Early Childhood Flashcards
1
Q
Enhanced development in
the prefrontal cortex which
supports functions like
thinking, planning, and
regulating attention and
emotions.
A
Brain Maturation
2
Q
a thick bundle of fibers linking the 2 hemispheres of the brain,
containing around 200
million nerve fibers.
A
Corpus Callosum
3
Q
movement
(running, jumping,
skipping)
A
Motor Skills Development: Locomotion
4
Q
the ability to handle an object
with control (throwing,
catching, and kicking)
A
Motor Skills Development: : Object Control Skills
5
Q
skills requiring whole-body movement are improved as
children run and jump.
A
Motor Skills Development: Gross Motor Skills
6
Q
movement with the use of
hands and upper extremities are also improved (pouring water in a container, drawing, coloring, buttoning coats, and using scissors).
A
Motor Skills Development: Fine Motor Skills
7
Q
These changes are a
function of improvement in
motor skills, perceptual
development, and cognitive
understanding of the world
A
Child’s Art
8
Q
Takes place within the initial two years of early childhood (24 to 36 months. The child’s level of physical and emotional preparedness is important to consider during training.
A
Toilet Training
9
Q
In early childhood, there’s a
recommended “range” for sleeping hours.
A
Sleep
10
Q
boys and girls may discover self-stimulation (masturbation) - which requires proper parental intervention.
A
Sexual Development in Early Childhood
11
Q
the tendency for children to become very particular in their routines (playing, dressing, and most importantly - eating).
A
“Just Right” Phenomenon
12
Q
concern for developing
nations and the establishment of a balanced diet.
A
Childhood Nutrition
13
Q
Where children utilize symbols to represent words, images, and ideas.
A
Piaget’s Preoperational Stage
14
Q
(2-4 years of age)
Use of perception in
problem-solving.
A
Symbolic Function Substage
15
Q
(4-7 years of age)
More dependence
on intuitive
thinking.
A
Intuitive Thought Substage
16
Q
Assisted in reinforcing the
newly developing cognitive
schemata.
A
Pretend Play
17
Q
Children exhibit these struggles to understand and consider the
viewpoints of others, tending to
project their own perspective onto situations.
A
Egocentrism
18
Q
The ability to
understand that altering the
position or arrangement of matter does not alter its quantity.
A
Conservation Errors
19
Q
focused on only one characteristic
A
Centration
20
Q
Children in
the preoperational stage struggle with the concept that an object can belong to multiple categories.
A
Classification Errors
21
Q
Drawing incorrect conclusions from a single specific example to another.
A
Transductive
22
Q
Assigning human-like
characteristics to inanimate
objects.
A
Animism
23
Q
Children can
almost perform a task but
only with assistance from
others.
A
Zone of Proximal
Development and
Scaffolding
24
Q
Children talk to themselves.
A
Private Speech
25
not a unified function; it
comprises sub-processes
Attention
26
also called multitasking; the ability to switch our focus between tasks or
external stimuli.
Divided attention
27
our ability to
focus on a single task or stimulus while ignoring distracting information.
Selective attention
28
the ability to
stay on task for long periods of
time
Sustained attention
29
also called the sensory
register; stores sensory input in its raw form for a very brief duration, essentially long enough for the brain to register and start processing the information.
Sensory memory
30
also called short-term;
current conscious mental activity occurs. It requires conscious effort and
adequate use of attention to
function effectively
Working memory
31
refers to self-regulatory processes that enable adaptive responses to new situations or to reach a specific goal
Executive function
32
the person rehearses previous material while adding additional information
Clustering Rehearsal
33
also called
permanent memory
Long-term memory
34
memories for facts or events that we can consciously recollect
Declarative or explicit memories
35
memories for facts and knowledge that are not tied to a timeline
Semantic memories
36
tied to specific events in time; a
component of this is autobiographical memory, which is our personal narrative
Episodic memories
37
automated skills that
do not require conscious
recollection
Non-declarative or implicit
memories
38
theorists who provide
“new” interpretations of Piaget’s theory. They propose that working memory capacity is affected by biological maturation, and therefore restricts young children’s
ability to acquire complex thinking and reasoning skills
Neo-Piagetians
39
These theorist believed in constructivism, the idea that children actively build their understanding of the world
Piaget and Vygotsky
40
focusing on
independent learning
Piaget's approach is cognitive
constructivism
41
emphasizing social
interactions
Vygotsky's is social
constructivism
42
expand on these ideas by studying how children organize information and develop their own theories
Contemporary developmentalists
43
is the tendency of
children to generate theories to
explain everything they encounter. This concept implies that humans are naturally inclined to find reasons
and generate explanations for why things occur.
