Chapter 9 Flashcards
Obesity
A greater-than-20-percent increase over healthy weight, based on body mass index (BMI) - a ratio of weight to height associated with body fat. A BMI above the 85th percentile for a child’s age and sex is considered over-weight, a BMI above the 95th percentile obese.
Flexibility
Compared with preschoolers, school-age children are physically more pliable and elastic, a difference evident as they swing, bats, kick balls, jump over hurdles, and execute tumbling routines.
Balance
Improved balance supports many athletic skills including running, hopping skipping, throwing, kicking, and the rapid changes of direction required in many teams sports.
Agility
Quicker and more accurate movements are evident in the fancy footwork of dance and cheerleading and in the forward, backward, and sideways motions used to dodge opponents in tag and soccer.
Force
Older youngsters can throw and kick a ball harder and propel themselves farther off the ground when running and jumping than they could at earlier ages.
Rough-and-Tumble Play
This friendly chasing and play-fighting
Dominance Hierarchy
A stable ordering of group members that predicts who will win when conflict arises
Concrete Operational Stage
Piaget
7-11
Compared with early childhood, thought is more logical, flexible, and organized
Reversibility
The capacity to think through a series of steps and then mentally reverse direction, returning to the starting point.
Seriation
The ability to order items along a quantitative dimension, such as length or weight
Transitive Inference
The concrete operational child can also seriate mentally
Cognitive Maps
Their mental representations of spaces such as a classroom, school, or neighborhood.
Attention-Deficit Hyperactivity Disorder (ADHD)
Which involves inattention, impulsivity, and excessive motor activity resulting in academic and social problems.
Rehearsal
Repeating the information to herself
Organization
Grouping related items together
Elaboration
Creating a relationship, or shared meaning, between two or more pieces of information that do not belong to the same category
Semantic Memory
During middle childhood, children’s general knowledge base
Societal Modernization
Indicated by the presence of books, writing tablets, electricity, radio, TV, and other economically advantageous resource in homes
Theory of Mind
Or set of ideas about mental activities
Metacognitiion
The awareness of thought
Second-Order False Belief
Enables children to pinpoint the reasons that another person arrived at a certain belief
Recursive Thought
To reason simultaneously about what two or more people are thinking, a form of perspective taking
Cognitive Self-Regulation
The process of continuously monitoring progress toward a goal, checking outcomes, and redirecting unsuccessful efforts
Academic Self-Efficacy
Confidence in their own ability
Phonological Awareness
Facilitates the transition from emergent literacy to conventional reading
Whole-Language Approach
Argued that from the beginning, children should be exposed to text in its complete form - stories, poems, letters, posters, and lists
Phonics Approach
Believing that children should first be coached on phonics, the basic rules for translating written symbols into sounds. Only after mastering these skills should they get complex reading material.
Factor Analysis
Identifies the various abilities that intelligence tests measure
Triarchic Theory of Successful Intelligence
Identifies three broad, interacting intelligences:
- ) Analytical Intelligence: information-processing skills
- ) Creative Intelligence: the capacity to solve novel problems
- ) Practical Intelligence: application of intellectual skills in everyday situations
Theory of Multiple Intelligences
Defines intelligence in terms of distinct sets of processing operations that permit individuals to engage in a wide range of culturally valued activities. Dismissing the idea of general intelligence, Gardner proposes at least eight independent intelligences.
Flynn Effect
IQs have increased steadily from one generation to the next
Stereotype Threat
The fear of being judged on the basis of a negative stereotype can trigger anxiety that interferes with performance.
Dynamic Assessment
An innovation consistent with Vygotsky’s zone of proximal development, the adult introduces purposeful teaching into the testing situation to find out what the child can attain with social support
Traditional Classroom
The teacher is the sole authority for knowledge, rules, and decision making. Students are relatively passive - listening, responding when called on, and completing teacher-assigned tasks. Their progress is evaluated by how well they keep pace with a uniform set of standards for their grade.
Constructivist Classroom
In contrast, encourages students to construct their own knowledge. Although constructivist approaches vary, many are grounded in Piaget’s theory, which views children as active agents who reflect on and coordinate their own thoughts rather than absorbing those of others.
Social-Constructivist Classroom
Children participate in a wide range of challenging activities with teachers and peers, with whom they jointly construct understanding. As children acquire knowledge and strategies through working together, they become competent, contributing members of their classroom community and advance in cognitive and social development
Cooperative Learning
In which small groups of classmates work toward common goals - by considering one another’s ideas, appropriately challenging one another, providing sufficient explanations to correct misunderstandings, and resolving differences of opinion on the basis of reasons and evidence
Educational Self-Fulfilling Prophecies
Children may adopt teacher’s positive or negative views and start to live up to them
Inclusive Classrooms
Students with learning difficulties learn alongside typical students in the regular educational setting for all or part of the school day - a practice designed to prepare them for participation in society and to combat prejudices against individuals with disabilities
Learning Disabilities
Students have great difficulty with one or more aspect of learning, usually reading. As a result, their achievement is considerably behind what would be expected on the basis of their IQ
Gifted Children
Those displaying exceptional intellectual strengths
Creativity
The ability to produce work that is original yet appropriate - something others have not thought of that is useful in some way
Divergent Thinking
The generation of multiple and unusual possibilities when faced with a task or problem.
Convergent Thinking
Involved arriving at a single correct answer and is emphasized on intelligence tests
Talent
Outstanding performance in a specific field
