Chapter 7 Flashcards

1
Q

Childhood obesity

A

In a child, having a BMI above the 95th percentile, according to the U.S. Centers for Disease Control and Prevention’s 1980 standards for children of a given age.

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2
Q

pester power

A

the ability to get adults to do what they want, which includes pestering their parents to buy calorie-dense snacks that are advertised on television or that other children eat.

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3
Q

Asthma

A

A chronic disease of the respiratory system in which inflammation narrows the airways from the nose and mouth to the lungs, causing difficulty in breathing. Signs and symptoms include wheezing, shortness of breath, chest tightness, and coughing.

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4
Q

How does growth during middle childhood compare with growth earlier or later?

A

Middle childhood is a time of slow and steady growth, unlike the rapid growth of infancy and of puberty.

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5
Q

Why is middle childhood considered a healthy time?

A

Children have fewer diseases, and are more cautious about poisons, streets, and other dangers.

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6
Q

How does physical activity affect the child’s development?

A

Physical activity improves strength, internal organs, and the brain.

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7
Q

How do fine motor skills interact with academic skills?

A

Fine motor skills are needed for many academic skills, including reading and writing.

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8
Q

What seems to be the effect of learning to play a musical instrument?

A

Parts of the brain develop more rapidly.

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9
Q

What are several reasons some children weigh more than the norm?

A

Some are genetically destined to be big children, some are overfed, and some move less and watch television more.

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10
Q

What are the short-term and long-term effects of childhood obesity?

A

The immediate effects may be reduced friendship and lower self-esteem. The long-term effects include stress on the body organs, especially the heart.

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11
Q

Why is asthma more common now than it was 50 years ago?

A

Many of the conditions that make breathing more difficult are part of modern life, including times spent indoors, carpets and bedding, roaches, air pollution.

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12
Q

Concrete operational thought

A

Piaget’s term for the ability to reason logically about direct experiences and perceptions.

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13
Q

Classification

A

The logical principle that things can be organized into groups (or categories or classes) according to some characteristic that they have in common.

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14
Q

Seriation

A

The concept that things can be arranged in a logical series, such as the number sequence or the alphabet.

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15
Q

Working memory

A

Memory that is active at any given moment.

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16
Q

Knowledge base

A

A body of knowledge in a particular area that makes it easier to master new information in that area.

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17
Q

English language Learners (ELLs)

A

Children in the United States whose proficiency in English is low — usually below a cutoff score on an oral or written test. Many children who speak a non-English language at home are also capable in English; they are not ELLs.

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18
Q

Bilingual education

A

A strategy in which school subjects are taught in both the learner’s original language and the second (majority) language

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19
Q

ESL (English as a Second Language)

A

A U.S. approach to teaching English that gathers all of the non-English speakers together and provides intense instruction in English. Students’ first languages are never used; the goal is to prepare them for regular classes in English.

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20
Q

Immersion

A

A strategy in which instruction in all school subjects occurs in the second (usually the majority) language that a child is learning.

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21
Q

Why did Piaget call cognition in middle childhood concrete operational?

A

Because children can understand and apply (operate) things that they can experience and see (concrete).

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22
Q

How does Piaget’s description explain how children learn math?

A

Piaget described children’s grasp of conservation, change, seriation, and logic, all of which underlie manipulation of numbers.

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23
Q

How does Vygotsky explain cognitive advances in middle childhood?

A

Vygotsky emphasized mentoring and scaffolding, as children use language and observation to master the concepts values by their culture. In addition, responsive adults find each child’s zone of proximal development, and help the child learn the next concept or skill.

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24
Q

Why does memory improve markedly during middle childhood?

A

Children develop and learn to use memory techniques, with a better understanding of what needs to be remembered and how to do it.

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25
Q

How and why does the knowledge base increase in middle childhood?

A

The knowledge base increases as children read, listen, and observe, especially in school.

26
Q

What is characteristic of vocabulary development between the ages of 6 and 10?

A

Vocabulary continues to increase, becoming more precise, with better understanding of prefixes, suffixes, and other grammatical devices.

27
Q

How does a child’s age affect the understanding of metaphors and jokes?

A

Gradually during middle childhood, the understanding of analogies and puns increases, which helps them grasps metaphors and jokes.

28
Q

Why would a child’s linguistic code be criticized by teachers but admired by friends?

A

Friends use slang, gestures, and emotional expressions, unlike the formal language favored by teachers.

29
Q

What factors in a child’s home and school affect language learning?

A

Children benefit from a language-rich environment, with adults who listen to them and talk with them. This can occur at home and/or at school

30
Q

What methods are used to teach children a second language?

A

Immersion (when children are surrounded by the new language and must sink or swim), bilingual education (when first and second languages are taught alternatively), and in a separate class designed to teach the second language (for English, this is called ESL.).

31
Q

How and why does low SES affect language learning?

A

When parents have low education, and when schools have unskilled teachers, and when neighborhoods are too dangerous for children to socialize with many other adults, children have fewer opportunities to learn language.

32
Q

Hidden cirriculum

A

The unofficial, unstated, or implicit patterns within a school that influence what children learn. For instance, teacher background, organization of the play space, and tracking are all part of the hidden curriculum — not formally prescribed, but instructive to the children.

