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PSYCH 223 > Early Childhood > Flashcards

Early Childhood Flashcards

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1
Q

Corpus Callosum

A

the thick bundle of nerve fibers that connects the left and right hemispheres of the brain

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2
Q

Plasticity

A

the tendency of new parts of the brain to take up the functions of injured parts

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3
Q

Gross Motor Skills

A

skills employing the large muscles used in locomotion

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4
Q

Fine Motor Skills

A

skills employing the large muscles used in manipulation, such as those in the fingers

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5
Q

Nightmares

A

dreams of disturbing and vivid content

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6
Q

Sleep Terrors

A

frightening dreamlike experiences that occur during the deepest stage of non-REM sleep, shortly after the child has gone to sleep

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7
Q

Somnambulism

A

sleepwalking

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8
Q

Enuresis

A

failure to control the bladder (urination) once the normal age for control has been reached

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9
Q

Bed-Wetting

A

failure to control the bladder during the night

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10
Q

Encopresis

A

failure to control the bowels once the normal age for bowel control has been reached, also called soiling

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11
Q

Preoperational Stage

A

Piaget’s second stage of development, characterized by inflexible and irreversible mental manipulation of symbols

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12
Q

Symbolic Play

A

play in which children make believe that objects and toys are other than what they are, also called pretend play

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13
Q

Egocentrism

A

putting oneself at the center of things such that one is unable to perceive the world from another person’s point of view

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14
Q

Precausal

A

a type of thought in which natural cause-and-effect relationships are attributed to will and other preoperational concepts

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15
Q

Transductive Reasoning

A

faulty reasoning that links one specific isolated event to another specific isolated event

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16
Q

Animism

A

the attribution of life and intentionality to inanimate objects

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17
Q

Conservation

A

in cognitive psychology, the principle that properties of substances such as weight and mass remain the same (are conserved) when superficial characteristics such as their shapes or arrangement are changed

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18
Q

Theory of Mind

A

the understanding that people are mental beings who have their own mental states, including thoughts, wishes, feelings that differ from our own

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19
Q

Appearance-Reality Distinction

A

the difference between real events on the one hand and mental events, fantasies and misleading appearances on the other hand

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20
Q

Scripts

A

abstract, generalized accounts of familiar repeated events

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21
Q

Autobiographical Memory

A

the memory of specific episodes or events

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22
Q

Rehearsal

A

a strategy that uses repetition to remember information

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23
Q

Fast-Mapping

A

a process of quickly determining a word’s meaning, which facilitates children’s vocabulary development

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24
Q

Overregularization

A

the application of regular grammatical rules for forming inflections to irregular verbs and nouns

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25
Q

Pragmatics

A

the practical aspects of communication, such as adaptation of language to fit the social situation

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26
Q

Inner Speech

A

Vygotsky’s concept of the ultimate binding of language and thought, inner speech originates in vocalizations that may regulate the child’s behavior and become internalized by age 6 or 7

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27
Q

What is growth in early childhood?

A

decelerate when compared to infancy

about 5 to 8 cm and 2 to 3 kg per year

less round and more slender

body proportions are more similar to those of adults

muscle size increases and bones become more sturdier

sense organs continue to develop

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28
Q

What is nutrition for kids in early childhood?

A

need less food
let the child decide how much to eat
obesity/overweight: 1/3 at risk, 14% are overweight, 6% are obese
why: watching tv, spending less time outside playing, sugary drinks
what to do: drink more water, have meals as a family
iron deficiency
parents as role models

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29
Q

What is brain development in early childhood?

A

corpus callosum becomes considerably thicker

lateralization and specialization becomes more pronounced (can lose brain function, but still high plasticity)

myelination of reticular formation and hippocampus (related to attention/concentration and long term memory improvements)

growth in the nerves connecting the cerebellum to the cerebral cortex (related to advances in preschooler’s motor skills)

brain growth spurts are linked to advances in cognitive skills (causality/directionality)

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30
Q

What are fine motor skills in early childhood?

A

small muscles, hands and wrists

handedness becomes well established

right vs. left, show preference by 1 year, lefties might have trouble with language (dyslexia)

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31
Q

What are the drawing stages in early childhood?

A

Scribbles: up to 30 months, don’t have much coordination

Single Units: 30 to 46 months, lift pencil after they are done with the shape, one line

Differentiated Figures: 46 months to 7 years, go back and add on to the shape

Integrated Whole: 7+ years, more realistic and easy to understand what the drawing is

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32
Q

What is sleep in early childhood?

A

between 10 and 13 hours

nightmares (light sleep)

sleep terrors and sleepwalking: deep sleep (non REM), wanes with age, brain gets more mature, incidence drops with age

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33
Q

What are some disorders in toilet training?

A

enuresis: failure to control bladder, twice a week, after 5, bed wetting, maturity of the bladder

encopresis: failure to control bowels, physical and psychological causes (stress)

both are more common in boys

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34
Q

What are some major illnesses in early childhood?

