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Psych 250 > Chapter 7: Physical and Cognitive Development in Early Childhood > Flashcards

Chapter 7: Physical and Cognitive Development in Early Childhood Flashcards

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1
Q

Body Growth and Change

A
  • Height and Weight

- The brain

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2
Q

Height and Weight

A
  • Average growth is 2.5 inches and 5 to 7 pounds per year during early childhood
  • Growth patterns vary individually
  • Two most important contributors to height differences are ethnic origin and nutrition
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3
Q

Growth hormone deficiency

A

Produced by the pituitary gland to stimulate the body to grow

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4
Q

The brain

A
  • Brain growth slows during early childhood

- Brain reaches 95% of adult volume by 6 years

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5
Q

Changes in child’s brain structure

A

Rapid distinct spurts of growth especially in the frontal lobe

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6
Q

Myelination

A

Nerve cells are covered and insulated with a layer of fat cells

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7
Q

Motor Development

A
  • Gross motor skills

- Fine motor skills

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8
Q

Gross motor skills

A
  • Simple movements at age 3
  • More adventurous at age 4
  • Hair-raising risks at age 5
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9
Q

Fine motor skills

A
  • Still clumsy at 3 years
  • Improved fine motor coordination at 4 years
  • Body coordination by 5 years
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10
Q

Sleep

A

Should sleep 11-13 hours each night without interruption

-Can experience narcolepsy, insomnia, and nightmares

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11
Q

Children’s sleep problems and negative developmental outcome

A
  • Alcohol use problems in adolescence
  • Attention problems
  • Impaired brain development
  • Overweight
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12
Q

Nutrition and Exercise

A
  • Overweight young children
  • Exercise should be a daily occurrence
  • Malnutrition in young children from low-income families
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13
Q

Overweight young children

A
  • Serious health problems in early childhood
  • Strongly influenced by caregivers’ behavior
  • Categories for obesity, overweight, and at risk for being overweight determined by body mass index (BMI)
  • US has second highest rate of childhood obesity
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14
Q

Malnutrition in you children from low-income families

A
  • 11 million preschool children are experiencing malnutrition
  • Biggest problem is iron deficiency anemia
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15
Q

Illness and Death

A
  • The United States

- State of illness and health of the world’s children

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16
Q

The United States

A
  • Leading causes of death in U.S. children are:
    1. Motor vehicle accidents
    2. Cancer
    3. Cardiovascular disease
  • Children’s safety
  • Environmental tobacco smoke
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17
Q

State of illness and health of the world’s children

A
  • Devastating effects of health occur in countries with high poverty levels
  • Dramatic increase in deaths due to HIV/AIDS, especially in poor countries
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18
Q

Piaget’s Preoperational Stage

A
  • Paiget’s Second Stage
  • Ages 2 to 7 years
  • Children represent the world with words, images, and drawings
    1. Form stable concepts and begin to reason
    2. Cognitions are domnated by egocentrism and magical beliefs
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19
Q

Operations

A

Reversible mental actions that allow children to do mentally what they formerly did physically

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20
Q

Symbolic function substage

A

Child gains the ability to mentally represent an object that is not present

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21
Q

Egocentrism

A

Inability to distinguish one’s own perspective from someone else’s

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22
Q

Animism

A

Belief that inanimate objects have lifelike qualities and are capable of action

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23
Q

Intuitive thought substage

A

Children use primitive reasoning and want to know the answers to questions

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24
Q

Centration and the limits of preoperational thought

A
  • Centration

- Conservation

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25
Q

Centration

A

Centering attention on one characteristic to the exclusion of all others

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26
Q

Centration

A

Centering attention on one characteristic to the exclusion of all others

27
Q

Conservation

A

Altering a substance’s appearance does not change its basic properties

28
Q

Vygotsky’s Theory

A

Children think and understand primarily through social interaction

29
Q

Zone of proximal development (ZPD)

A

Range of tasks that are too difficult for the child alone but that can be learned with guidance

