Early Childhood Flashcards
absence or deficiency of growth hormone produced by pituitary gland to stimulate the body to grow
o Growth Hormone Deficiency
the preference of using one hand over the other
o Handedness
Left-handedness run in families
normal weight but shorter than they should for their age and may have cognitive and physical deficiencies, visible in developing countries
o Stunted Children
Jean Piaget’s second stage of cognitive development
Preoperational Stage
o Lasting from ages 2 to 7, characterized by the expansion in the use of symbolic thought
o Children begin to represent the world with words, images, and drawings
o Dominated by egocentrism and magical beliefs
o Does not yet perform Operations (which are reversible mental actions that allow children to do mentally what before they could do only physically)
beginning of the ability to reconstruct in thought what has been established in behavior
o Preoperational Thought
- Divided into Symbolic Function and Intuitive Thought
– being able to think about something in the absence of sensory or motor cues
Symbolic Function
- Can use symbols, or mental representations such as words, numbers, or images to which a person has attached meaning
children imitate an action at some point after observing it
Deferred Imitation
– fantasy play, dramatic play, or imaginary play; children use an object to represent something else
Pretend Play
begin to use primitive reasoning and want to know the answers to all sorts of questions
Intuitive Thought
- Occurs approx. 4-7 yrs of age
- Children also begin to able to understand the symbols that describe physical spaces
they mentally link two events, especially events close in time, whether or not here is logically a causal relationship
o Transduction
the concept that people and many things are basically the same even if they change in outward form, size, or appearance
o Identities
– tendency to attribute life to objects that are not alive
o Animism
the tendency to focus on one aspect of a situation and neglect others
o Centration
– failure to understand that an action can go in two or more directions
Irreversibility
young children center so much on their own point of view that they cannot take in another’s
o Egocentrism
the fact that two things are equal remain so if their appearance is altered, as long as nothing is added or taken away
o Conservation
the awareness of the broad range of human mental states – beliefs, intents, desires, dreams, and so forth – and the understanding that others have their own
o Theory of Mind
- Allows us to understand and predict the behavior of others and makes the social world understandable
o Memory can be described as a filing system that has three steps:
Information-Processing Approach: Memory
putting information in the memory
Encoding
putting away in the filing cabinet where it is kept
Storage
searching for the information and take it out of the memory system
Retrieval
o Three types of Storage
Sensory Memory
Working Memory
Long-Term Memory
– temporary storage for incoming sensory information
Sensory Memory
short-term storehouse for information a person is actively working on, trying to understand, remember, or think about
Working Memory
storehouse of virtually unlimited capacity that holds information for long period of time
Long-Term Memory
o The central executive also retrieves information from LTM, assisted by:
aids in the processing of verbal information
Phonological Loop
maintains and manipulates visual information
Visuospatial Sketchpad
the conscious control of thoughts, emotions, and actions to accomplish goals or to solve problems
Executive Function
Enables children to plan and carry out goal-directed mental activity
– ability to identify something encountered before
o Recognition
ability to reproduce knowledge from memory
o Recall
begins at 2 years old, produces a script of a familiar, repeated event
o Generic Memory
refers to awareness of having experienced a particular event at a specific time and place (if repeated, it becomes generic memory)
o Episodic Memory
refers to memories of distinctive experiences that form a person’s life history
o Autobiographical memory
Generally emerges between ages 3 to 4
The more unique an event is, the more children remember it better
defined as the focusing of mental resources on select information
o Attention
involves action planning, allocating attention to goals, error detection and compensation, monitoring progress on tasks, etc.
Executive Attention
focused and extended engagement with an object, tasks, and dealing with novel or difficult circumstances
Sustained Attention
o Two most commonly used individual tests for preschoolers are:
Standford-Binet Intelligence Scales
Wechsler Preschool and Primary Scale of Intelligence
used for ages 2 and up, taking 45 to 60 mins
Child is ask to define words, string beads, build blocks, etc.
Measure fluid reasoning, knowledge, quantitative reasoning, etc.
Stanford-Binet Intelligence Scales
individual test taking 30 to 60 mins
Yields verbal, performance, and combined scores
Includes subtests designed to measure both verbal and nonverbal fluid reasoning, etc.