A

advances in immunization and medication, in developing countries 8 to 9 million die every year, pneumonia, diarrhea, measles, tetanus, whopping cough, tuberculosis

accidents are the leading cause of death in Canadian children, high levels of energy combined with curiosity and lack of judgement, but single most common cause of death is by motor vehicles accidents

second-hand smoke: ear infections, asthma, cough, lung infections, SIDS

35
Q

What are adverse childhood experiences?

A

patterns of adversity: neglect, exposure to intimate partner violence, physical abuse, emotional maltreatment, sexual abuse

risk factors: sociocultural factors, characteristic of the child, characteristics of the abuser, household stress

outcomes: exposure effect, intergenerational risk, high level of stress hormones

preventive measures: education and identification of families at risk, report of suspect neglect and abuse

36
Q

What is Piaget’s Preoperational Stage?

A

operations: organized, formal, logical mental processes

symbolic function: pretend play, imaginary friends (first or only child), not able to do operations

egocentrism: speech and thought, fail perspective-taking activities, can’t understand how people can have a different perspective then them

centration: no conservation or transformation, one variable at a time, irreversibility, appearance equal reality, do not understand class inclusion

precausal thought: transductive reasoning, animism, artificialism

critiques: researchers think that children can do more than Piaget thought

37
Q

What is the relationship between play and cognitive development?

A

1 to 2 years: first pretend play, pretend to drink tea from cup

2 years: constructive play, building blocks

2 to 3 years: substitute play, more advanced pretend play

4 years: sociodramatic play, pretend they are someone else

5 to 6 years: rule-governed play, board games

38
Q

What is theory of mind?

A

understand the link between thinking or feeling and behavior by age 3

understands that people have different mental states by age 4 or 5

false belief tasks, needs a basic language skill (like words such as want, think, feel, remember), understands that different senses give you different kinds of info

understands that people have mental states about their own mental states by age 6

39
Q

What is memory in early childhood?

A

age differences in cognitive development as a function of changes in children’s capacity and use of their working memory

organized in scripts

susceptible to suggestions

autobiographical: low accuracy but facilitated by talking to others

40
Q

What is the processing of numbers in early childhood?

A

if given a set of items children will: assign one number to each items, count every number only once, show some consistency

impact of language on numeracy

impact of indirect numeracy activities at home

41
Q

Authoritative

A

a child-rearing style in which parents are restrictive and demanding yet communicative and warm

42
Q

Authoritarian

A

a child-rearing style in which parents demand submission and obedience

43
Q

Permissive-Indulgent

A

a child-rearing style in which parents demand submission and obedience

44
Q

Rejecting-Neglecting

A

a child-rearing style in which parents are warm and not restrictive

45
Q

Rejecting-Neglecting

A

a child-rearing style in which parents are neither restrictive and controlling nor supportive and responsible

46
Q

Inductive

A

parenting technique based on an attempt to foster understanding of the principles behind parental demands, characteristic of disciplinary methods such as reasoning

47
Q

Regression

A

a return to behavior characteristic of earlier stages of development

48
Q

Dramatic Play

A

play in which children enact social roles

49
Q

Disinhibit

A

stimulate a response that has been suppressed by showing a model engaging in that behavior

50
Q

Categorical Self

A

the definitions of the self that refer to external traits

51
Q

Gender Role Socialization

A

learning to acquire clusters of traits and behaviors that are considered stereotypical of females and males

52
Q

Gender Identity

A

a person’s innate, deeply felt sense of being male or female (sometimes even both or neither)

53
Q

Gender Stability

A

the concept that one’s sex is unchanging

54
Q

Gender Constancy

A

the concept that one’s sex remains the same despite changes in appearance or behavior

55
Q

Gender-Schema Theory

A

the view that society’s gender-based concepts shape our assumptions of gender-typed preferences and behavioral patterns

56
Q

Gender-Neutral Parenting (GNP)

A

the decision not to assign a specific gender to children based on their biological sex

57
Q

What is Vygotsky Sociocultural Theory?

A

social interaction is the key to development, scaffolding, zone of proximal development

internalization of the ways of thinking
primitive stage: learn through conditioning
naïve psychological stage: use language to communicate
egocentric (private) speech stage: symbolic function of language, repeating dialogues they’ve heard before, not just talking to themselves
ingrowth stage: internalization of speech routines, private discourse to inner discourse, inter-mental to intra-mental

58
Q

What is language development in early childhood?

A

Piaget: thought comes first
Sapir-Whorf hypothesis: language determines thought
Vygotsky: interactionist perspective, private speech becomes inner speech

social approach and usage-based approach: we learn language by using it

59
Q

What is language development from 2 to 3 years?

A

one word utterances combinations “ball table” or “table ball”

pivot schemes “__ gone” or “gone __”

item-based constructions, “I gained apples”, but not “I liked apples” not able to generalize

60
Q

What is language development from 3 to 6 years?