Theory-Theory
44
refers to the ability
to think about other people’s
thoughts. This mental mind reading helps humans to understand and predict the reactions of others, thus
playing a crucial role in social
development.
Theory of mind
45
is a common
measure to assess a child's Theory of Mind.
- It tests whether a child can
understand that someone can hold a false belief about a situation.
The False Belief Task
46
In Piagetian terms, children
need to overcome egocentrism, where they primarily see the world from their perspective.
Egocentrism and Understanding
Beliefs
47
Solving tasks related to false beliefs is challenging for children before the age of four.
Challenges Before Age Four
48
In collectivistic cultures, children may acquire knowledge access earlier due to cultural emphasis on conformity, while individualistic
cultures may foster earlier
understanding of diverse beliefs
Cultural and Sibling Influences
49
It includes understanding diverse beliefs, knowledge access, emotional recognition, and more
Components of Theory of Mind
50
Understanding that two people may have different desires regarding the same object.
Diverse - Desires
51
Understanding that two people may hold different beliefs about an object.
Diverse - Beliefs
52
Understanding that people may or may not have access to information.
Knowledge Access (knowledge/ignorance)
53
Understanding that someone might hold a belief based on false information.
False Beliefs
54
Sibling interactions often involve conflicts of beliefs and feelings, which can accelerate the Theory of Mind.
Role of Siblings
55
When children is in a
remarkable process that occurs
between the ages of two to six expanding from about 200 words to over 10,000 words during this period.
Vocabulary growth
56
The "vocabulary spurt" typically
involves children learning 10-20 new words per week.
Vocabulary Spurt
57
where children
quickly connect new words with
concepts they already know.
Fast-Mapping
58
The parts of speech that children learn can vary based on their native language.
Language and Parts of Speech
59
Children can repeat words and phrases they've heard even if they don't fully grasp their meanings.
Literal Meanings
60
Children learn
grammatical rules but may initially apply them incorrectly.
- For instance, they might add "ed" to words to indicate past tense, leading to sentences like "I goed there" instead of "I went there."
Overregularization
61
Adults can assist children by
listening attentively, modeling
correct pronunciation, and
encouraging elaboration.
Impact of Training
62
is a process in which a
guide (adult or peer) provides
support and assistance to a child as they learn a new skill or
concept.
- It helps children bridge the gap between what they can do
independently and what they can achieve with guidance.
Scaffolding
63
refers to the ability of
individuals to understand and use two languages fluently
Bilingualism
64
Many children around the world are bilingual, even if monolingual speakers may not realize it.
Prevalence of Bilingualism
65
These children often exhibit
diverse language and literacy skills, with some experiencing delays in one or both languages.
Challenges in Dual Language
Learning
66
Language competency in bilingual children depends on the quantity, quality, and opportunities to use each language.
- Bilingual children may be exposed to fewer words in each language but excel in the one they hear the most.
Quantity, Quality, and
Opportunity in Bilingualism
67
Bilingual children often exhibit cognitive advantages, including better inhibitory control, verbal working memory, and non-verbal working memory
Cognitive Advantages of
Bilingualism
68
Bilingual individuals show greater efficiency in the word learning process compared to
monolinguals.
- Monolingual children may struggle with tasks involving learning new names for familiar objects, while bilinguals adapt easily.
Efficiency in Word Learning
69
is a concept that advocates for providing high-quality preschool education
to all children, regardless of their background or economic status.
Universal preschool
70
Was initiated in 1965 as part of
President Lyndon Johnson's war on poverty, providing preschool
education to children living in
poverty.
Head Start Program
71
Research on Head Start's impact has yielded mixed results, with debates over lasting gains and educational benefits.
Effectiveness and Research
72
is a neurodevelopmental disorder characterized by deficits in social interaction, communication, and repetitive patterns of behavior.
Autism Spectrum Disorder (ASD)
73
The term
"spectrum" indicates that ASD
symptoms can vary in severity.
ASD as a Spectrum
74
ASD is influenced
by genetics, with higher
concordance rates in identical
twins. Environmental factors, such as prenatal infections and pollutants, may contribute to ASD risk. Environmental factors, such as prenatal infections and pollutants, may contribute to ASD risk.
Causes of ASD
75
A study examining vaccination
histories of children with ASD
found no association between the quantity of vaccine immunogens
and ASD development
Vaccination and ASD
76
It typically occurs during early
childhood, around ages 3 to 6. In this stage, children develop a
desire to take initiative and explore their environment.
Erikson's Initiative vs. Guilt
77
Children in this stage often engage in creative and imaginative play. They may build forts, set up pretend lemonade stands, or create imaginary worlds with their
toys.
