Early Childhood Flashcards
body and growth changes in early childhood
- full set of temporary teeth come in by age 3
- cartilage hardens and turns into bone
- growth starts to slow down and start to slim down
sleep pattern in early childhood
- kids start to elongate the bedtime routine
- transitional objects: an object that helps child to transition from dependency in infancy to independence of childhood
disturbances in sleep
nightmares: frightening dreams that a child remembers upon waking up (occurs in REM)
night terrors: experiences of terror during sleep, child may seem awake but not (occurs during deep sleep)
enuresis
fancy word for bed wetting
motor development
gross motor: walking up and down stairs without support, unorganized sports are recommended
fine motor: use of scissors, duplo blocks
handedness
which hand is preferred, normally obvious by age 3
obesity and undernutrition in early childhood
- obesity starting at a younger age
- undernutrition may be due to socioeconomic status
physical abuse
actions that endanger a chuld or cause injury (11%)
neglect
failure to meet childs basic needs, failing to provide supervision (61%)
sexual abuse
sexual interactions with child and older person (7%)
emotional maltreatment
rejecting terrorizing, isolating, and failing to produce love and support
piagetian approach for cog. dev. in early childhood
preoperational stage (2-7 years)
symbolic function
ability to learn using symbols (mental representations of things)
pretend play is extremely symbolic
transduction
the linking to two events close in time despite the fact that the link may not be logical
egocentrism
the inability to consider another person’s POV (the sand mountain experiment)
conservation
the idea that despite the shape or height change something remains the same amount
irreversibility
inability to understand that operations and events can go 2 ways
theory of mind
awareness or understanding of mental processes
generic memory
- age 2
- generic script that serves as an outline for repeated familiar events
e.g. bedtime routine
episodic memory
- 2-3 yrs
- memory of specific episode of event
- tends to be temporary unless reinforced
autobiographical memory
a type of episodic memory but holding a personal meaning to the person
social interaction model
we construct our autobiographical memories through talking and sharing it with others
measures of intelligence
Stanford-Binet: aims to test attention, memory, and verbal skills
washler preschool and primary scale of intelligence: also looks at non verbal intelligence
Vygotsky zone of proximal development with IQ tests
showed that many children are able to answer questions if some scaffolding is implemented
social speech
speech directed towards other poeple
private speech
speech to oneself
emergent literacy
knowledge, attitudes, skills that preced reading
montessori education
children learns indepnedlty at their own ace on self selected tasks, the teachers are there as a guide
compensatory programs
state funded universal preschool to underserved families
kingergarten
more like real school
self-concept
how children view themselves
- self definition: how tey describe themselves (external characteristics/traits during this time)
self esteem
preschoolers have an overinflated sense of their abilities and themselves
- if a child receive a lot of praise from their parents = higher self esteem = more likely to succeed
contingent self esteem
how others views or outside influences affects self esteem
- only receive praise = criticism may cause to give up
- western praises results
- Japanese and Chinese praise the process/journey
regulating emotions
- huge development at this age
- able to understand conflicting emotions
individualistic cultures encourages expression of emotions, collectivistic cultures discourage the expression of emotions
Initiative vs. guilt
Erikson’s next stage
- children start to take initiative but is guided by guilt/what others would think of their decisions
- if resolves initiative side child will develop purpose
gender roles
attitudes/behaviors/interests/skills that a culture deems appropriate for a gender
gender typing
childs learning of their gender role
- increases by ages 3-6
gender stereotype
exaggerated generalizations of male & female behavior
- starts at around 21/2-3 years and peaks at age 5
social cognitive theory
these ideas of gender of reinforced by social interactions
gender identity
2-3 yrs
understanding of male and female
gender stability
3-4 yrs
understanding that gender will stay the same
gender consistency
3-7 yrs
understanding that superficial charactersisitcs doesnt affect gender
gender schema theory for gender roles
gender is just a concept (a schema) and for this reason it learned and thus can be changed or learned differently
functional play
repetitive motions/movements
constructive play
use of objects or materials to make something
e.g. coloring or blocks
dramatic play
imaginary/pretend play
formal play
games with rules
disciplinary strategies for parents
power assertion, inductive techniques, withdrawal of love
power assertion disciplinary strategy
discourage undesirbale behacior through physical or verabl enforcement
e.g. threat, loss of privileges, spanking
inductive techniques
pormotes desireable beahvior by appealing to childs reasoning and sense of fairness (setting out and explaining the rules)
withdrawl of love
discourages undesirable behaviors by ignornisng, isolating showing dislike towards child
types of parenting styles
authoritarian, authoritative, permissive
authoritarian parenting style
“dictatir” values control and unquestioning obedience
- uses power assertion and punish for misdeeds
authoritative parenting style
has rules but respects child’s individuality, most self controlled, self reliant, and content
permissive parenting style
few demands/rules, allows kis to self reglat make their own decisions
altruism
acting out of concern for oters w/ no expectation of reward
aggresion types and characteristics
instrumental: use aggresion like an instrument or took to get what they want (not personal)
hostile: aggressive behavior intended to hurt someone
overt aggression: physical aggression
relational aggression: non-physical, damaging relationships or reputations
