Chapter 7: Exam 2 Flashcards

Question

Health and Illness

Answer 1

Good health requires proper nutrition

Answer 2

During 2nd year, child's appetite becomes erratic, due to child's growth more slowly than infancy, they need fewer calories. * Between 1 and 3, children need 1,000 - 1,400 calories of food each day * Between 4 and 8, they require 1,200 and 2,000 depending on growth and activity level MAYO Clinic advises eating a balanced diet of protein sources (seafood, lean meats, nuts,) fruits, vegetables, grains, & dairy products.

Answer 3

Refer to respiratory infections (colds), and gastrointestinal upsets (nausea, vomiting, and diarrhea) * Ages 1 to 3, on average, develop 8 to 9 minor illnesses a year * Between 4 to 10 years old, the average drops to 4 to 6

Answer 4

True Minor Illnesses, referred to by some as "the stuff going around," are statistically normal, meaning that many or even most children contract them.

Answer 5

One-third of children in the U.S. younger than 18 suffer from a chronic illness. Around the world, 8 to 9 million children die each year of six diseases: pneumonia, (leading cause) diarrhea, measles, tetanus, whopping cough, and tuberculosis. Lead causes neurological damage and may result in lowered cognitive functioning and other delays.

Answer 6

Single most common cause of death is motor vehicle accidents *Boys are more likely than girls to incur accidental injuries at all ages and in all socioeconomic groups Poor children: a. five times more likely to die from fires b. more than twice as likely to die in motor vehicle accidents

Answer 7

Preschoolers do not need as much sleep as infants. * National Sleep Foundation recommends 11 to 13 hours of sleep in a 24-hour period for preschoolers

Answer 8

Sleep terrors Somnambulism (Sleep walking)

Answer 9

Frightening dreamlike experiences occur during the deepest stage of non-REM sleep, shortly after the child has gone to sleep. Usually, begin in childhood or early adolescence and are outgrown by late adolescence. Sometimes associated with stress; moving, beginning school, parental divorce, or being in a war zone. ***NOT NIGHTMARES***

Answer 10

More common among children than adults (onset between ages of 3 and 8) Occurs during deep sleep Have no memory of doing so It is assumed to reflect the immaturity of the nervous system

Answer 11

Sleepwalkers' eyes are closed, and they will avoid danger. They will become violently agitated if they are awakened during an episode.

Answer 12

Occurs reflexively in neonates Toilet training is the process in which parents teach children to inhibit the reflexes governing urination and bowel movements. (maturation plays a crucial role) Most are toilet-trained between ages 3 & 4 Children who do not become toilet trained within reasonable time frames may be diagnosed with enuresis, encopresis, or both.

Answer 13

Fiction Most American children are actually toilet trained between the ages of 3 & 4

Answer 14

Failure to control the bladder (urination) once the normal age for control has been reached (5 years old, accidents that occur less than twice a month do not count) Organic cause: immaturity of the motor cortex Outgrow between the ages of 8 and adolescent

Answer 15

Failure to control the bladder during the night

Answer 16

Failure to control the bowels once the normal age for bowel control has been reached (aka soiling) *more likely to occur during the day *stems from both physical (chronic constipation) and psychological factors (punishment of toileting accidents) Vicious Cycle: Soiling, punishment, anxiety

Answer 17

The 2nd stage in Piaget's scheme is characterized by inflexible & irreversible mental manipulation of symbols. (Lasts from about 2 to age 7) *Operations are mental manipulations of information, and at this stage, young children's logic is, at best, "under construction." a. Language ability is the greatest symbolic activity during this stage b. scribbling and drawing begin at start of this stage

Answer 18

Preoperational thought is characterized by the use of symbols to represent objects and relationships among them. (most important kind of young children is language)

Answer 19

Play in which children make believe that objects and toys are other than what they are (aka pretend play) Begins in 2nd year * Requires cognitive sophistication * Based on the use and recollection of symbols (mental representations of things children have experienced or heard about) * 12 to 13 months (performing familiar activities, such as sleeping or feeding themselves) * At 15 to 20 months, they shift focus from themselves to others (pretend to feed a doll) * At 30 months, they can make believe that the object takes an active role (may pretend that the doll is feeding itself.)

Answer 20

An estimated 10% & 50% of preschoolers have one. Commonly found among firstborns and only children (less aggressive, more cooperative, and more creative than other children) *Transition from imaginary companions to socialization with peers after the egocentrism stage has ended.

Answer 21

Fiction Having imaginary companions is a normal --though not universal -- aspect of development.

Answer 22

Putting oneself at the center of things such that one is unable to perceive the world from another person's point of view. * Sign of early childhood, not of selfishness * Preoperational children do not understand that other people may have different perspectives of the world

Answer 23

True This erroneous (but adorable) assumption reflects egocentrism and their ability to focus on multiple aspects of a situation simultaneously.

Answer 24

Suggests that 5 and 6-year-olds usually select photos or build models that correspond to their own viewpoints and not of other's viewpoints)

Answer 25

Explanation of behavior is extended to inanimate objects. Examples: The sun may be thought of as shining because it wants to shine or someone wants it to. Reporting themselves as doing because they want to do them or "Because Mommy wants me to."

Answer 26

True This line of "reasoning" is another reflection of early childhood egocentrism

Answer 27

A type of thought in which natural cause-and-effect relationships are attributed to will and other preoperational concepts.

Answer 28

Reasoning from the specific to specific (one specific isolated event to another) Examples: Three year old argues, "She should go on the swings in the backyard because it is light outside" or she should go to sleep because it is dark outside."

