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Developmental Psychology > Early Childhood > Flashcards

Early Childhood Flashcards

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1
Q

What is synaptic pruning?

A

Clearing out unneeded synaptic connections and strengthening the important ones

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2
Q

What is myelination?

A

Strengthening of the axons with a fatty compound that serves as a lubricant for the brain to work more efficiently

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3
Q

What gross motor skills does a child of 2-3 years have?

A

Can jump

Can throw and catch a ball, although the upper body remains rigid

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4
Q

What gross motor skills does a child of 3-4 years have?

A

Can walk upstairs with alternating feet
Can walk downstairs leading with one foot
Can throw and catch a ball, although catching usually involves trapping the ball against the chest

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5
Q

What gross motor skills does a child of 4-5 years have?

A

Can walk upstairs and downstairs with alternating feet

Can catch a ball with hands

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6
Q

What gross motor skills does a child of 5-6 years have?

A

Can skip

Can ride a bicycle with training wheels

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7
Q

What fine motor skills does a child of 2-3 years have?

A

Can zip and unzip

Can use a spoon

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8
Q

What fine motor skills does a child of 3-4 years have?

A

Can use child scissors

Can fasten and unfasten large buttons

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9
Q

What fine motor skills does a child of 4-5 years have?

A

Can use a fork well

Can cut on a line using scissors

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10
Q

What fine motor skills does a child of 5-6 years have?

A

Can tie shoes

Can copy some numbers and basic words

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11
Q

What age rage and type of motor skill is: can jump?

A

2-3, gross motor

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12
Q

What age range and type of motor skill is: can throw and catch a ball, although the upper body remains rigid?

A

2-3, gross motor

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13
Q

What age rage and type of motor skill is: can walk upstairs with alternating feet, but downstairs leading with one foot?

A

3-4, gross motor

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14
Q

What age rage and type of motor skill is: can throw and catch a ball, although catching usually involves trapping the ball against the chest?

A

3-4, gross motor

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15
Q

What age rage and type of motor skill is: can walk upstairs and downstairs with alternating feet?

A

4-5, gross motor

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16
Q

What age rage and type of motor skill is: can catch a ball with hands?

A

4-5, gross motor

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17
Q

What age rage and type of motor skill is: can skip?

A

5-6, gross motor

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18
Q

What age rage and type of motor skill is: can ride a bicycle with training wheels?

A

5-6, gross motor

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19
Q

What age rage and type of motor skill is: can zip and unzip?

A

2-3, fine motor

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20
Q

What age rage and type of motor skill is: can use a spoon?

A

2-3, fine motor

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21
Q

What age rage and type of motor skill is: can use scissors?

A

3-4, fine motor

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22
Q

What age rage and type of motor skill is: can fasten and unfasten large buttons?

A

3-4, fine motor

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23
Q

What age rage and type of motor skill is: can use a fork well?

A

4-5, fine motor

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24
Q

What age rage and type of motor skill is: can cut on a line using scissors?

A

4-5, fine motor

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25
Q

What age rage and type of motor skill is: can tie shoes?

A

5-6, fine motor

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26
Q

What age rage and type of motor skill is: can copy some numbers and basic words?

A

5-6, fine motor

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27
Q

What are the 2 substages of the preoperational stage?

A

Symbolic Function and Intuitive Thought

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28
Q

When does the Symbolic Function substage happen?

A

Ages 2-4

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29
Q

When does the Intuitive Thought substage happen?

A

Ages 4-7

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30
Q

What are the 2 main limitations in thinking in the Symbolic Function substage?

A

Animism and Egocentrism

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31
Q

What are the 2 main limitations in thinking in the Intuitive Thought substage?

A

Centration and Conservation

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32
Q

What is animism?

A

The belief that inanimate objects are alive and have human feelings and intentions.

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33
Q

The belief that inanimate objects are alive and have human feelings and intentions.

A

Animism

34
Q

What are the 4 progressions of animism?

A

Up to 4-5 years: almost everything is alive and has a purpose.
5-7 years: only objects that move have a purpose.
7-9 years: only objects that move spontaneously are thought to be alive.
9-12 years: the child understands that only plants and animals are alive.

35
Q

What is egocentrism?

A

Inability to see a situation from another person’s point of view.

36
Q

Inability to see a situation from another person’s point of view.

A

Egocentrism

37
Q

What is centration?

A

The tendency to focus on only one aspect of a situation at a time. Can be seen in both social and non-social contexts.

38
Q

The tendency to focus on only one aspect of a situation at a time. Can be seen in both social and non-social contexts.

A

Centration

39
Q

What is conservation?

A

The understanding that something is the same in quantity even though its appearance changes.

40
Q

The understanding that something is the same in quantity even though its appearance changes.

A

Conservation

41
Q

What were Piaget’s 4 conclusions regarding children’s thinking?

A

Understanding of situations is ‘perception bound’.
Thinking is ‘centered’ on one aspect of the situation.
Thinking is focused on states rather than transformations.
Thinking is ‘irreversible’ in that a child cannot understand that a reverse transformation would return the material to its original state.

42
Q

What is the zone of proximal development?

A

The space between what a child can do herself and what she can do when assisted by an expert.

43
Q

The space between what a child can do herself and what she can do when assisted by an expert.

A

Zone of Proximal Development

44
Q

What is scaffolding?

A

Giving the child an appropriate amount of support as she grows.

45
Q

Giving the child an appropriate amount of support as she grows.

A

Scaffolding

46
Q

What is the semiotic function?

A

When the child can mentally represent events and objects.

47
Q

When the child can mentally represent events and objects.

