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Lifespan Development PSYC 333 > Early Childhood > Flashcards

Early Childhood Flashcards

1
Q

brain and nervous system

A
  • brain growth, synapse formation, myelinization continue
  • lateralization
  • maturation of hippocampus
  • handedness
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2
Q

lateralization

A
  • corpus callosum grows and matures most during this time
  • genes provide mechanism for lateralization
  • experience shapes pace
  • language primarily centered in the left brain
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3
Q

maturation of hippocampus

A

probably accounts for improvements in memory functions across preschool years

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4
Q

handedness

A
  • develops from 2 to 6 years old
  • right = dominant gene
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5
Q

types of play and cognitive development

A
  • sensorimotor (around 12 months)
  • constructive (around 2 years)
  • first pretend (around 15-21 months)
  • substitute pretend (around 2-3 years)
  • sociodramatic (around 3-4 years)
  • rule-governed (around 4-5 years)
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6
Q

sensorimotor play

A
  • exploring
  • manipulating objects with senses
  • trial and error
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7
Q

constructive play

A
  • use objects to build or construct
  • drawing, building, digging
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8
Q

first pretend play

A
  • toy is used for its actual purpose
  • later, recipients of pretend action becomes another person or toy
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9
Q

substitute pretend play

A
  • begin to use objects to stand for something different
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10
Q

sociodramatic play

A
  • start understanding roles and creating imaginary companions
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11
Q

rule-governed play

A
  • must go through sociodramatic play first
  • some rules are set for negotiation
  • there is a reason behind the role
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12
Q

Piaget preoperational stage

A
  • children become proficient in use of symbols and thinking/communicating
  • have difficulty thinking logically
  • centration
  • conservation
  • egocentrism
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13
Q

centration

A

children can only think of the world one variable at a time

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14
Q

conservation

A
  • understanding that matter can change in appearance without changing in quantity
  • not developed before 5 years old
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15
Q

egocentrism

A
  • young child’s belief that everyone sees and experiences the world the way they do
  • project their perspective
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16
Q

theory of mind

A
  • understanding that people have thoughts, desires, feelings, beliefs, other than their own
  • observable around 4-5 years old
  • false belief principle
  • important observations/tests: Sally and Anne test, Smarties Test
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17
Q

developing theory of mind

A
  • correlated with performance on Piaget’s tasks
  • enhanced by pretend play, shared pretense with other children
  • some level of language facility may be necessary
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18
Q

the beginning of lies

A
  • children start lying when they begin to develop ToM
  • they understand the reality of others
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19
Q

emotional empathy and ToM

A
  • emotional empathy not related to ToM
  • development of aggression and prosocial behaviour early on
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20
Q

challenges to Piaget’s view

A
  • observations are generally confirmed
  • preschoolers are more cognitively developed than Piaget thought
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21
Q

Vygotsky’s sociocultural theory

A
  • primitive stage
  • naive psychology stage
  • egocentric speech stage
  • ingrowth stage
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22
Q

primitive stage

A

infant possesses mental processes similar to animals

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23
Q

naive psychology stage

A
  • learns to use language to communicate
  • does not understand symbols
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24
Q

egocentric speech stage

A
  • uses language as guide to solve problems
  • becomes internalized by the end of early childhood
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25
Q

ingrowth stage

A
  • inner speech develops
  • logical thinking results from internalization of speech acquired from children/adults in social world
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26
Q

inner speech in the modern world

A

has been theorized that not everybody has inner speech

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27
Q

fast-mapping

A
  • vocabulary grows rapidly
  • ability to categorically link new word’s meaning
  • leads to child usingthe word often
  • gains feedback on whether their hypothesis is correct
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28
Q

grammar explosion

A
  • questions and negatives
  • overregularization (overgeneralization)
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29
Q

questions and negatives

A

set of rules used that do not match adult speech

30
Q

overregularization

A

using grammar rules when they do not apply

31
Q

phonological awareness

A
  • understand sound patterns of language they are acquiring
  • knowledge of language’s system for representing sounds with letters
  • can be learned in school through instruction
  • increase in phonological awareness = faster rate of learning how to read
  • invented spelling
32
Q

phonological awareness primarily develops through ____

A

play
- nursery rhymes
- repetitive word games

33
Q

invented spelling

A

strategy children use with phonological awareness skills when they write

34
Q

psychoanalytic perspective

A
  • autonomy vs shame and doubt
  • centers around child’s new mobility and accompanying desire for mobility
  • initiative vs guilt is ushered in by new cognitive skills
  • key period = balance between emerging skills/desires for independence + parent’s need to protect and control child
35
Q

social cognitive theory

A

socialand personality development in early childhood = related to improvements in cognitive domain

