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PSY1201 - Developmental Psych. > Early Childhood > Flashcards

Early Childhood Flashcards

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1
Q

Enhanced development in
the prefrontal cortex which
supports functions like
thinking, planning, and
regulating attention and
emotions.

A

Brain Maturation

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2
Q

a thick bundle of fibers linking the 2 hemispheres of the brain,
containing around 200
million nerve fibers.

A

Corpus Callosum

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3
Q

movement
(running, jumping,
skipping)

A

Motor Skills Development: Locomotion

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4
Q

the ability to handle an object
with control (throwing,
catching, and kicking)

A

Motor Skills Development: : Object Control Skills

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5
Q

skills requiring whole-body movement are improved as
children run and jump.

A

Motor Skills Development: Gross Motor Skills

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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

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7
Q

These changes are a
function of improvement in
motor skills, perceptual
development, and cognitive
understanding of the world

A

Child’s Art

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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

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9
Q

In early childhood, there’s a
recommended “range” for sleeping hours.

A

Sleep

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10
Q

boys and girls may discover self-stimulation (masturbation) - which requires proper parental intervention.

A

Sexual Development in Early Childhood

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11
Q

the tendency for children to become very particular in their routines (playing, dressing, and most importantly - eating).

A

“Just Right” Phenomenon

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12
Q

concern for developing
nations and the establishment of a balanced diet.

A

Childhood Nutrition

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13
Q

Where children utilize symbols to represent words, images, and ideas.

A

Piaget’s Preoperational Stage

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14
Q

(2-4 years of age)
Use of perception in
problem-solving.

A

Symbolic Function Substage

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15
Q

(4-7 years of age)
More dependence
on intuitive
thinking.

A

Intuitive Thought Substage

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16
Q

Assisted in reinforcing the
newly developing cognitive
schemata.

A

Pretend Play

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17
Q

Children exhibit these struggles to understand and consider the
viewpoints of others, tending to
project their own perspective onto situations.

A

Egocentrism

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18
Q

The ability to
understand that altering the
position or arrangement of matter does not alter its quantity.

A

Conservation Errors

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19
Q

focused on only one characteristic

A

Centration

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20
Q

Children in
the preoperational stage struggle with the concept that an object can belong to multiple categories.

A

Classification Errors

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21
Q

Drawing incorrect conclusions from a single specific example to another.

A

Transductive

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22
Q

Assigning human-like
characteristics to inanimate
objects.

A

Animism

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23
Q

Children can
almost perform a task but
only with assistance from
others.

A

Zone of Proximal
Development and
Scaffolding

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24
Q

Children talk to themselves.

A

Private Speech

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25
Q

not a unified function; it
comprises sub-processes

A

Attention

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26
Q

also called multitasking; the ability to switch our focus between tasks or
external stimuli.

A

Divided attention

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27
Q

our ability to
focus on a single task or stimulus while ignoring distracting information.

A

Selective attention

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28
Q

the ability to
stay on task for long periods of
time

A

Sustained attention

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29
Q

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.

A

Sensory memory

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30
Q

also called short-term;
current conscious mental activity occurs. It requires conscious effort and
adequate use of attention to
function effectively

A

Working memory

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31
Q

refers to self-regulatory processes that enable adaptive responses to new situations or to reach a specific goal

A

Executive function

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32
Q

the person rehearses previous material while adding additional information

A

Clustering Rehearsal

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33
Q

also called
permanent memory

A

Long-term memory

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34
Q

memories for facts or events that we can consciously recollect

A

Declarative or explicit memories

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35
Q

memories for facts and knowledge that are not tied to a timeline

A

Semantic memories

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36
Q

tied to specific events in time; a
component of this is autobiographical memory, which is our personal narrative

A

Episodic memories

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37
Q

automated skills that
do not require conscious
recollection

A

Non-declarative or implicit
memories

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38
Q

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

A

Neo-Piagetians

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39
Q

These theorist believed in constructivism, the idea that children actively build their understanding of the world

A

Piaget and Vygotsky

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40
Q

focusing on
independent learning

A

Piaget’s approach is cognitive
constructivism

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41
Q

emphasizing social
interactions

A

Vygotsky’s is social
constructivism

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42
Q

expand on these ideas by studying how children organize information and develop their own theories

A

Contemporary developmentalists

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43
Q

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.