Initiative and Creative Play
78
Caregivers play a
crucial role in fostering initiative.They should provide
encouragement, praise effort, and support children's creative
endeavors.
Caregiver's Role
79
Reinforcing initiative involves positive reinforcement of a child's independent actions and ideas.
Reinforcing Initiative
80
The goal of this stage is to find a balance between taking initiative and avoiding excessive guilt. Children may experience guilt if their efforts are met with harsh criticism or if they believe their actions have caused harm.
Balancing Initiative and Guilt
81
It explores how young children begin to form their self-concept and self-esteem. It discusses the development of self-awareness and how children perceive themselves in various domains.
Self-Concept and Self-Esteem
82
are how they describe themselves or these are
the traits that they can see and use to describe what a character looks like
External Qualities
83
are how they describe their hobbies/interests or these are the traits that describe the way they act.
Internal Qualities
84
This section delves into how children learn to regulate
their impulses, emotions, and behaviors as they grow.
Self-Control
85
The ability to
not initiate a behavior before you have evaluated all of the
information.
Response Initiation
86
The ability to
cease an act that has already
begun.
Response Inhibition
87
Avoiding the urge to accept an instant prize in the hopes of securing a future reward that is more valuable.
Delayed Gratification
88
the cultural, social, and
psychological meanings associated with
masculinity and femininity
Gender
89
a person’s sense of self
as a member of a particular gender.
Gender Identity
90
the expectations
associated with being male or female
Gender Roles
91
focuses on what young children learn about gender from
society, including parents, peers, media, religious institutions, schools, and public
policies
Gender Socialization
92
argues that behavior is learned through observation, modeling, reinforcement, and
punishment.
Social Learning Theory
93
emphasizes reinforcement, punishment, and imitation, but adds cognitive processes.
Cognitive Social Learning Theory
94
children develop
their own conceptions of the attributes associated with maleness or femaleness
Gender Schema Theory
95
many of our gender stereotypes are so strong because we emphasize gender so much in culture.
Developmental Intergroup Theory
96
identifying with the gender
opposite their natal sex
Transgender
97
distress accompanying a mismatch between one’s gender identity and biological sex
Gender Dysphoria
98
those whose gender and sex
assignment at birth (male or female) matched
Cisgender
99
born with either an absence or
some combination of male and female reproductive organs, sex hormones, or sex chromosomes
Intersex
100
the absence of, or an imperfect, second X chromosome.
Turner Syndrome
101
genetic disorder caused by an
increased production of androgens
Congenital Adrenal Hyperplasia
102
when a person has one X and one Y chromosome, but is resistant to the male hormones or androgens
Androgen Insensitivity Syndrome
103
theorized by Diana
Baumrind
Parenting Styles
104
supportive and shows interest in their kids’ activities but is not overbearing and allows them to
make constructive mistakes
Authoritative Parenting
105
traditional model of parenting; parents make the rules and children are expected to be
obedient
Authoritarian Parenting
106
involves holding expectations of children that are below what could be reasonably expected from them; children are allowed to make their own rules . Do not supervise their children
closely.
Permissive Parenting
107
disengagement from their children, they do not make
demands on their children and are non-responsive
Uninvolved Parenting
107
often thought of as a rite of
passage for children; a method of discipline that is endorsed by the majority of parents
Spanking
108
siblings play an
important role in the development of
social skills.
- Parent’s poor patterns of
communication with their children = more negative interactions
between siblings
Sibling Relationships
109
According to Freud - its a means for children to release pent-up emotions and to deal with emotionally distressing situations in a more secure
environment, while seen by Vygotsky and Piaget as a
way for children to develop their intellectual abilities.
Play
110
It involves parallel,
associative, and cooperative
Social Play
111
It involves unoccupied,
solitary, and observer
Non-social play
112
has always been a predictor of
developmental milestones for
children.
Child Care
113
pertains to any recent act or failure to act on the part of a parent or caretaker that results in death, serious physical or emotional harm, sexual abuse or exploitation; or an act or failure to act, which presents an imminent risk of serious harm.
Child Abuse and Neglect
114
1. Neglect
2. Physical abuse
3. Psychological maltreatment
4. Sexual abuse
Types of Child Abuse
115
varies from nation to
nation - with developed countries having more established responses
Protective Services
116
is defined as any sexual contact between a child and an adult or a much older child.
Childhood Sexual Abuse
117
refer to trauma and stress
that were experienced before the age of 18. Parental separation in times of
stress also poses adverse effects down the line
Adverse Childhood Experiences (ACE)