Answer 29

The attribution of life and intentionally to inanimate objects *Attribute life and intention to animate objects such as the sun and moon ("Why is the moon gone during the day?") ("Is it afraid of the sun.")

Answer 30

The belief that environmental features were made by people * Assumes that environmental features such as rain and thunder have been designed and made by people.

Answer 31

Preoperational children have difficulty making distinctions between mental and physical events. *Between 2 & 4, show confusion between symbols and things they represent * Do not recognize that words are arbitrary and that people can use different words to refer to things

Answer 32

In cognitive psychology, the principle is that properties of substances, such as weight and mass, remain the same (are conserved) when superficial characteristics, such as their shapes or arrangements, are changed. * Requires the ability to focus on two aspects of a situation at once, such as height and weight * This ability comes into play during the concrete operational stage

Answer 33

Focusing on an aspect or characteristics of a situation or problem. * Preoperational child focuses or centers on only one dimension at a time

Answer 34

Categorizing a new object or concept as belonging to a broader group of objects or concepts * Requires children to focus on two aspects of a situation at once

Answer 35

* Vygotsky's concept of scaffolding * Zone of proximal development * Home environment * Preschool education * T.V. (Parent responsiveness and interaction with children are key ingredients in children cognitive development)

Answer 36

Vygotsky's term for temporary cognitive structures or methods of solving problems that help the child as he or she learns to function independently. *Continued guidance provided by adults decreases as children become capable of carrying out tasks on their own

Answer 37

Developed by Betty Caldwell, used for evaluating children's home environments * Better predictor of young children's later IQ score * Stimulating home environment connected with occupational success as an adult * Harsh home environments linked with poor academic outcomes in school

Answer 38

1. Parental emotional and verbal responsiveness 2. Avoidance of restriction and punishment 3. Organization of the physical environment 4. Provisions of appropriate play materials 5. Parental involvement with the child 6. Opportunites for variety in daily stimualtion

Answer 39

Preschool education enables children to get an early start on achievement in school.

Answer 40

Poor low-IQ mothers' children were provided enriched daycare from the age of six months. By late preschool years, children's IQ scores averaged about 121, compared to 95 for peers who did not receive daycare.

Answer 41

*By 3, an average child already watches 2 to 3 hours of television a day * Great potential for teaching a variety of cognitive skills, social behavior, and attitudes * Sesame Street's goal was to promote the intellectual growth of preschoolers, particularly of lower economic status * U.S., England, & China show that among preschool children, the number of hours watching television is a stronger predictor of being overweight than diet.

Answer 42

A commonsense understanding of how the mind works * Research has shown that even preschoolers can accurately predict and explain human actions and emotions in terms of mental states *Contradicting Piaget's theory of preoperational children being too egocentric and on too misleading external appearances to have a theory of mind.

Answer 43

The concept involves children's ability to separate their beliefs from those of another person who has false knowledge of a situation.

Answer 44

Another aspect of theory of mind is how we acquire knowledge * By age 3, most children begin to realize that people gain knowledge about something by looking at it. * By age 4, children understand that particular senses provide information about only certain qualities of an object; for example, we come to know an object's color through our eyes, but we learn about it weight by feeling it.

Answer 45

Difference between real events on the one hand and mental events, fantasies, and misleading appearances on the other hand * Piaget's view that children do not differentiate reality from appearances or mental events until the age of 7 or 8.

Answer 46

*by the age of 4, children can remember events that occurred at least 1 1/2 years ago

Answer 47

Abstract, generalized accounts of familiar repeated events * 3-year-olds can present coherent, orderly accounts of familiar events

Answer 48

The memory of specific episodes or events *Facilitated by children talking about memories with others

Answer 49

* The interest level of the child * Availability of retrieval cues or reminders * What memory measure are we using a. Children find remembering events that follow a fixed logical order easier than events that do not b. Young children depend on cues provided by others to help them retrieve their memories

Answer 50

Mental repetition

Answer 51

1. When trying to remember a new friend's phone number, you might repeat it several times 2. Organizes things to be remembered in categories a. Most preschoolers do not engage in rehearsal until about five years old b. Also, rarely group objects into related categories to help them remember Having preschoolers sort objects into categories enhances memory

Answer 52

By four years old, children are asking adults and each other questions, taking turns talking, and engaging in lengthy conversations * "Goed" able to know that the verb is past tense utilizing grammatical rules

Answer 53

Preschoolers learn on average of 9 new words a day

Answer 54

Process in which the child quickly attaches a new word to its appropriate concept * Children have early cognitive biases or constraints that lead them to prefer certain meanings over others * They also assume that words refer to whole objects and not their component parts of their characteristics, such as color, size, or textures

Answer 55

The assumption that words refer to whole and not their component of parts or characteristics *Child refer word doggy to the dog rather than its tail, color, or barking

Answer 56

The assumption that objects have only one label

Answer 57

Grammar explosion by the 3rd year

Answer 58

* Array of articles (a, an, the) * conjunctions (and, but, or) * Possessive adjectives (your, her) * pronouns (she, him, one) * preposition (in, on, over, around, under, through) Between 3 and 4, they show knowledge of rules for combining phrases and clauses into complex sentences

Answer 59

The application of regular grammatical rules for forming inflections to irregular verbs and nouns.

Answer 60

The practical aspects of communication, such as the adaption of language to fit the social situation

Answer 61

Piaget argued that children must understand concepts before they use words to describe them. They learn words to describe classes or categories they have already created. * Others claim that children create cognitive classes to understand things that are labeled by words.

Answer 62

Vygotsky's concept of the ultimate binding of language and thought. * Originates in vocalizations that may regulate the child's behavior and become internalized by age 6 or 7.