33
Q

growth mindset

A

learning develops with effort, with one person’s growth likely to advance another’s. Mistakes are “learning opportunities”; sharing ideas and strategies does not diminish one’s own education — quite the opposite.

34
Q

fixed mindset

A

the belief that ability is determined early on, perhaps at conception, so failure is evidence of inborn inadequacy. People compete to prove they are smarter than the others.

35
Q

Trends in Math and Science Study (TIMSS)

A

An international assessment of the math and science skills of fourth- and eighth-graders. Although the TIMSS is very useful, different countries’ scores are not always comparable because sample selection, test administration, and content validity are hard to keep uniform.

36
Q

Progress in International Reading Literacy Study (PIRLS)

A

Inaugurated in 2001, a planned five-year cycle of international trend studies in the reading ability of fourth-graders.

37
Q

Programme for International Student Assessment (PISA)

A

An international test taken by 15-year-olds in 50 nations that is designed to measure problem solving and cognition in daily life.

38
Q

National Assessment of Educational Progress (NAEP)

A

An ongoing and nationally representative measure of U.S. children’s achievement in reading, mathematics, and other subjects over time; nicknamed “the Nation’s Report Card.”

39
Q

How does the hidden curriculum differ from the official school curriculum?

A

The official curriculum is set by the school authorities and is usually written. The hidden curriculum is not formally expressed, but teaches the children via the physical space, the composition of the classes, the choice of teachers, and so on.

40
Q

What are the TIMSS, the PIRLS, and the PISA?

A

These are all standardized, internationally given tests of school subjects and cognitive strategies.

41
Q

Which nations score highest on international tests?

A

Generally, nations in East Asia.

42
Q

What discipline methods work best in schools?

A

Induction works better than physical punishment or suspension.

43
Q

Why do nations differ in teaching religion, language, and cooperation?

A

Some nations need adults to speak many languages, to tolerate many faiths, and to work together. Other nations do not prioritize these values, primarily for historic reasons.

44
Q

Comorbid

A

Refers to the presence of two or more unrelated disease conditions at the same time in the same person.

45
Q

Neurodiversity

A

The idea that each person has neurological strengths and weaknesses that should be appreciated, in much the same way diverse cultures and ethnicities are welcomed. Neurodiversity seems particularly relevant for children with disorders on the autism spectrum.

46
Q

attention-deficit/hyperactivity disorder (ADHD)

A

A condition characterized by a persistent pattern of inattention and/or by hyperactive or impulsive behaviors; ADHD interferes with a person’s functioning or development.

47
Q

specific learning disorder

A

A marked deficit in a particular area of learning that is not caused by an apparent physical disability, by an intellectual disability, or by an unusually stressful home environment.

48
Q

Dyslexia

A

Unusual difficulty with reading; thought to be the result of some neurological underdevelopment.

49
Q

Dyscalculia

A

Unusual difficulty with math, probably originating from a distinct part of the brain.

50
Q

dysgraphia

A

difficulty in writing.

51
Q

autism spectrum disorder (ASD)

A

A developmental disorder marked by difficulty with social communication and interaction — including difficulty seeing things from another person’s point of view — and restricted, repetitive patterns of behavior, interests, or activities.

52
Q

least restrictive environment (LRE)

A

A legal requirement that children with special needs be assigned to the most general educational context in which they can be expected to learn.

53
Q

response to intervention (RTI)

A

An educational strategy intended to help children who demonstrate below-average achievement in early grades, using special intervention

54
Q

individual education plan (IEP)

A

A document that specifies educational goals and plans for a child with special needs.

55
Q

Should traditional IQ tests be discarded? Why or why not?

A

Different opinions may all be correct, as long as the answer reflects the uses and nature of IQ tests.

56
Q

What is the difference between ADHD and typical child behavior?

A

Different opinions may all be correct, as long as the answer reflects the uses and nature of IQ tests.

57
Q

What do dyslexia, dyscalculia, and dysgraphia have in common?

A

Each of these refers to an unusual difficulty with a basic academic skill, probably originating in the brain, not in education.

58
Q

What are the symptoms of autism spectrum disorder?

A

Impairments in social skills, in language, and in play patterns. In addition, many children with ASD have sensory problems. For example, noises may be particularly aversive.

59
Q

Why has ASD increased in the past decades?

A

Many possibilities, among them more awareness in doctors, better education in schools, more chemicals in the environment, and expanded definition.

60
Q

How might the concept of neurodiversity affect education for special children?

A

It might allow people to understand that children are diverse in their brains and behavior, with unusual pattern not necessarily bad. Difference is not deficit! This might change education to use the children’s unusual strengths, not merely to focus on what is hard for them.

61
Q

What is the difference between mainstreaming and inclusion?

A

In mainstreaming, children with differing educational needs are educated with the other children, in inclusion they are included with the other children, but given special services within the class.

62
Q

What are the arguments for and against special classes for gifted children?

A

The argument for is that such children may need to be challenged rather than slowed down by the average child. The argument against is that gifted children need to learn how to interact with other children, who themselves may learn from the gifted children.