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Child Psychology > Child Psych - Test #3 > Flashcards

Child Psych - Test #3 Flashcards

1
Q

Body Growth

A
  • Growth slows and is more stable during preschool years.
  • Loss of fat and changing proportions.
  • Cartilage continues to turn to bone.
  • Usually have all 20 primary teeth by the age of 3 years.
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2
Q

Brain Development

A
  • Preschool years = rapid growth for the brain.

- Brain becomes more specialized.

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3
Q

Sleep

A
  • Sleep decreases
  • Giving up naps around 4 yrs old.
  • Bedtime struggles.
  • Sleep disturbances: Nightmares, night terrors, sleep walking, and bedwetting.
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4
Q

Gross Motor Skills

A
  • Improved running and hopping
  • Improved catch and throw
  • Advanced motor skills for playground
  • Organized sports
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5
Q

Fine Motor Skills

A
  • More precise movements.
  • Can feed and dress themselves.
  • Better grip of writing implements means improved drawings.
  • Stages of drawing: (2) Basic scribbles, (3) Shape stage, (3-4) Design stage, (4-5) Pictorial stage
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6
Q

Handedness

A
  • Hand preferences by 2 yrs
  • 90% are right-handed
  • Being left-handed can come with: migraines, allergies, language-based problems, artistic, spatially skilled
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7
Q

Gender Differences in Motor Skills

A 
Boys:
- Muscular
- Active
- Running
- Throwing
Girls:
- Balancing 
- Hopping
- Skipping
- Fine motor skills
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8
Q

Nutrition

A
  • Eat less per kilogram than infants and toddlers
  • Picky eaters
  • Parents should encourage a well-balanced diet
  • Childhood obesity on rise - WHY?
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9
Q

Childhood Obesity in Canada

A

Obesity is linked to:

  • Genetics
  • Regional Differences (Atlantic higher)
  • Socio-economic status (lower at risk)
  • Culture
  • Precipitating event (trauma, move, divorce)
  • Poor nutrition (high sweets & fats, low fruit/veggie)
  • Too little exercise
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10
Q

Why has childhood obesity TRIPLED since 1980s?

A

Parents need to encourage healthy eating…

  1. Make healthy food fun
  2. Involve Child
  3. Model good eating behaviour
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11
Q

Threats to Children’s Development

A
  • Minor illnesses (common)
  • Chronic illness (not common)
  • Stress + poverty = injury and illness
  • Accidents = leading cause of death!
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12
Q

Asthma on the Rise: Doubled since 1908s

A
  1. Genetic
  2. Environmental
    - More common in developed nations
  3. Household
    - Carpet
    - Bedding
    - Pets
    - Smoking
    - Mould
    - Cockroaches
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13
Q

Injury Control Areas:

A
  1. Childproof house
  2. Childproof yard
  3. Car safety
  4. Protective gear
  5. Education
  6. Supervision
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14
Q

Child Maltreatment

A

Abuse: Intentional harm (physical, psychological, sexual)
Neglect: Avoidable harm (physical, psychological, sexual)

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15
Q

Summer Book Club: Not so sunny stories!

A 
Dave Pelzer’s memoirs
- A child called “it”
- The lost boy
- A man named Dave
Jane Elliot’s memoir
- The little prisoner
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16
Q

Consequences of Maltreatment

A
  • Physical: Underweight/malnutrition, sick, hurt, delayed motor skills…
  • Cognitive: Delayed language, concentration difficulties, delayed academic growth…
  • Social/Personality: Aggressive (self/others), withdrawn, poor emotional regulation, depression, anxiety…
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17
Q

Prevention & Intervention

A
  1. Primary services: Prevention
    - General eduction
    - CLSC offers
    - School boards offer milk/meals
  2. Secondary services: Intervention
    - Home visits with support and modelling
    - CLSC or youth centres provide RESPIT
  3. Tertiary services: Child Removal & Prosecution
    - Kinship care
    - Foster care
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18
Q

Piaget’s Pre-operational Stage

A
  • Use of symbols
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19
Q

Characteristics of pre-operational thought (1)

A
  1. Egocentrism: Only their own perspective
    - 3 mountains
    - Telephone
    - Feelings
    - Ideas
20
Q

Characteristics of pre-operational thought (2)

A
  1. Appearance as reality: Object is what is appears

- Halloween

21
Q

Characteristics of pre-operational thought (3)

A
  1. Centration: Narrowly focused thought
    - Conservation
    - Single role (mom, lunch lady …)
    - Types of conservation: Liquid quantity (containers), numbers (coins), length (sticks), mass (clay ball), area (squares)
22
Q

Characteristics of pre-operational thought (4)

A 
4. Improved Theory of Mind: 
Relation between mind and behaviour
- Put yourself in other’s shoes
- Mental states
- Beliefs and behaviour 
(marbles in basket then in box example)
23
Q

Characteristics of pre-operational thought (5)

A
  1. Improved biological theories: Animate vs inanimate objects
    - Movement
    - Growth
    - Internal parts
    - Inheritance
    - Healing
24
Q

Information-Processing Perspectives

A
  • Becomes better at regulating their attention
  • Autobiographical memory begins
  • Counting principles: One-to-one (1-3-b; 1-2-5), Stable order (1-2-5; 1-2-5), Cardinality (1-2-5… there are 5!)
25
Q