- Wechsler Preschool and Primary Scale of Intelligence
the imaginary psychological space between what children can do or know by themselves and what they could do or know with help
o Zone of Proximal Development
Can be assessed by Dynamic Tests
– supportive assistance that a more sophisticated interaction partner provides, and ideally it should be aimed at ZPD
Scaffolding
Scaffolding
– supportive assistance that a more sophisticated interaction partner provides, and ideally it should be aimed at ZPD
– allows a child to pick up approximate meaning of a new word after hearing it only once or twice in conversation
o Fast Mapping
Nouns are easier to fast map than verbs
a concept and involves the rules for putting together sentences in a particular language
o Syntax
practical knowledge of how to use language to communicate
o Pragmatics
speech intended to be understood by a listener
o Social Speech
– talking aloud to oneself with no intent to communicate with others (Egocentric Speech)
o Private Speech
Immature (Piaget)
Learning Process (Vygotsky)
development of fundamental skills that eventually lead to being able to read
o Emergent Literacy
Social interaction promotes emergent literacy
emphasizes the education of the whole child and concern for his or her physical, cognitive, and socioemotional development
o Child-centered Kindergarten
based on the beliefs that children’s natural intelligence involves rational, spiritual, and empirical aspects
o Montessori Method
- Children have given considerable freedom and spontaneity in choosing activities
less formal than Montessori; teachers follow children’s interest and support them in exploration
o Reggio Emilia Approach
– based on knowledge of the typical development of children within an age span as well as the uniqueness of the child
– based on knowledge of the typical development of children within an age span as well as the uniqueness of the child
o Developmentally Appropriate Practice
– based on knowledge of the typical development of children within an age span as well as the uniqueness of the child
o Developmentally Appropriate Practice
our total picture of our abilities and traits
o Self-Concept
- Children’s self-definition typically change between ages 5 and 7
self-evaluative part of the self-concept, the judgement children make about their overall worth
o Self-Esteem
Children’s self-esteem tends to be unidimensional (either good or bad)
monitor their children’s emotions, view negative emotions as opportunities for teaching, assist them in labelling emotions, and coach them in how to deal effectively with emotions
o Emotion-Coaching Parents
view their role as to deny, ignore, or change negative emotions
o Emotion-Dismissing Parents
– involve a comparison of one’s self or one’s actions to social standards
o Social Emotions
Guilt, shame and pride
Developed after they gain self-awareness and accept the standards of behavior their parents have set
the courage to envision and pursue goals without being unduly inhibited by guilt or fear of punishment
o Purpose
don’t care who they step in just to achieve their goals
o Maladaptive Tendency: Ruthlessness
too much guilt to do anything so nothing would happen
o Malignant Tendency: Inhibition
– awareness of one’s femaleness or maleness and all it implies in one’s society of origin
o Gender Identity
– psychological or behavioral differences between males and females
o Gender Differences
- Boys and girls do equally well on tasks involving basic mathematical skills and are equally capable of learning math but show variations in specific abilities
– behaviors, interests, attitudes, skills, and personality traits that a culture considers appropriate for males or females
o Gender Roles
the acquisition of gender role
o Gender-typing
preconceived generalizations about male or female behavior
o Gender Stereotypes
the selection of sexual partners is a response to differing reproductive pressures early men and women confronted in the study for survival
o Theory of Sexual Selection
adoption of characteristics, beliefs, attitudes, values, and behaviors of the parent of the same sex
o Identification
a child’s realization that his or her gender will always be the same
o Gender Constancy
awareness of one’s own gender and that of others, which typically occurs ages 2 and 3
Gender Identity
awareness that gender does not change
Gender Stability
the realization that a girl remains a girl even if she has a short haircut and plays with trucks, typically occurs between ages 3 and 7
Gender Consistency
it views children as actively extracting knowledge about gender from their environment before engaging in gender-typed behavior
o Gender-Schema Theory
Place more emphasis on the influence of culture
Children match their behavior to their culture’s view of what boys and girls are supposed to be and do
observation enables children to learn much about gender-typed behaviors before performing them
