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Child and Adolescent Development > Child and Ado > Flashcards

Child and Ado Flashcards

1
Q

change in the child that occurs over time

A

Child Development

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2
Q

from conception to birth

A

Prenatal period

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3
Q

birth to 2 years old

A

Infancy and toddlerhood

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4
Q

2-6 years old

A

Early childhood

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5
Q

6-12 years old

A

Middle childhood

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6
Q

12-19

A

Adolescence

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7
Q

type of domain under size, body proportion, appearance, brain development, perception, capacities, and physical health

A

Physical Domain

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8
Q

thought processes and intellectual abilities including attention, memory, problem solving, imagination, creativity, academic and everyday knowledge, metacognition, and language

A

Cognitive Domain

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9
Q

self-knowledge (self-esteem, metacognition, sexual identity, ethnic identity), moral reasoning, understanding and expression of emotions

A

Social/ Emotional Domain

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10
Q

children seen as little adults

A

Preformationism

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11
Q

children were born evil, and must be civilized

A

Reformation Period

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12
Q

children develop in response to nurturing where John Locke believed in tabula rasa

A

Age of Enlightenment

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13
Q

forerunner of behaviorism

A

John Locke

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14
Q

children were noble savages, born with an innate sense of morality ; the timing of growth should not be interfered with

A

Age of Reason

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15
Q

forerunner of maturationalist beliefs

A

Jean-Jacques Rosseau

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16
Q

period of natural selection and survival of the fittest

A

Industrial Revolution

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17
Q

forerunner of ethology wherein he made parallels between human prenatal growth and other animals

A

Charles Darwin

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18
Q

children was seen as worthy of special attention and laws were passed to protect children

A

20th Century

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19
Q

theory that emphasized that a child’s personality is formed by the ways which his parents managed his sexual and agressive drives

A

Psychosexual Theory

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20
Q

beliefs focus on the formation of personality wherein children move through various stages, confronting conflicts between biological drives and social expectations

A

Psychoanalytical Theories

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21
Q

theory emphasized that at each stage, the child acquires attitudes and skills resulting from the successful negotiation of the psychological conflict

A

Psychosocial Theory

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22
Q

Erikson’s 1st stage wherein significant relation is maternal

A

Basic Trust vs. Basic Mistrust (Infancy)

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23
Q

Erikson’s 2nd stage wherein the significant relations are from paternal person

A

Autonomy vs. Shame and Doubt (Early Childhood)

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24
Q

Erikson’s 3rd change wherein basic family is the significant person

A

Initiative vs Guilt (play age)

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25
Q

Erikson’s 4th stage wherein neighborhood and school are the significant relations

A

Industry vs. Inferiority (school age)

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26
Q

Erikson’s 5th stage wherein significant relations are from peer groups/ out groups; models of leadership

A

Identity vs. Identity Confusion (young adulthood)

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27
Q

Erikson’s 6th stage wherein significant relations are from partners in friendship, sex, competition, cooperation

A

Intimacy vs. Isolation (young adulthood)

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28
Q

Erikson’s 7th stage wherein significant relations are divided in labor and shared household

A

Generativity vs. Stagnation (adulthood)

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29
Q

Erikson’s 8th stage wherein significant relation is based on human kind

A

Integrity vs. Despair (old age)

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30
Q

basic trust vs basic trust strength

A

hope

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31
Q

autonomy vs shame and doubt strength

A

will

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32
Q

initiative vs guilt strength

A

purpose

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33
Q

industry vs inferiority strength

A

competence

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34
Q

identity vs identity confusion strength

A

fidelity

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35
Q

intimacy vs isolation strength

A

love

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36
Q

generativity vs stagnation strength

A

care

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37
Q

integrity vs despair strength

A

wisdom

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38
Q

Psychosexual stage wherein activities are sucking, biting, and chewing

A

Oral

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39
Q

Psychosexual activities are on toilet training and bladder control

A

Anal

40
Q

Psychosexual activity on genitals such as masturbation

A

Phallic

41
Q

Psychosexual activity is on repression of sexual feelings

A

Latency

42
Q

Psychosexual activity is on maturation of sexual orientation

A

Genital

43
Q

developed as a response to psychoanalytical theories

A

Behaviorism

44
Q

Father of American Behaviorist theory

A

John Watson

45
Q

proposed that children operate on their environment, operational conditioning

A

B.F. Skinner

46
Q

stressed how children learn by observation and imitation

A

Albert Bandura

47
Q

theory that children gradually become more selective in what they imitate

A

Social Learning Theory

48
Q

they believed that there is a predetermined biological timetable in age and children’s growth and behavior

A

G. Stanley Hall and Arnold Gesell

49
Q

involves growth in terms of behavior, skills, and environment

A

Development

50
Q

changes that are results of heredity

A

Maturation

51
Q

pertains to physical change and increase in size

A

Growth

52
Q

development wherein the child acquires new skills and information with the help or assistance of an adult or adult peer

A

Zone of Proximal Development

53
Q

process of transmitting biological traits from parents to offspring through genes