A

Theory-Theory

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44
Q

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.

A

Theory of mind

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45
Q

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.
A

The False Belief Task

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46
Q

In Piagetian terms, children
need to overcome egocentrism, where they primarily see the world from their perspective.

A

Egocentrism and Understanding
Beliefs

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47
Q

Solving tasks related to false beliefs is challenging for children before the age of four.

A

Challenges Before Age Four

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48
Q

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

A

Cultural and Sibling Influences

49
Q

It includes understanding diverse beliefs, knowledge access, emotional recognition, and more

A

Components of Theory of Mind

50
Q

Understanding that two people may have different desires regarding the same object.

A

Diverse - Desires

51
Q

Understanding that two people may hold different beliefs about an object.

A

Diverse - Beliefs

52
Q

Understanding that people may or may not have access to information.

A

Knowledge Access (knowledge/ignorance)

53
Q

Understanding that someone might hold a belief based on false information.

A

False Beliefs

54
Q

Sibling interactions often involve conflicts of beliefs and feelings, which can accelerate the Theory of Mind.

A

Role of Siblings

55
Q

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.

A

Vocabulary growth

56
Q

The “vocabulary spurt” typically
involves children learning 10-20 new words per week.

A

Vocabulary Spurt

57
Q

where children
quickly connect new words with
concepts they already know.

A

Fast-Mapping

58
Q

The parts of speech that children learn can vary based on their native language.

A

Language and Parts of Speech

59
Q

Children can repeat words and phrases they’ve heard even if they don’t fully grasp their meanings.

A

Literal Meanings

60
Q

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.”
A

Overregularization

61
Q

Adults can assist children by
listening attentively, modeling
correct pronunciation, and
encouraging elaboration.

A

Impact of Training

62
Q

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.
A

Scaffolding

63
Q

refers to the ability of
individuals to understand and use two languages fluently

A

Bilingualism

64
Q

Many children around the world are bilingual, even if monolingual speakers may not realize it.

A

Prevalence of Bilingualism

65
Q

These children often exhibit
diverse language and literacy skills, with some experiencing delays in one or both languages.

A

Challenges in Dual Language
Learning

66
Q

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.
A

Quantity, Quality, and
Opportunity in Bilingualism

67
Q

Bilingual children often exhibit cognitive advantages, including better inhibitory control, verbal working memory, and non-verbal working memory

A

Cognitive Advantages of
Bilingualism

68
Q

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.
A

Efficiency in Word Learning

69
Q

is a concept that advocates for providing high-quality preschool education
to all children, regardless of their background or economic status.

A

Universal preschool

70
Q

Was initiated in 1965 as part of
President Lyndon Johnson’s war on poverty, providing preschool
education to children living in
poverty.

A

Head Start Program

71
Q

Research on Head Start’s impact has yielded mixed results, with debates over lasting gains and educational benefits.

A

Effectiveness and Research

72
Q

is a neurodevelopmental disorder characterized by deficits in social interaction, communication, and repetitive patterns of behavior.

A

Autism Spectrum Disorder (ASD)

73
Q

The term
“spectrum” indicates that ASD
symptoms can vary in severity.

A

ASD as a Spectrum

74
Q

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.

A

Causes of ASD

75
Q

A study examining vaccination
histories of children with ASD
found no association between the quantity of vaccine immunogens
and ASD development

A

Vaccination and ASD

76
Q

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.

A

Erikson’s Initiative vs. Guilt

77
Q

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.

A

Initiative and Creative Play

78
Q

Caregivers play a
crucial role in fostering initiative.They should provide
encouragement, praise effort, and support children’s creative
endeavors.

