Early childhood Flashcards
1
Q
- the period from birth to eight years old
- a time of remarkable growth with brain development at its peak.
A
Early childhood
2
Q
The average child grows 2½ inches in height and gains 5 to 10 pounds a
year during early childhood.
The percentage of increase inheight and weight decreases with each
additional year
A
Height and Weight
3
Q
Two most important contributors to height differences are:
A
ethnic origin and nutrition (Meredith, 1978).
4
Q
One of the most important physical developments during early childhood
is the continuing development of the brain and nervous system
A
The Brain
5
Q
- Most preschool children are more active than they will ever be at any
later period in the life span.
A
MOTOR AND PERCEPTUAL DEVELOPMENT
6
Q
- As children move their legs with more confidence and carry themselves
more purposefully, moving around in the environment becomes more
automatic
A
Gross Motor Skills
7
Q
- Although children have had the ability to pick up the tiniest objects
between their thumb and forefinger for some time, they are still
somewhat clumsy at it.
A
Fine Motor Skills
8
Q
- Their eye muscles usually are developed enough that they can move their
eyes efficiently across a series of letters. - Many preschool children are farsighted, unable to see close up as well as
they can see far away.
By the time they enter the first grade - Most children can focus their eyes and sustain their attention effectively
on close-up objects.
A
Perceptual Development
9
Q
- What children eat affects their skeletal growth, body shape, and
susceptibility to disease. - Exercise and physical activity also are very important aspects of young
children’s lives.
A
NUTRITION AND EXERCISE
10
Q
A national study revealed that 45 percent of children’s meals exceed
recommendations for saturated and trans fats, which can raise cholesterol
levels and increase the risk of heart disease
A
Overweight young children
11
Q
is a problem for many U.S. children, with approximately 11
million preschool children experiencing malnutrition that places their health at
risk.
A
Malnutrition in Young Children from Low-Income Families
12
Q
Routine physical activity should be a daily occurrence for young
children.
A
Exercise
13
Q
the infant progresses in the ability to organize and coordinate sensations and
perceptions with physical movements and actions
A
The sensorimotor stage
14
Q
which lasts from approximately 2 to 7 years of age.
- children begin to represent the world with words, images, and drawings.
- They form stable concepts and begin to reason.
- At the same time, the young child’s cognitive world is dominated by egocentrism and
magical beliefs.
A
The preoperational stage
15
Q
This developmental stage can be divided into two substages:
A
- the symbolic function substage
- the intuitive thought substage.
16
Q
- the first substage of preoperational thought
- occurs roughly between the ages of 2 and 4.
- the young child gains the ability to mentally represent an object that is not present.
- This ability vastly expands the child’s mental world.
- Young children use scribble designs to represent people, houses, cars, clouds, and so
on; they begin to use language and engage in pretend play.
A
The Symbolic Function Substage
17
Q
is the inability to distinguish between one’s own perspective and someone else’s
perspective
A
Egocentrism
18
Q
the belief that inanimate objects have lifelike qualities and are capable of action.
A
Animism
19
Q
occur between approximately 4 and 7 years of age
- children begin to use primitive reasoning and want to know the answers to all sorts
of questions.
A
The intuitive thought substage
20
Q
a centering of attention on one characteristic to the exclusion of all others.
- evidenced in young children’s lack of conservation
A
Centration
21
Q
the awareness that altering an object’s or a substance’s appearance does not
change its basic properties.
A
Conservation
22
Q
Emphasized that children actively construct their knowledge and understanding
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Vygotsky theory
23
Q
children develop ways of thinking and understanding by their
actions and interactions with the physical world.
A
Piagets theory
24
Q
captures the child’s cognitive skills that are in the process of maturing and
can be accomplished only with the assistance of a more-skilled person
A
Zone of proximal development (ZPD)
25
- means changing the level of support.
Scaffolding
26
- The use of dialogue as a tool for scaffolding is only one example of the important role
of language in a child’s development.
- According to Lev Vygotsky, children use speech not only to communicate socially
but also to help them solve tasks.
Language and Thought
27
defined as the focusing of mental resources on select information.