30
Q

Scaffolding

A

Changing the level of support

31
Q

Language and Thought

A

-Children use speech to communicate socially and to help them solve

32
Q

Private speech

A

Use of language for self-regulation

33
Q

Language and Thought continued

A
  • Inner speech becomes their thoughts

- More private speech –> more social competence

34
Q

Teaching strategies

A

Vygotsky’s theory can be applied to education

  • Assess child’s ZPD
  • Use the child’s ZPD in teaching
  • Use more-skilled peers as teachers
  • Place instruction in a meaningful context
35
Q

Teaching strategies

A

Vygotsky’s theory can be applied to education

  • Assess child’s ZPD
  • Use the child’s ZPD in teaching
  • Use more-skilled peers as teachers
  • Place instruction in a meaningful context
36
Q

Evaluating Vygotsky’s theory

A

Social constructivist approach

37
Q

Social Constructivist approach

A

Emphasizes social contexts of learning and asserts that knowledge is mutually built and constructed through social interaction

38
Q

Information Processing Approach

A

Attention

39
Q

Attention

A

Focusing of mental resources on select information

40
Q

Executive attention

A
  • Action planning
  • Allocating attention to goals
  • Error detection and compensation
  • Monitoring progress on tasks
  • Dealing with difficult circumstances
41
Q

Information processing

A

Sustained attention-Focused and extended engagement with:

Object, task, event, or other aspect of the environment

42
Q

Deficiencies in attention

A
  • Salient versus relevant dimensions

- Planfulness

43
Q

Memory

A

Retention of information over time

44
Q

Short-term memory

A

Individuals can retain information up to 30 seconds with no rehearsal

45
Q

Assessing short-term memory

A

Memory-span task

46
Q

How accurate are young children’s long-term memories?

A
  • There are 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
47
Q

Executive Functioning

A

Umbrella-like concept that consists of higher level cognitive processes linked to the development of the brain’s prefrontal cortex
-Managing one’s thoughts to engage in goal-directed behavior and self-control

48
Q

Theory of mind

A

Awareness of one’s own mental process and the mental processes of others

49
Q

Developmental changes

A

Age 18 months- 3 years

  • Children begin to understand three mental states
    1. Perceptions
    2. Desires
    3. Emotions
50
Q

Developmental Changes continued

A 
Age 3 to 5 years
-Children understand false beliefs
Age 5 to 9 years
-Appreciation of the mind
Age 7+ years
-Understand the beliefs and thoughts of others
51
Q

Language Development

A
  • Understanding phonology and morphology
  • Changes in syntax and semantics
  • Advances in pragmatics
  • Young children’s literacy
52
Q

Changes in Syntax and Semantics

A
  • Learn and apply rules of syntax
  • Children learn the words they hear most often, for things and events that interest them, and better in responsive and interactive than in passive contexts
53
Q

Changes in Syntax and Semantics continued

A
  • Best in contexts that are meaningful
  • Best when they access clear information about word meaning
  • Best when grammar and vocabulary are considered
54
Q

Advances in Pragmatics

A

Adapt their speech in different settings

55
Q

Young children’s literacy

A
  • Positive orientation toward reading and writing must be developed
  • Importance of early language skills
    1. Phonological awareness
    2. Readiness for school
    3. Reading achievement in high school
56
Q

Early childhood education

A
  • Variations in early childhood education
  • Education for young children who are disadvantaged
  • Controversies in early childhood education
57
Q

Variations in Early Childhood Education

A
  • Child-centered kindergarten
  • Montessori approach
  • Developmentally appropriate and inappropriate education
58
Q

Child-centered kindergarten

A

Education of the whole child and concern for his or her physical, cognitive, and socioemotional development

59
Q

Montessori approach

A

Child is given freedom and spontaneity in choosing activities

60
Q

Developmentally appropriate practice (DAP)

A

Typical developmental patterns of children and the uniqueness of each child

61
Q

Early Childhood Education

A

Education for young children who are disadvantaged

62
Q

Project head start

A

Conpensatory program designed to provide children from low-income families
-Opportunity to acquire the skills ad experiences important for success in school

63
Q

Controversies in early childhood education

A
  • Curriculum controversy

- Universal education

Psych 250 (5 decks)

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