A

fast mapping: 9 new words per day, categorical nature of words (explains fast mapping)

grammar explosion: inflections, negative and questions, overgeneralization, complex sentences, two verbs in one sentence

phonological awareness: nursery rhyme, related to rate of literacy

pragmatics: please, thank you, social norms

importance of reading experiences: more books correlated with better language development

61
Q

What is early childhood education?

A

environment enrichment can enhance the cognitive development of economically disadvantaged children

62
Q

What is screen time?

A

Canadian pediatric society: less than 1 hour per day

consider educational programming: improvements on same cognitive skills

63
Q

What are some problems with screen time?

A

preschoolers might not be able to process and understand the content

struggle to separate reality and fantasy

the more screen time, the less time is spent in physical activity and social interaction

less time for family interaction

64
Q

What is Erikson’s psychological development regarding autonomy versus shame and doubt (will)?

A

19 months to 3 years

demand for more choices

physical and self-care (e.g. toileting) skills

independence/autonomy if allowed freedom to explore

shame/self-doubt if restricted and overprotected

65
Q

What is Erikson’s psychological development regarding initiative versus guilt (purpose)?

A

4 to 6 years

organize activities around same goal

conflict between independence of action and the sometimes negative results of that action

66
Q

What is the social-cognitive perspective on development in early childhood?

A

person perception: ability to classify others (nice, grumpy, etc.), judgements are inconsistent (nice today, mean tomorrow)

understanding rule categories: differentiate violations of social conventions and moral rules, taking a toy is more serious than forgetting to say thank you

understanding others’ intentions: differentiate between intentional and unintentional wrongdoing, but take outcomes into account too

67
Q

What are child-rearing characteristics?

A

warm-cold dimension: affectionate, caring, supportive, communicative, related to a child’s social and emotional well-being

restrictive-permissive dimension: standards, rules

68
Q

What are characteristics of children raised in an authoritative household?

A

independent
high self-confidence
high social competence
high activity levels
high exploratory behaviors

69
Q

What are characteristics of children raised in an authoritarian household?

A

dependent (girls)
low self-confidence
low social competence
defiant (boys)
anxious

70
Q

What are characteristics of children raised in an permissive indulgent household?

A

irresponsible
self confidence
social competence
misconduct
substance abuse

71
Q

What are characteristics of children raised in an rejecting/neglecting household?

A

detached
low self-confidence
low social competence
misconduct
substance abuse

72
Q

What is the impact of family structure on children’s development?

A

children’s development is more impacted by how parents interact with them than by the family structure (married, lone, same sex, skip generation, etc.)

73
Q

How does divorce impact a child’s development?

A

children might lose sense of security
children might think they are the cause of separation
children may think they have to take sides
children’s routines are disrupted
children might show: behavioral issues, academic and social difficulties, emotional distress

74
Q

What are the positive aspects of siblings?

A

cooperation, teaching, nurturance

social competence, self identity

75
Q

What are the negative aspects of siblings?

A

conflicts, control, competition

regression to baby-like behaviors

76
Q

What are some characteristics of first born children?

A

more motivated to achieve
more cooperative
more anxious
less self-reliant
more popular with peers

77
Q

What are peer relationships in early childhood?

A

preference for same sex and same age playmate develops
solitary play: playing alone
parallel play (18 months): playing side by side with different toys
associative play (24 moths): playing alone plus short-lived spontaneous social interactions
cooperative play (3 to 4 years): children work together to achieve a goal, can be constructive or symbolic

78
Q

What kind of toys are best for children in early childhood?

A

the more things the toy does, the less imaginative

the simpler the toy the better

79
Q

What is aggression in early childhood?

A

frequently instrumental or object orientated

nature vs. nurture: testosterone, Bandura’s study

media influences: observational learning, disinhibition, increased arousal, priming of aggressive thoughts and memory, habituation

80
Q

What is prosocial behavior?

A

empathic behaviors: become evident around 2 to 3 years, related to altruism (do something without expecting anything in return)

perspective taking: related to more prosocial behaviors and less aggressive behaviors

parenting: reasoning with child is related to prosocial behavior

81
Q

How does personality develop in early childhood?

A

from temperament to personality development

combination of factors: temperament, opportunity to learn from previous behavior, social and cultural context, parenting style

fears: develops when they observe other people’s fear, peak between 2.5 and 4 years, noise, insects, imaginary creatures, dark

82
Q

What is categorical self in early childhood?

A

very concrete
based on visible characteristics

83
Q

What is emotional self in early childhood?

A

better vocabulary, better explanations of emotions

emotional regulation, shifts slowly from parents to children, understanding of relational emotions

empathy

awareness of emotional states, linked to their cultural definition of right and wrong, moral emotions (guilt, shame, pride)

84
Q

What is the social self in early childhood?

A

social scripts (fosters independence)

place in family network

PSYCH 223 (10 decks)

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