A

Caregiver’s Role

79
Q

Reinforcing initiative involves positive reinforcement of a child’s independent actions and ideas.

A

Reinforcing Initiative

80
Q

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.

A

Balancing Initiative and Guilt

81
Q

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.

A

Self-Concept and Self-Esteem

82
Q

are how they describe themselves or these are
the traits that they can see and use to describe what a character looks like

A

External Qualities

83
Q

are how they describe their hobbies/interests or these are the traits that describe the way they act.

A

Internal Qualities

84
Q

This section delves into how children learn to regulate
their impulses, emotions, and behaviors as they grow.

A

Self-Control

85
Q

The ability to
not initiate a behavior before you have evaluated all of the
information.

A

Response Initiation

86
Q

The ability to
cease an act that has already
begun.

A

Response Inhibition

87
Q

Avoiding the urge to accept an instant prize in the hopes of securing a future reward that is more valuable.

A

Delayed Gratification

88
Q

the cultural, social, and
psychological meanings associated with
masculinity and femininity

A

Gender

89
Q

a person’s sense of self
as a member of a particular gender.

A

Gender Identity

90
Q

the expectations
associated with being male or female

A

Gender Roles

91
Q

focuses on what young children learn about gender from
society, including parents, peers, media, religious institutions, schools, and public
policies

A

Gender Socialization

92
Q

argues that behavior is learned through observation, modeling, reinforcement, and
punishment.

A

Social Learning Theory

93
Q

emphasizes reinforcement, punishment, and imitation, but adds cognitive processes.

A

Cognitive Social Learning Theory

94
Q

children develop
their own conceptions of the attributes associated with maleness or femaleness

A

Gender Schema Theory

95
Q

many of our gender stereotypes are so strong because we emphasize gender so much in culture.

A

Developmental Intergroup Theory

96
Q

identifying with the gender
opposite their natal sex

A

Transgender

97
Q

distress accompanying a mismatch between one’s gender identity and biological sex

A

Gender Dysphoria

98
Q

those whose gender and sex
assignment at birth (male or female) matched

A

Cisgender

99
Q

born with either an absence or
some combination of male and female reproductive organs, sex hormones, or sex chromosomes

A

Intersex

100
Q

the absence of, or an imperfect, second X chromosome.

A

Turner Syndrome

101
Q

genetic disorder caused by an
increased production of androgens

A

Congenital Adrenal Hyperplasia

102
Q

when a person has one X and one Y chromosome, but is resistant to the male hormones or androgens

A

Androgen Insensitivity Syndrome

103
Q

theorized by Diana
Baumrind

A

Parenting Styles

104
Q

supportive and shows interest in their kids’ activities but is not overbearing and allows them to
make constructive mistakes

A

Authoritative Parenting

105
Q

traditional model of parenting; parents make the rules and children are expected to be
obedient

A

Authoritarian Parenting

106
Q

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.

A

Permissive Parenting

107
Q

disengagement from their children, they do not make
demands on their children and are non-responsive

A

Uninvolved Parenting

107
Q

often thought of as a rite of
passage for children; a method of discipline that is endorsed by the majority of parents

A

Spanking

108
Q

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
A

Sibling Relationships

109
Q

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.

A

Play

110
Q

It involves parallel,
associative, and cooperative

A

Social Play

111
Q

It involves unoccupied,
solitary, and observer

A

Non-social play

112
Q

has always been a predictor of
developmental milestones for
children.

A

Child Care

113
Q

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.

A

Child Abuse and Neglect

114
Q
  1. Neglect
  2. Physical abuse
  3. Psychological maltreatment
  4. Sexual abuse
A

Types of Child Abuse

115
Q

varies from nation to
nation - with developed countries having more established responses

A

Protective Services

116
Q

is defined as any sexual contact between a child and an adult or a much older child.

A

Childhood Sexual Abuse

117
Q

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

A

Adverse Childhood Experiences (ACE)

PSY1201 - Developmental Psych. (2 decks)

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