 percent of children under the age of ___ and disproportionately minority children—are more likely than other children to have chronic conditions and activity limitations, to lack health insurance, and to have unmet medical and dental
needs
6
51
results from circumstances that force people to choose between food, shelter, and other basic needs.
homelessness
52
Factors that contribute to homelessness include
lack of employment opportunities, declines in public assistance funds, lack of affordable health care,
domestic violence, mental illness, and addiction
53
suffer more physical health problems than poor children who have homes, and they are more likely to have a low birth weight or need neonatal care in infancy; also tend to suffer from depression and anxiety and to have academic and behavior problems
homeless children
54
particularly sensitive to the damaging effects of exposure to smoking
children, with their still-developing lungs and faster rate of respiration
55
Children exposed to parental ______ are at increased risk of respiratory infections such as bronchitis and pneumonia, ear problems, worsened asthma, and slowed lung growth
smoke
56
can seriously interfere with cognitive development and can lead to neurological and behavioral problems
Lead poisoning
57
Very high levels of ________________ in the blood may cause headaches, abdominal pain, loss of appetite, agitation, or lethargy, and eventually vomiting, stupor, and convulsions
lead concentration
58
Process by which information is
prepared for long-term storage and later retrieval.
encoding
59
Retention of information in memory for future use.
storage
60
retrieval
Process by which information is
accessed or recalled from memory
storage.
61
Initial, brief, temporary storage
of sensory information.
sensory memory
62
Short-term storage of information being actively processed.
working memory
63
long-term memory
Storage of virtually unlimited capacity that holds information for long periods
64
memory can be described as a filing system that has three steps, or processes:
encoding, storage, and retrieval.
65
Long term memory is
is assisted by two subsystems:
the phonological loop, which aids in the processing of verbal information, and the visuospatial
sketchpad, which maintains and manipulates visual information.
66
Brain imaging studies have found that working memory is located partly in the
prefrontal cortex
67
In Baddeley’s model, element of
working memory that controls the
processing of information.
central executive
68
Functions controlled by the central executive are found in a variety of regions in the
frontal lobes and in some posterior, primarily parietal,
areas
69
Functions controlled by the phonological loop are found in the
left hemisphere in the inferior parietal areas and anterior temporal frontal areas, including Broca’s area, the premotor cortex, and the sensory motor association cortex
70
Functions controlled by the visuospatial sketchpad are found in the
right hemisphere in the occipital
and inferior frontal areas
71
growth of working memory permits the development of
executive function
72
the conscious control of thoughts, emotions, and actions to accomplish goals or to solve
problems
executive function
73
enables children to plan and carry out goal-directed mental activity and it is often useful when children need to focus their attention on something or override an inappropriate response
executive function
74
emerges around the end of an
infant’s 1st year and develops in spurts with age
Executive function
75
Ability to identify a previously
encountered stimulus
recognition
76
Ability to reproduce material from
memory.
recall
77
types of retrieval:
Recognition and recall
78
Memory that produces scripts of familiar routines to guide behavior.
generic memory
79
script
General remembered outline of a
familiar, repeated event, used to guide behavior.
80
episodic memory
Long-term memory of specific
experiences or events, linked to time and place.
81
autobiographical memory
Memory of specific events in one’s life.
82
begins at about age 2, produces a script, or general outline
of a familiar, repeated event
Generic memory
83
the way adults talk with a child about experiences strongly
affects
autobiographical memory
84
social interaction model
Model, based on Vygotsky’s sociocultural theory, that proposes children construct autobiographical memories through conversation with adults about shared events.
85
Individual intelligence tests for ages 2 and up used to measure fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, and working memory.
child is asked to define words, string beads, build with blocks, identify the
missing parts of a picture, trace mazes, and show an understanding of numbers
yields separate measures of verbal and nonverbal IQ plus composite scores spanning the five cognitive dimensions.
Stanford-Binet Intelligence Scales
86
the ability to solve abstract or novel problems
fluid reasoning
87
Individual intelligence test for children
ages 2½ to 7 that yields verbal and
performance scores as well as a
combined score.
has separate levels for ages 2½ to 4 and 4 to 7 and yields verbal, performance, and combined scores.
includes subtests designed to measure
both verbal and nonverbal fluid reasoning, receptive versus expressive vocabulary, and
processing speed
has been validated for special populations, such as children with intellectual disabilities, developmental delays, language disorders, and autistic disorders
Wechsler Preschool and Primary Scale of Intelligence, Revised (WPPSI-IV)
88
simply a measure of how well a child can do certain tasks at a certain time in comparison with other children of the same age
IQ score
89
Twin and adoption studies suggest that family life has its strongest influence on IQ in early childhood, and this influence diminishes greatly by adolescence
True
90
Between ages __________, children make rapid advances in vocabulary, grammar, and syntax.
3 and 6
91
Fun fact!
When exposed to rhymes, 5-year-olds from wealthier families show
more localization of language in the left hemisphere (just like adults) than children from poorer
families. This may result from children from wealthier homes being exposed to more complex vocabulary and syntax.