o Social Cognitive Theory
Cognitive levels of play
- Functional Play (Locomotor Play or Sensorimotor Play
- Constructive Play (Object Play or Practice Play
- Dramatic Play (Pretend Play, Fantasy Play, Imaginative Play)
simplest level; begins during infancy, consisting of repeated practice in large muscular movements
Functional Play (Locomotor Play or Sensorimotor Play)
use of objects or materials to make something
Constructive Play (Object Play or Practice Play)
– involves imaginary objects, actions, or roles
Dramatic Play (Pretend Play, Fantasy Play, Imaginative Play
Type of play child does not seem to be playing but watches anything of momentary interest
a. Unoccupied Behavior
Type of play child spends most time watching others play
Onlooker Behavior
Type of play child plays alone
Solitary Independent Play
Type of play, plays beside the other children independently
Parallel Play
Type of play children talk, borrow, and lend toys, follow each other around and play similarly
Associative Play
Type of play child plays in a group organized for some goal – to make something, play formal game, or dramatize a situation
Cooperative or Organized Supplementary
combination of Unoccupied and Onlooker categories is often a manifestation of shyness
o Reticent Play
involves interaction with peers
o Social Play
combines sensorimotor/practice play with symbolic representation
combines sensorimotor/practice play with symbolic representation
o Constructive play
activities that children engage in for pleasure and that have rules
o Games
a phenomenon wherein girls tend to select other girls as playmates, and so boys
o Gender Segregation
refers to methods of molding character and of teaching self-control and acceptable behavior
o Discipline
– may be tangible or intangible; it must be seen as rewarding and received fairly consistently after showing desired behavior
o External Reinforcements
a sense of pleasure or accomplishment
o Internal Reinforcements
- Punishment, if consistent, immediate, and clearly tied to the offense, may be effective
the use of physical force with the intention of causing a child to experience pain but not injury for the purpose of correction or control of the child’s behavior
Corporal Punishment
designed to encourage desirable behavior or discourage undesirable behavior by settling limits, demonstrating logical consequences of the action, explaining, discussing, etc.
o Inductive Techniques
To consider how her actions would affect others
intended to stop or discourage undesirable behavior through physical or verbal enforcement
o Power Assertion
include ignoring, isolating, or showing dislike for a child
o Withdrawal of Love
o Types of Child Maltreatment
1) Physical Abuse – infliction of physical injury
2) Child Neglect – failure to provide child’s basic needs
3) Sexual Abuse
4) Emotional Abuse – acts or omissions by parents or other caregivers that have caused or could cause, serious behavioral, cognitive, or emotional problems
Parenting Styles
a. Authoritarian – emphasizes control and unquestioning obedience, high control, low responsiveness
b. Permissive/Indulgent – make few demands, warm, noncontrolling, low control, high responsiveness
c. Authoritative – emphasizes child’s individuality but also stress limits, high control, high responsiveness
d. Neglectful or Uninvolved – parents neglect children; low control, low responsiveness
motivation to help another person with no expectation of reward
o Altruism
voluntary, positive actions to help others
o Prosocial Behavior
used aggression as a tool to gain access to a wanted object
o Instrumental Aggression
Overt (Direct) Aggression – boys; tend to openly direct aggressive acts at a target
Relational Aggression – more subtle; indirect social aggression
o Piaget’s Moral Reasoning
- Heteronomous Morality
- Autonomous Morality
children think of justice and rules as unchangeable properties of the world, removed from the control of people
Heteronomous Morality
4-7 years of age
Consider its consequences, not its intentions
“law is law”
the concept that if a rule is broken, punishment will happen immediately
Immanent Justice – the concept that if a rule is broken, punishment will happen immediately
From 7-10 yrs old, children are in transition showing some features of the first stage of moral reasoning and some stages of the second
the concept that if a rule is broken, punishment will happen immediately
Immanent Justice
becomes aware with the rules and laws created by people, and in judging an action they consider the actor’s intentions as well as the consequences
- Autonomous Morality
10 yrs and older
Intentions are considered
o Conscience – refers to an internal regulation of standards of right and wrong that involves integration of all three components of moral development
refers to an internal regulation of standards of right and wrong that involves integration of all three components of moral development
o Conscience