Attention
27
Here are some ways Vygotsky’s theory can be incorporated
in classrooms:
1. Assess the child's ZPD
2.uses the child's ZPD in teaching
3. Use more skilled peers as teachers
4. Place instruction in a meaningful context
5. Transform the classroom with vygotskian ideas
28
involves action planning, allocating attention to goals, error detection and
compensation, monitoring progress on tasks, and dealing with novel or difficult
circumstances (
Executive attention
29
is focused and extended engagement with an object, task, event, or other aspect of the
environment
Sustained attention (also called vigilance)
30
Preschool children are likely to pay attention to stimuli that stand out, or are salient,
even when those stimuli are not relevant to solving a problem or performing a task.
- For example, if a flashy, attractive clown presents the directions for solving a
problem, preschool children are likely to pay more attention to the clown than to the
directions.
- After the age of 6 or 7, children attend more efficiently to the dimensions of the task
that are relevant, such as the directions for solving a problem.
- This change reflects a shift to cognitive control of attention, so that children behave
less impulsively and reflect more.
Salient versus relevant dimensions.
31
When experimenters ask children to judge whether two complex pictures are the
same, preschool children tend to use a haphazard comparison strategy, not examining
all of the details before making a judgment.
Planfulness
32
individuals retain information for up to 30 seconds if there is no rehearsal of the
information.
Short term memory
33
- involves memory of significant events and experiences in
one’s life.
Autobiographical Memory
34
involves managing one’s thoughts to engage in goal-directed
behavior and self-control.
Executive function
35
Even young children are curious about the nature of the human mind
- theory of mind, which refers to awareness of one’s own mental processes and the
mental processes of others.
The Child’s Theory of Mind
36
- Children’s theory of mind changes as they develop through childhood (Wellman,
2015).
Developmental Changes
37
.
- By 2 years of age, a child recognizes that another person will see what’s in front of
her own eyes instead of what’s in front of the child’s eyes.
- by 3 years of age, the child realizes that looking leads to knowing what’s inside a
container
Perceptions
38
The child can distinguish between positive (for example, happy) and negative (for
example, sad)
Emotions
39
Toddlers recognize that if people want something, they will try to get it
For instance, a child might say, “I want my mommy.”
Desires
40
During the preschool years, most children gradually become more sensitive to the
sounds of spoken words and become increasingly capable of producing all the sounds I
of their language.
UNDERSTANDING PHONOLOGY AND MORPHOLOGY
41
- Parents and teachers need to provide young children with a supportive
environment for developing literacy skills (Tompkins, 2017, 2019).
- Children should be active participants and be immersed in a wide range of
interesting situations involving listening, talking, writing, and reading (Reutzel &
Cooter, 2019; Vukelich & others, 2016)
YOUNG CHILDREN’S LITERACY
42
The developing minds and social experiences children produce
remarkable advances in the development of their self, emotional maturity,
moral understanding, and gender awareness.
Emotional and Personality Development
43
During the second year of life, children make considerable progress in
self-recognition.
In the early childhood years, young children develop in many ways that
enable them to enhance their self-understanding.
THE SELF
44
which
is the representation of self, the substance and content of self-
conceptions.
-provides its rational underpinnings.
self-understanding
45
The young child’s growing awareness of self is linked to the ability to
feel an expanding range of emotions.
Young children, like adults, experience many emotions during the course
of a day.
EMOTIONAL DEVELOPMENT
46
Young infants experience emotions such as joy and fear, but to
experience self-conscious emotions children must be able to refer to
themselves and be aware of themselves as distinct from others
Expressing emotions
47
Examples of self-conscious emotions.
Pride, shame, embarrassment, and guilt
48
During early childhood, young children increasingly understand that
certain situations are likely to evoke particular emotions, facial
expressions indicate specific emotions, emotions affect behavior, and
emotions can be used to influence others’ emotions
Understanding Emotions
49
especially plays a key role in children’s ability to
manage the demands and conflicts they face in interacting with others
Regulating Emotions
50
monitor their children’s emotions, view their children’s negative
emotions as opportunities for teaching, assist them in labeling emotions,
and coach them in how to deal effectively with emotions.
Emotion-coaching parents
51
view their role as to deny, ignore, or change negative emotions.
emotion-dismissing parents
52
Emotions play a strong role in determining the success of a child’s peer
relationships (Smetana & Ball, 2018).
Moody and emotionally negative children are more likely to experience
rejection by their peers, whereas emotionally positive children are more
popular.
Emotion Regulation and Peer Relations
53
involves thoughts, feelings, and behaviors regarding rules and
conventions about what people should do in their interactions with other
people.