A

heredity

54
Q

refers to the sorrounding condition that influences growth and development

A

Environment

55
Q

ideas based on observations and other kinds of evidences which are organized in a systematic manner

A

theory

56
Q

views development in terms of evolutionary concepts

A

Ethological Theory

57
Q

refers to the emotional bond to another person

A

Attachment

58
Q

Eric Brofenbrenner’s theory of development which the process is a joint function of the person and all levels of the environment

A

Ecological Theory

59
Q

theory wheron Lev Vygotsky beliefs that the child is socially dependent at the beginning of his cognitive life

A

Sociohistoric- Cognitive/ Linguistic Theory

60
Q

enviroment system wherein the individual lives

A

microsystem

61
Q

relations between the Microsystems or connections between contexts

A

Mesosystem

62
Q

environment system when experiences in another social setting in which the individual does not have an active role influences what s/he experiences in an immediate context

A

Exosystem

63
Q

involves the culture in which individuals live

A

Macrosystem

64
Q

patterning of environmental events and transitions over one’s life span includes sociohistorical circumstances

A

Chronosystem

65
Q

theory emphasizing that learning is basic and that it continues throughout life span.

A

Havinghurst’s Developmental Task Theory

66
Q

developmental task: eat, walk, talk, form simple concepts of soci and physical reality

A

Infancy

67
Q

developmental task: learn physical skills, healthy attitudes towards oneself, socialize, gender role, basic skills of reading, writing, and arithmetic

A

Middle Childhood

68
Q

developmental task: establish more mature relationships with same-age individuals of both sexes, achieve masculime or feminine social role, accept own body, develop a set of values that guides behavior

A

Adolescence

69
Q

developmental task: select a partner, learn to live with a partner, start a family, established career, assume civic responsibilities, become part of social group

A

Early Adulthood

70
Q

developmental task: fulfill civic and social responsibilities, maintain an economic standard of living, assist adolescent children to become responsible, happy adults, adjust to physiological changes, adjuat to aging parenys

A

Middle Adulthood

71
Q

developmental task: adjust to physiological changes and alterations in health status, retirement, death of spouse, affiliation worth one’s age group, civic and social responsibilities, satisfactory living arrangements

A

Later Maturity

72
Q

Piaget’s phase where sensory organs and muscles become more functional

A

Sensorimotor (birth to 2 years)

73
Q

Piaget’s phase where emerging ability to think starts and children use symbolism ( images and languages) to represent and understand various aspects of environment

A

Preoperational (2-7 years)

74
Q

Piaget’s phase wherein a child learns to reason about events between here-and-now. They can understand the basic properties of and relations among objects and events in everyday world and solve concrete (hands-on) problem in logical fashion

A

Concrete Operations (7-11 years)

75
Q

Piaget’s phase wherein a child is able to see relationships and to reason in the abstract

A

Formal Operations ( 11+ years)

76
Q

Kohlberg’s stage of moral developmemt wherein authority figures are obeyed.

A

Pre-conventional

77
Q

Kohlberg’s stage of moral developmemt wherein cordial interpersonal relationships are maintained

A

Conventional

78
Q

Kohlberg’s stage of moral developmemt wherein individual understands the morality of having democratically established laws

A

Post-Conventional

79
Q

Kohlberg’s stage in which a deed is perceived as “wrong” if one is punished; the activity is right if one is punished

A

Stage 1: Punishment and Obedience Orientation

80
Q

Kohlberg’s stage wherein “right” is defined as that which is acceptable to and approved by the self. When actions satisfy one’s needs, they are “right”.

A

Stage 2: Instrumental-Relativist Orientation

81
Q

Kohlberg’s stage in which authority is respected

A

Stage 3: Interpersonal Concordance

82
Q

Kohlberg’s stage in which individual feels “duty bound” to maintain social order. Behavior is “right” when it conforms to the rules

A

Stage 4: Law and Order Orientation

83
Q

Kohlberg’s stage in which it is “wrong” to violate others’ rights.

A

Stage 5: Social Contract Orientation

84
Q

Kohlberg’s stage in which a person understands the principles of human rights and personal conscience.

A

Stage 6: Universal Ethics Orientation

85
Q

influence by environment

A

nurture

86
Q

responsible for our physical characteristics such as hair, eye color, and physical features

A

Nature

87
Q

development proceeds from the head downward

A

cephalocaudal principle

88
Q

development proceeds from the center of the body outward

A

proximodistal devwlopment

89
Q

3 Phases of Prenatal Stage (conception to birth)

A

Germinal (fertilization-2 weeks), Embryonic ( 2weeks to 2-8 mos.), Fetal ( 8 weeks to birth)

90
Q

stage of birth-2 weeks

A

Infancy

91
Q

2nd week to second year of life

A

Babyhood

92
Q

2-6 years old

A

Early Childhood

93
Q

6-10/12 years old

A

Late Childhood

94
Q

10-12/13/14 years old

A

Preadolescence or Puberty

95
Q

13-14 years old

A

Adolescence

96
Q

20-65 years old

A

Adulthood

97
Q

65 yrs. old and above

A

Old Age

Child and Adolescent Development (1 decks)

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