Raizada, Richards, Metlzoff, & Kuhl, 2008
92
Process by which a child absorbs the meaning of a new word after hearing it once or twice in conversation.
fast mapping
93
At age 3 the average child knows and can use ______________ words
900 to 1,000
94
By age ___, a child typically has an expressive (speaking) vocabulary of 2,600 words and understands more than 20,000.
6
95
words one can understand
passive or receptive vocabulary
96
Using the ______, children seem to
form a quick hypothesis about the meaning of the word
context
97
Names of objects (nouns) seem to be easier to fast map than names of actions (verbs), even across different languages
true
97
Names of objects (nouns) seem to be easier to fast map than names of actions (verbs), even across different languages
true
98
At age __, children typically begin to use plurals, possessives, and past tense and know the difference between I, you, and we. They can ask—and answer—what and where questions.
3
99
Between ages _______, sentences average four to five words and may be declarative, negative (“I’m not hungry”), interrogative (“Why can’t I go outside?”), or imperative (“Catch
the ball!”)
4 and 5
100
By ages _______, children’s speech has become quite adultlike. They speak in longer and more complicated sentences. They use more conjunctions, prepositions, and articles. They use compound and complex sentences and can handle all parts of speech; they have yet to master many fine points of language. They rarely use the passive voice (“I was dressed by Grandpa”), conditional sentences (“If I were big, I could drive the bus”), or the auxiliary verb have (“I have seen that lady before”)
5 to 7
101
When young children discover a rule, such as adding -ed to a verb
for past tense, they tend to
_______________—to use it even with words that do not conform to the rule. Eventually, they notice that -ed is not always used to form the past tense of a verb. Training can help children master such syntactical forms
overgeneralize
Young children often make errors because they have not yet learned exceptions to rules.
102
The practical knowledge needed to use language for communicative purposes.
103
The practical knowledge needed to use language for communicative purposes.
pragmatics
104
Pragmatics is related to _________________ because to understand how to use language
socially, you have to be able to put yourself in other people’s shoes. This includes knowing how to ask for things, how to tell a story or joke, how to begin and continue a
conversation, and how to adjust comments to the listener’s perspective
theory of mind
105
Speech intended to be understood
by a listener.
social speech
106
Most _________ pay attention to the effect of their speech on others. If people cannot understand them, they try to explain themselves more clearly
3-year-olds
107
Most _________ can adapt what they say to what the listener knows. They can now use words to resolve disputes, and they use more polite language and fewer direct commands in talking to adults than to other children.
5-year-olds
108
Talking aloud to oneself with no intent to communicate with others.
private speech
109
_______ (1962) saw private speech—what he called egocentric speech—
as a sign of cognitive immaturity. He believed that children were simply vocalizing
whatever was on their minds.
Piaget
110
________ (1962) viewed private speech as a special form of communication: conversation with the self. He believed private speech was part of the learning process.
Vygotsky
111
Fun fact!
Research generally supports Vygotsky. Private speech tends to increase when children are trying to solve problems or perform difficult tasks, especially without adult supervision; The use of private speech in young children also predicts their autobiographical memory.
112
About ________ of 3- to 6-year-old children have a communication
disorder, most frequently a problem with speech or language
11 percent
113
Boys are more likely than girls to be
late talkers
114
One of the largest studies to date determined that ___________ of
children with language delays at age 2 catch up with their peers by age 7
80 percent
115
Preschoolers’ development of skills, knowledge, and attitudes that underlie reading and writing.
emergent literacy
116
Prereading skills can be divided into two types:
(1) oral language skills, such as
vocabulary, syntax, narrative structure, and the understanding that language is used to communicate; and
(2) specific phonological skills (linking letters with sounds) that help in decoding the printed word.
117
The American Academy of Pediatrics (2016) recommends
that children from 2 to 5 years of age should spend no more than an hour a day on any screen media and that parents should watch programming with their children and discuss it. For children 6 and older, there should be consistent limits and designated media-free times.
118
Montessori Method
based on the belief that children’s
natural intelligence involves rational, spiritual, and empirical aspects
stresses the importance of children learning independently at their own pace, as they work with developmentally appropriate materials and self-chosen tasks
The curriculum is individualized but has a definite scope and prescribed sequencing. Teachers provide an environment of calm productivity, and the classrooms are organized to be orderly, pleasing environments.
119
Reggio Emilia Approach
less formal model
Teachers follow children’s interests and support them in exploring and investigating ideas and feelings through words, movement, dramatic play, and music.
Teachers ask
questions that draw out children’s ideas and then create flexible plans to explore these ideas with the children. Classrooms are carefully constructed to offer complexity,
beauty, organization, and a sense of well-being
120
Harlem Children’s Zone
an extremely successful current program based in Bronfenbrenner’s bioecological model.
systems approach utilized to
address children’s deficiencies.
focus is as much on the community
as it is on the children, with the goal of bringing about a “tipping point” of enriched events and
environments that will, it is hoped, at some point become self-perpetuating