Moral development
54
Feelings of anxiety and guilt are central to the account of _______ provided by Sigmund Freud’s psychoanalytic theory
Moral Feelings
55
the ability to discern another’s inner psychological states, which is also
known as perspective taking.
Empathy
56
an other - oriented emotional response in which an observer experiences
emotions that are similar or identical to what the other person is feeling—
often motivates prosocial behavior
Sympathy
57
Interest in how children think about moral issues was stimulated by
Piaget (1932), who extensively observed and interviewed children
between the ages of 4 and 12.
Moral Reasoning
58
Advocates of behavioral perspectives hold that the processes of:
a. Reinforcement
b. punishment,
c. imitation
59
When children are rewarded for behavior that is consistent with laws and
social conventions, they are likely to repeat that behavior.
When models who behave morally are provided, children are likely to
adopt their actions.
Moral behavior
60
- refers to an internal regulation of standards of right and wrong that
involves an integration of all three components of moral development --
moral thought, feeling , and behavior .
Conscience
61
Among the most important aspects of the relationship between parents and
children that contribute to children’s moral development are:
1. relational quality
2. parental discipline
3. proactive strategies
4. conversational dialogue
62
- involves proactively averting potential misbehavior by children before it
takes place (Thompson, 2009).
parenting strategy
63
.
- Young children are moral apprentices, striving to understand what is
moral. Thompson.( Ross,2012)
Parenting and Young Children’s Moral Development
64
.
- refers to the characteristics of people as males and females.
Gender
65
- involves a sense of one’s own gender, including knowledge,
understanding, and acceptance of being male or female (Brannon, 2017;
Martin & others, 2017).
Gender identity
66
- involves knowing whether you are a girl or boy, an awareness that most
children develop by about 2½ years of age
One aspect of gender identity
67
- are sets of expectations that prescribe how females or males should
think, act, and feel.
Gender roles
68
- refers to acquisition of a traditional masculine or feminine role.
Gender typing
69
Biology clearly plays a role in gender development
Among the possible biological influences
1. chromosomes
2. hormones
3. evolution
70
The two main classes of sex hormones
- estrogens
- Androgens
71
The 23rd pair consists of a combination of X and Y chromosomes,
usually two X chromosomes in a female and an X and a Y in a male.
Chromosomes and Hormones
72
- such as estradiol, influence the development of female physical sex
characteristics.
Estrogens
73
- such as testosterone, promote the development of male physical sex
characteristics.
Androgens
74
- According to this theory, adaptation during human evolution produced
psychological differences between males and females.
- Because of their differing roles in reproduction, males and females faced
differing pressures when the human species was evolving.
Evolutionary psychology
74
- Many social scientists do not locate the cause of psychological gender
differences in biological dispositions.
- Rather, they argue that these differences reflect social experiences.
Explanations for how gender differences come about through experience
include both social and cognitive theories.
Social Influences
75
- which states that gender differences result from the contrasting roles of
women and men.
Social role theory
76
- that the preschool child develops a sexual attraction to the opposite-sex
parent.
Psychoanalytic theory
77
- This is the process known as the ______ (for boys)
Oedipus
78
This process known as the ______ (for girls)
complex.
Electra
79
- provides an alternative explanation of how children develop gender-typed
behavior.
social cognitive approach
80
- Parents, by action and by example, influence their children’s gender
development.
- Both mothers and fathers are psychologically important to their children’s
gender development (Leaper, 2015).
Parental Influences
81
- In many cultures, mothers socialize their daughters to be more obedient
and responsible than their sons.
- They also place more restrictions on daughters’ autonomy
Mothers’ socialization strategies
82
- Fathers show more attention to sons than to daughters, engage in more
activities with sons, and put forth more effort to promote sons’
intellectual development.
Fathers’ socialization strategies.
83
- Parents provide the earliest discrimination of gender roles, but peers soon
join the process of responding to and modeling masculine and feminine
behavior.
Peer Influences
84
- From about 5 years of age onward, boys are more likely to associate
together in larger clusters than girls are.
Group size
85
- Boys are more likely than girls to engage in rough-and tumble play,
competition, conflict, ego displays, risk taking, and quests for dominance.
- By contrast, girls are more likely to engage in “collaborative discourse,”
in which they talk and act in a more reciprocal manner.
Interaction in same-sex groups
86
- states that gender typing emerges as children gradually develop gender
schemas of what is gender-appropriate and gender-inappropriate in their
culture
gender schema theory
87
- is a cognitive structure, a network of associations that guides an
individual’s perceptions.