A

Semiotic Function

48
Q

What is artificialism?

A

The belief that certain aspects of the environment are manmade (like clouds).

49
Q

The belief that certain aspects of the environment are manmade (like clouds).

A

Artificialism

50
Q

What is irreversibility?

A

The inability to reverse the direction of a sequence of events to their starting point.

51
Q

The inability to reverse the direction of a sequence of events to their starting point.

A

Irreversibility

52
Q

What is parallel play?

A

When children are in their own world, playing next to each other. The purpose of speech is to externalize the child’s thinking rather than to communicate with others.

53
Q

When children are in their own world, playing next to each other. The purpose of speech is to externalize the child’s thinking rather than to communicate with others.

A

Parallel play

54
Q

What is pretend (or symbolic) play?

A

When toddlers pretend to be people they are not, and use props to symbolize real life objects. Egocentrism declines and children begin to enjoy the participation of another child in their games. “Let’s pretend” play becomes important.

55
Q

When toddlers pretend to be people they are not, and use props to symbolize real life objects. Egocentrism declines and children begin to enjoy the participation of another child in their games. “Let’s pretend” play becomes important.

A

Pretend (or symbolic) play

56
Q

What did Piaget think about language?

A

Language doesn’t facilitate cognitive development, but just reflects what the child already knows. In other words, cognitive development promotes language development, not vice versa.

57
Q

What did 4, 6, and 7-8 year-olds choose in the 3 mountains task?

A

4 year-olds almost always chose a picture that they could see.
6 year-olds chose a different picture from what they saw , but rarely the correct one.
7 and 8 year-olds consistently chose the correct picture.

58
Q

What are the critiques of the 3 mountains task?

A 
This task may have underestimated children's abilities due to: 
complicated language
unfamiliar materials
lack of context
children misinterpreting the intention
59
Q

What did the policeman doll study find?

A

90% of 3.5-5 year-olds were successful.
90% of 4 year-olds were successful even with 3 policemen and more walls.
This was an easier task for children to understand.
Differences in meaning that children ascribe to a situation might cause them to pass or fail a task.

60
Q

What did the turntable task find?

A

With ‘mountains’ model, 3 year-olds selected the correct view 42% of the time. 4 year-olds selected the correct view 67% of the time.
With other displays, 3 year-olds selected the correct view 80% of the time. 4 year-olds selected the correct view 93% of the time.

61
Q

How does gender differ from sex?

A

Sex refers to the biological dimensions of being male or female. Gender refers to the social dimensions of being male or female.

62
Q

What are the biological influences on gender development?

A

The 23rd pair of chromosomes determines how our sex and sex hormones influence the development of sex characteristics.
Differences in brain structure and function are being noted in neuroscience research

63
Q

What are the social influences on gender development?

A

From birth, others treat boys and girls differently, even accidentally.
Examples: people might be more protective of girls, or more accepting of rough behavior in boys

64
Q

What are the cognitive influences on gender development?

A

Children obtain knowledge from the world and incorporate it into their own understanding.
Gender schema theory states that children have a desire to conform to societal standards and may act in ways in keeping with their respective gender.

65
Q

What is Gender Schema Theory?

A

Children have a desire to conform to societal standards and may act in ways in keeping with their respective gender.

66
Q

Children have a desire to conform to societal standards and may act in ways in keeping with their respective gender.

A

Gender Schema Theory

67
Q

What is Gender Constancy?

A

The knowledge that one’s sex remains the same even if outward appearance changes. This is similar to Piaget’s idea of conservation.

68
Q

The knowledge that one’s sex remains the same even if outward appearance changes. This is similar to Piaget’s idea of conservation.

A

Gender Constancy

69
Q

Which parenting style has low responsiveness and high demandingness?

A

Authoritarian

70
Q

Which parenting style has high responsiveness and high demandingness?

A

Authoritative

71
Q

Which parenting style has high responsiveness and low demandingness?

A

Permissive

72
Q

Which parenting style has low responsiveness and low demandingness?

A

Neglectful

73
Q

What responsiveness and demandingness does authoritarian parenting exhibit?

A

Low, high

74
Q

What responsiveness and demandingness does authoritative parenting exhibit?

A

High, high

75
Q

What responsiveness and demandingness does permissive parenting exhibit?

A

High, low

76
Q

What responsiveness and demandingness does neglectful parenting exhibit?

A

Low, low

77
Q

Describe authoritarian parents

A

Parents are more removed from their children. Set a firm boundary between parenting and child roles. Set rules and expect them to be followed without question.

78
Q

Describe authoritative parents

A

Ideal type of parents. Balance high levels of communication and affection with appropriate limits on child’s behavior. Children with authoritative parents have the best chance of developing strong social skills.

79
Q

Describe permissive parents

A

Parents are indulgent and do not set limits on the child. May result in children who do not develop self-control.

80
Q

Describe neglectful parents

A

Parents are largely removed from their children’s lives. Can potentially cross the line into maltreatment/child abuse. Incidentally, child abuse typically occurs in children under 7 , and the majority of children who die from abuse are under 3.

81
Q

What were the recurring themes of the Plowden Report?

A 
Individual learning
Flexibility in the curriculum
Centrality of play in the child's learning
Use of the environment
Learning by discovery
Evaluation of children's progress
82
Q

According to Piaget, how should teachers encourage learning?

A

Focus on the process of learning rather than the end product
Use active methods that require rediscovering or reconstructing “truths”
Use both collaborative and individual activities
Devise situations that present useful problems and create disequilibrium in the child
Evaluate the level of the child’s development so suitable tasks can be set

Developmental Psychology (8 decks)

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