36
Q

social cognitive theory: person perception

A

ability to classify others according to categories such as age, gender, race

37
Q

social cognitive theory: understanding social conventions

A

able to distinguish social conventions and moral rules

38
Q

social cognitive theory: understanding others’ intentions

A

children understand that intentional wrongdoing = deserving of greater punishment than unintentional rule transgressions

39
Q

sociocultural theory: zone of proximal development

A

child depends on more knowledge guide to learn

40
Q

attachment

A
  • attachment quality predicts B during preschool years
41
Q

secure attachments

A

increases likelihood of having positive relationships with teachers

42
Q

insecure attachments

A

increases likelihood of having negative, critical attitudes towards teachers and themselves

43
Q

attachment in school

A

insecure-avoidant = overly self-reliant
insecure ambivalent = attention seeker
disorganized = unpredictable, highly anxious

44
Q

Baumrind’s parenting key components

A
  • warmth or nurturance
  • clarity + consistency of rules
  • levels of expectations
  • communication between parent and child
45
Q

Baumrind’s parenting key components

A
  • warmth or nurturance
  • clarity + consistency of rules
  • levels of expectations
  • communication between parent and child
46
Q

Baumrind’s parenting styles

A
  • authoritarian
  • permissive
  • authoritative
  • uninvolved
47
Q

authoritarian parenting style

A

-low nurturance and communication
- high control and maturity demands

48
Q

permissive parenting style

A
  • high nurturance
  • low maturity demands, control, communication
49
Q

authoritative parenting style

A

high nurturance, maturity demands, control, communication

50
Q

ininvolved parenting style

A
  • low nurturance, maturity demands, control, communication
  • produces the most consistently negative outcomes
51
Q

discipline

A
  • training that develops self-control, moral character, proper conduct
  • difficult to establish effects of discipline
  • different discipline styles work on different temperaments
52
Q

parenting styles and outcomes: authoritative

A

energetic and friendly children

53
Q

parenting styles and outcomes: authoritarian

A

conflicted and irritable children

54
Q

parenting styles and outcomes: permissive

A

impulsive and aggressive children

55
Q

parenting style causes

A
  • ability to adapt to stressful situations
  • children’s behaviour
  • education
  • family of origin
  • family environment
  • mental health
  • personality
  • perspective taking ability
  • relationship between each other
56
Q

ethnicity and SES effects on parenting styles

A
  • style = dependent on cultural context
  • style = common in all SES
  • lower SES = increase in risk factors
57
Q

peer relationships

A
  • child’s family experience = central influence 2-6 years
  • involves social skills
  • involves play
58
Q

social skills

A
  • set of behaviours
  • involve being accepted as a play partner or friend by peers
59
Q

play in terms of peer relationships

A
  • solitary play (all ages)
  • parallel play (14-18months)
  • associative play (18 months)
  • cooperative play (3-4 years)
60
Q

aggression

A
  • behaviour intended to injure and harm another person
  • aggressive B tends to run in families
  • harsh punitive parenting is linked with aggression
  • reinforcement and modeling play a role in aggression
  • PA and IA almost always occur together
  • low level of PA and IA between 2-8 years
61
Q

physical aggression

A
  • peaks at around age 2
62
Q

indirect aggression

A
  • peaks at around age 11
63
Q

research on aggression

A
  • vast majority of preschool children use physical aggression
  • vast majority leans to use other means of solving problems with age
  • girls learn more quickly than boys
  • only 5% of male and a few females = chronically physically aggressive by adolescence
64
Q

prosocial behaviour

A
  • conduct intended to help and benefit other people
  • typically measured/observed by the action taken by the person
65
Q

altruism

A
  • intrinsically motvated conduct intended to help others without expectation of reward
  • can be detrimental to the person
66
Q

parents of prosocial behaviour and altruistic children

A
  • create a loving warm environment
  • provide prosocial attributions
  • look for opportunities for children to do helpful things
  • model through generous behaviour
67
Q

friendships (18 months)

A
  • important changes in social behaviour
  • early hints of playmate preference or individual friendships
68
Q

friendships (3 years)

A

20% children have stable play mates

69
Q

friendships (4 years)

A

more than 60% spend 30% of time with other child

70
Q

importance of stable friendships in early childhood

A

related to social competence during elementary school years

Lifespan Development PSYC 333 (11 decks)

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