A schema
88
- organizes the world in terms of female and male.
A gender schema
89
argues that parents should be neither punitive nor
aloof. Rather, they should develop rules for their children and
be affectionate with them. She has described four types of parenting styles:
(Diana) Baumrind’s Parenting Styles
89
90
- is a restrictive, punitive style in which parents exhort the child to follow
their directions and respect their work and effort
Authoritarian parenting
91
encourages children to be independent but still places
limits and controls on their actions.
- Extensive verbal give-and-take is allowed, and parents are warm and
nurturing toward the child.
Authoritative parenting
92
is a style in which the parent is uninvolved in the child’s
life.
- Children whose parents are neglectful develop the sense that other aspects
of the parents’ lives are more important than they are.
- These children tend to be socially incompetent.
Neglectful parenting
93
is a style in which parents are highly involved with their
children but place few demands or controls on them. Such parents let their
children do what they want.
Indulgent parenting
94
- The support that parents provide one another in jointly raising a child is
called _____
Coparenting
95
- refer to both abuse and neglect,
developmentalists increasingly use the term child maltreatment
child abuse
96
- characterized by the infliction of physical injury as a result of punching,
beating, kicking, biting, burning, shaking, or otherwise harming a child.
- The parent or other person may not have intended to hurt the child; the
injury may have resulted from excessive physical punishment
Physical abuse
97
- characterized by failure to provide for the child’s basic needs
Child neglect
98
- includes fondling a child’s genitals, intercourse, incest, rape, sodomy,
exhibitionism, and commercial exploitation through prostitution or the
production of pornographic materials
Sexual abuse
99
- includes acts or omissions by parents or other caregivers that have
caused, or could cause, serious behavioral, cognitive, or emotional
problems
Emotional abuse
100
- Intense positive and negative emotions are often expressed by siblings
toward each other. Many children and adolescents have mixed feelings
toward their siblings.
Emotional quality of the relationship.
101
- Siblings typically know each other very well, and this intimacy suggests
that they can either provide support or tease and undermine each other,
depending on the situation.
Familiarity and intimacy of the relationship.
102
- Some siblings describe their relationships more positively than others.
- Thus, there is considerable variation in sibling relationships.
Variation in sibling relationships.
103
- Whether a child has older or younger siblings has been linked to
development of certain personality characteristics.
Birth Order
104
- the most intelligent, achieving, and conscientious,
- more adult-oriented, helpful, conforming, and self-controlled /
firstborns
105
- the most rebellious, liberal, and agreeable
later-borns
106
is a “spoiled brat” with such
undesirable characteristics as dependency, lack of self-control, and self-centered
behavior.
achievement-oriented
- display a desirable personality, especially in comparison with later-borns
and children from large families
Only child
107
- Different cultures often give different answers to basic questions such as
what the father’s role in the family should be, what support systems are
available to families, and how children should be disciplined
Cross-Cultural Studies
108
are more concerned that their children conform to society’s expectations,
Lower SES parents
109
are more concerned with developing children’s initiative” and
delay of gratification,
Higher SES parents
110
to provide a source of information and comparison about the world
outside the family.
Peer group functions
111
- Many preschool children spend considerable time in peer interaction
conversing with playmates about such matters as “negotiating roles and
rules in play,arguing, and agreeing”
Developmental Changes
112
In early childhood, children distinguish between friends and nonfriends
(Howes, 2009).
- For most young children, a friend is someone to play with.
- Young preschool children are more likely than older children to have
friends who are of a different gender and ethnicity (Howes, 2009).
Friends
113
is a key aspect of the child-centered kindergarten, which
emphasizes the education of the whole child and concern for his or her
physical, cognitive, and socioemotional development
The Child-Centered Kindergarten
-
114
schools are patterned after the educational philosophy of
Maria Montessori (1870–1952), an Italian physician-turned-educator who
at the beginning of the twentieth century crafted a revolutionary approach
to young children’s education.
The Montessori Approach
-
115
frequent activities in excellent kindergarten programs
a. Experimenting
b. Exploring
c. Discovering
d. trying out
e. Restructuring
f. Speaking
g. listening
116
- Many educators and psychologists conclude that preschool and young
elementary school children learn best through active, hands-on teaching
methods such as games and dramatic play.
Developmentally Appropriate and Inappropriate Education
117
- They emphasize that quality preschools prepare children for school
readiness and academic success.
Universal Preschool Education