Vygotsky’s Theory

A
  1. Zone of Proximal Development:
    - Difference between what can do alone and with help.
  2. Scaffolding:
    - Matching the amount of assistance to the learner’s needs.
  3. Private Speech:
    - Comments intended to regulate own behaviour.
26
Q

Language: Encouraging Word Learning

A
  • Multi-word sentences
  • Talk with not at children
  • Asking children questions while reading
  • Bilingual children learn language as rapidly as monolinguals
27
Q

Overregularization

A
  • Plural: Adding “s” (mouses)

- Past tense: Adding “ed” (eated, haded)

28
Q

How children acquire grammar

A

Nurture:

  • Classical conditioning
  • Operant conditioning
  • Social cognitive learning
  • Cognitive theory
  • Contextual theory

Nature:

  • Inborn neural circuits
  • Brain specialization
    • Broca’s area
    • Wernicke’s area)
  • Critical periods
    • First year (lang)
    • Pre-Ado (2nd land)
  • Only humans
29
Q

Communicating with Others: Taking Turns

A
  • Even before children speak, parents model turn-taking.

- By age 3, children know this is a key rule.

30
Q

Speaking Effectively and Listening Well

A
  • Preschoolers adjust their speech based on the age of the listener and the context
  • Understand that when listeners misunderstand, speakers need to do something, such as repeating what they say.
31
Q

Varieties of Early Childhood Education

A
  • Purpose and quality of preschool or daycare

- Goal of child-cantered programs is to educate the while child

32
Q

Preschool Programs for Economically Disadvantaged Children

A
  • Children from low-income families benefit from high quality daycares/education programs (e.g. head start).
33
Q

Using TV to Educate Preschool Children

A
  • 3 yr olds who watch Sesame Street regularly have larger vocabularies later.
  • Viewers of shows that stress prosocial behaviour, such as Mr. Dress-Up, are more likely to act prosocially.
34
Q

Gender Roles

A
  • Cultural
  • Gender stereotyping
    • Girls at 24 months
    • Boys at 31 months
    • Binding!
35
Q

Gender Identity

A
  • Parents (particularly dads), peers, and media reinforce gender-related behaviour.
  • Gender identity develops gradually
    1. Labbeling (2 yrs)
    2. Stability (3 yrs)
    3. Consistency (4-7 yrs)
  • Achieved gender constancy
  • Evidence for genetic and hormonal influences
  • Preschoolers have the highest self-esteem.
36
Q

Relationships with Parents: The Family as a System

A
  • Parents influence children directly and indirectly.
  • Parents influence each other and both
    are influenced by outside forces (e.g. work)
37
Q

Parenting Behaviour: Dimensions and Styles

A
  • Control vs involvement
  • 4 Styles:
    1. Authoritarian
    2. Authoritative
    3. Indulgent-permissive
    4. Indifferent-uninvolved
38
Q

Parenting Behaviour: Instruction, Observing, and Feedback

A
  1. Direct instruction: Telling children what to do, when, and why.
  2. Observing: Children learn from watching others, including parents, and their treatment of siblings.
  3. Feedback: Reinforcement and punishment (positive and negative).
39
Q

Children’s Contributions

A
  • Parenting is often influenced by children’s behaviour.

- Defiance encourages authoritarian parenting.

40
Q

Family Configuration

A
  • Grandparent styles: Formal, fun-seeking, distant, dispensing-family-wisdom, and surrogate-parent.
  • Children of gay and lesbian parents resemble children of heterosexual parents.
  • Multiple adults are important: Who the adults are seems to matter less than how they care for the children.
41
Q

Sibling Relationships

A
  • Firsts and “onlies” tend to be more adult-and-achievement-oriented; laterborns and popular with their peers.
  • Siblings get along best when (1) they are same sex, (2) neither is emotional, (3) younger enters adolescence, (4) parts don’t show favouritism, and (5) parents have warm relationship with each other.
42
Q

Peer Relationships and Preschoolers’ Play

A
  • Make-believe play: Reflects cultural values and promotes cognitive development.
  • Solitary play: Common and normal unless children just wander aimlessly.
  • Parent’s roles: Include playmate, mediator, and coach.
43
Q

Beginnings of Self-Control

A
  • 1 year: Aware that others impose demands.
  • 2 years: Have internalized some controls.
  • 3 years:Can devise ways to regulate their own behaviour.
  • Ability to maintain self-control is stable over development.
44
Q

Parental Influences

A
  • Parental models are important.
  • Self-control more likely when parents have control themselves.
  • Giving children more opportunities to regulate own behaviour fosters self-control.
  • Children’s temperament affects parents’ efforts to promote self-control.
45
Q

Temperamental Influences on Self-Control

A
  • Naturally fearful respond to parents’ requests.
  • Not naturally fearful respond based on the attachment relationship between parent and child.
  • To improve self-control = need to resist temptation (e.g. long-term goals more important than short-term goals)
46
Q

Learning about Moral Roles

A
  • By age 3, most children can distinguish social conventions (e.g. we can eat french fries, but not green beans, with our fingers) from moral rules.
  • Preschool children can distinguish between lies and mistakes.

Child Psychology (4 decks)

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