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Education > Early Childhood > Flashcards

Early Childhood Flashcards

1
Q

physical development …

A

slows down

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2
Q

hypomineralisation

A
  • soft/chalky teeth, yellow discolouration/rotting
  • caused be use of antibiotics or other disturbances during early tooth development
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3
Q

malnutrition

A
  • improper amount and balance of nutrients (also found in obese children)
  • common in developing countries
  • increased risk with poverty
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4
Q

undernutrition

A

deficiency in diet

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5
Q

anaemia

A
  • iron deficiency
  • causes fatigue, irritability, difficulty sustaining attention
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6
Q

hidden hunger

A
  • deficiencies in vitamins and essential nutrients
  • impacts growth and development across lifespan
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7
Q

obesity

A
  • defined as 20% above average for a given age and height
  • overfeeding during infancy may predispose to becoming obese
  • linked to cancer, heart disease, type 2 diabetes, liver disease etc.
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8
Q

lead causes of death (developing and developed)

A

developing
- illnesses and disease
developed
- accidental deaths

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9
Q

brain development

A
  • size of brain increases
  • frontal lobe development
  • increase in myelination in the cerebellum
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10
Q

reticular formation

A

increase in attention span, can sit for 10-15 mins at pre-school

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11
Q

infantile amnesia

A
  • <2yrs have limited autobiographical memory
  • increasing self awareness and language abilities
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12
Q

‘hot’ memories

A
  • associated with strong emotions
  • more likely to be stored and easier to retrieve
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13
Q

false memories

A

memories can be planted or suggested

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14
Q

preoperational period

A
  • 2-7 years old
  • thinking becomes representational
  • use of symbolic thinking grows and mental reasoning emerges
  • understand that a word can represent an object
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15
Q

thinking limited in 3 ways

A
  1. centred
  2. irreversible
  3. egocentric
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16
Q

conservation

A

can only focus on one attribute at a time
- e.g. height not weight

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17
Q

egocentrism

A

inability to understand that other people have a different perspective

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18
Q

animism

A

children attribute thoughts and feelings to inanimate objects and forces (Lorelei Gilmore)

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19
Q

classification

A

children can now understand that objects can be part of more than one cognitive group
- e.g. more yellow flowers or flowers?

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20
Q

reversibility

A

once put into groups, can’t reverse process

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21
Q

theory of mind

A
  • ability of children to understand their own thinking and that of others
    • they realise people think and feel differently to them
  • 2yrs can understand thinking process
  • 3yrs can understand imaginary objects that aren’t present
22
Q

false belief task

A
  • Sally has a black box and Ann has a white box
  • Sally has a marble, she puts the marble into her own box, then goes for a walk
  • Ann takes the marble out of Sally’s box and puts it into her box
  • Sally comes back and wants to play with her marble - where will Sally look for her marble?
  • Most 3yr olds will say Sally will look for the marble in the white box
  • Most 4yr olds will say Sally will falsely believe the marble is in the black box
23
Q

language development

A
  • progresses at a rapid pace
  • early childhood a sensitive period for language development
  • cultural variations in fast mapping
24
Q

grammar

A

Rules of language continues to develop so that by age 4 about 90% of children use correct grammar

25
Q

pragmatics

A

Social rules of language, develop because of hugely expanding social world

26
Q

emotional regulation

A
  • major developmental task
  • 2-6yrs extreme reactions decrease
  • learn to control impulses and emotions to get along with others
    -use effortful control in emotionally challenging situations
27
Q

self control

A
  • inhibiting urges to act in ways that violate moral standards
  • sometimes called resistance to temptation
  • delay of gratification - marshmallow test
28
Q

under control of emotions

A
  • inadequate emotional regulation
  • increased risk of externalising problems
    e.g. delinquency, aggression, risk-taking behaviour
  • may be due to permissive parenting styles
  • more common among males
29
Q

over control of emotions

A
  • excessive emotional self-regulation
  • increased risk of developing internalising problems
    e.g. anxiety, depression, self-harm, perfectionism, anorexia
  • may have overly controlling parents
  • more common among females
30
Q

erikson in early childhood

A

initiative vs. guilt
- need to learn to assert power and control, explore and take initiative

31
Q

moral development

A
  • capacity for empathy increases
  • greater understanding of moral codes and cultural rules
  • moral judgements based more on fear of being punished
  • quite rigid in beliefs
32
Q

bandura’s …

A

social cognitive theory

33
Q

social cognitive theory

A
  • children model behaviour on what they observe and what they expect the consequences will be
  • more likely to model behaviour if model is rewarded, is a warm and responsive adult and has authority/prestige
34
Q

when does gender identity begin to develop?

A

at 2 years, typically understanding themselves as male/female/nonbinary

35
Q

positive effectives of preschool (4)

A
  1. higher verbal skills
  2. stronger performance on memory and listening comprehension
  3. children from low-income families score higher on school readiness
  4. social children are more independent and confident
36
Q

negative effects of preschool (3)

A
  • less compliance
  • less respectful towards adults
  • more aggressive to other children
37
Q

Te Whāriki

A

Aotearoa’s ECE curriculum
- flexible approach to interpretation
- weaves in focus on developmental skills and knowledge

38
Q

parenting styles measured by … (2)

A

demandingness and responsiveness

39
Q

demandingness

A

degree to which parents set down rules and expectations for behaviour

40
Q

responsiveness

A

degree to which parents are sensitive to their children’s needs and express warmth

41
Q

Baumrind’s Parenting Styles (4)

A

authoritative parenting (+ +)
- high in demandingness, high in responsiveness
permissive parenting (- +)
- low in demandingness, high in responsiveness
authoritarian parenting (+ -)
- high in demandingness, low in responsiveness
disengaged parenting (- -)
- low in demandingness, low in responsiveness

42
Q

S.K.I.P (6 things children need to group up to be happy, capable adults)

A
  1. Love and warmth
  2. Talking and listening
  3. Guidance and understanding
  4. Limits and boundaries
  5. Consistency and consequences
  6. A structured, secure world
43
Q

4-5yr old response to birth of younger sibling

A
  • Jealousy, ambivalence, aggression and hostility are common.
  • Helping, sharing and teaching are also common responses.
  • Once younger sibling is a toddler, children might dominate and command them.
44
Q

types of aggression (3)

A
  1. instrumental (proactive)
  2. hostile (reactive)
  3. relational (social)
45
Q

instrumental aggression

A

uses aggressive behaviour to get what they want

46
Q

hostile aggression

A

child exhibits anger and intends to hurt or inflict pain
- physical aggression (hitting, kicking etc.)
- verbal aggression (yelling, name calling etc.)

47
Q

relational aggression

A

child damages reputation among peers through social exclusion and malicious gossip

48
Q

changes in aggression

A
  • physical peaks in toddlerhood/early childhood and tends to decline (males more physically aggressive than females)
  • verbal aggression rises across early childhood
  • relationship aggression becomes more common
49
Q

negative effects of media use

A
  • increased aggressive thoughts and behaviour even in non-aggressive kids
  • aggressive children watch more aggressive TV (self-reinforcing)
  • susceptibility to advertising
50
Q

positive effects of educational media

A
  • academic skills, cross-cultural respect
  • higher language and maths skills
  • engagement with activities (e.g. dance, song, etc.)

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