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Early childhood Flashcards

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1
Q
  • the period from birth to eight years old
  • a time of remarkable growth with brain development at its peak.
A

Early childhood

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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

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3
Q

Two most important contributors to height differences are:

A

ethnic origin and nutrition (Meredith, 1978).

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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

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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

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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

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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

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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

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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

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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

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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

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12
Q

 Routine physical activity should be a daily occurrence for young
children.

A

Exercise

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13
Q

the infant progresses in the ability to organize and coordinate sensations and
perceptions with physical movements and actions

A

The sensorimotor stage

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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

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15
Q

This developmental stage can be divided into two substages:

A
  1. the symbolic function substage
  2. the intuitive thought substage.
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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

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17
Q

is the inability to distinguish between one’s own perspective and someone else’s
perspective

A

Egocentrism

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18
Q

the belief that inanimate objects have lifelike qualities and are capable of action.

A

Animism

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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

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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

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21
Q

the awareness that altering an object’s or a substance’s appearance does not
change its basic properties.

A

Conservation

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22
Q

Emphasized that children actively construct their knowledge and understanding

A

Vygotsky theory

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23
Q

children develop ways of thinking and understanding by their
actions and interactions with the physical world.

A

Piagets theory

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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)

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25
Q
  • means changing the level of support.
A

Scaffolding

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26
Q
  • 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.
A

Language and Thought

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27
Q

defined as the focusing of mental resources on select information.

A

Attention

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27
Q

Here are some ways Vygotsky’s theory can be incorporated
in classrooms:

A
  1. Assess the child’s ZPD
    2.uses the child’s ZPD in teaching
  2. Use more skilled peers as teachers
  3. Place instruction in a meaningful context
  4. Transform the classroom with vygotskian ideas
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28
Q

involves action planning, allocating attention to goals, error detection and
compensation, monitoring progress on tasks, and dealing with novel or difficult
circumstances (

A

Executive attention

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29
Q

is focused and extended engagement with an object, task, event, or other aspect of the
environment

A

Sustained attention (also called vigilance)

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30
Q

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.

A

Salient versus relevant dimensions.

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31
Q

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.

A

Planfulness

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32
Q

individuals retain information for up to 30 seconds if there is no rehearsal of the
information.

A

Short term memory

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33
Q
  • involves memory of significant events and experiences in
    one’s life.
A

Autobiographical Memory

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34
Q

involves managing one’s thoughts to engage in goal-directed
behavior and self-control.

A

Executive function

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35
Q

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.

A

The Child’s Theory of Mind

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36
Q
  • Children’s theory of mind changes as they develop through childhood (Wellman,
    2015).
A

Developmental Changes

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37
Q

.
- 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

A

Perceptions

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38
Q

The child can distinguish between positive (for example, happy) and negative (for
example, sad)

A

Emotions

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39
Q

Toddlers recognize that if people want something, they will try to get it
For instance, a child might say, “I want my mommy.”

A

Desires

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40
Q

 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.

A

UNDERSTANDING PHONOLOGY AND MORPHOLOGY

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41
Q
  • 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)
A

YOUNG CHILDREN’S LITERACY

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42
Q

The developing minds and social experiences children produce
remarkable advances in the development of their self, emotional maturity,
moral understanding, and gender awareness.

A

Emotional and Personality Development

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43
Q

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.

A

THE SELF

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44
Q

which
is the representation of self, the substance and content of self-
conceptions.
-provides its rational underpinnings.

A

self-understanding

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45
Q

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.

A

EMOTIONAL DEVELOPMENT

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46
Q

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

A

Expressing emotions

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47
Q

Examples of self-conscious emotions.

A

Pride, shame, embarrassment, and guilt

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48
Q

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

A

Understanding Emotions

49
Q

especially plays a key role in children’s ability to
manage the demands and conflicts they face in interacting with others

A

Regulating Emotions

50
Q

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.

A

Emotion-coaching parents

51
Q

view their role as to deny, ignore, or change negative emotions.

A

emotion-dismissing parents

52
Q

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.

A

Emotion Regulation and Peer Relations

53
Q

involves thoughts, feelings, and behaviors regarding rules and
conventions about what people should do in their interactions with other
people.

A

Moral development

54
Q

Feelings of anxiety and guilt are central to the account of _______ provided by Sigmund Freud’s psychoanalytic theory

A

Moral Feelings

55
Q

the ability to discern another’s inner psychological states, which is also
known as perspective taking.

A

Empathy

56
Q

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

A

Sympathy

57
Q

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.

A

Moral Reasoning

58
Q

Advocates of behavioral perspectives hold that the processes of:

A

a. Reinforcement
b. punishment,
c. imitation

59
Q

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.

A

Moral behavior

60
Q
  • 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 .
A

Conscience

61
Q

Among the most important aspects of the relationship between parents and
children that contribute to children’s moral development are:

A
  1. relational quality
  2. parental discipline
  3. proactive strategies
  4. conversational dialogue
62
Q
  • involves proactively averting potential misbehavior by children before it
    takes place (Thompson, 2009).
A

parenting strategy

63
Q

.
- Young children are moral apprentices, striving to understand what is
moral. Thompson.( Ross,2012)

A

Parenting and Young Children’s Moral Development

64
Q

.
- refers to the characteristics of people as males and females.

A

Gender

65
Q
  • involves a sense of one’s own gender, including knowledge,
    understanding, and acceptance of being male or female (Brannon, 2017;
    Martin & others, 2017).
A

Gender identity

66
Q
  • involves knowing whether you are a girl or boy, an awareness that most
    children develop by about 2½ years of age
A

One aspect of gender identity

67
Q
  • are sets of expectations that prescribe how females or males should
    think, act, and feel.
A

Gender roles

68
Q
  • refers to acquisition of a traditional masculine or feminine role.
A

Gender typing

69
Q

Biology clearly plays a role in gender development
Among the possible biological influences

A
  1. chromosomes
  2. hormones
  3. evolution
70
Q

The two main classes of sex hormones

A
  • estrogens
  • Androgens
71
Q

 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.

A

Chromosomes and Hormones

72
Q
  • such as estradiol, influence the development of female physical sex
    characteristics.
A

Estrogens

73
Q
  • such as testosterone, promote the development of male physical sex
    characteristics.
A

Androgens

74
Q
  • 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.
A

Evolutionary psychology

74
Q
  • 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.
A

Social Influences

75
Q
  • which states that gender differences result from the contrasting roles of
    women and men.
A

Social role theory

76
Q
  • that the preschool child develops a sexual attraction to the opposite-sex
    parent.
A

Psychoanalytic theory

77
Q
  • This is the process known as the ______ (for boys)
A

Oedipus

78
Q

This process known as the ______ (for girls)
complex.

A

Electra

79
Q
  • provides an alternative explanation of how children develop gender-typed
    behavior.
A

social cognitive approach

80
Q
  • 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).
A

Parental Influences

81
Q
  • In many cultures, mothers socialize their daughters to be more obedient
    and responsible than their sons.
  • They also place more restrictions on daughters’ autonomy
A

Mothers’ socialization strategies

82
Q
  • 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.
A

Fathers’ socialization strategies.

83
Q
  • Parents provide the earliest discrimination of gender roles, but peers soon
    join the process of responding to and modeling masculine and feminine
    behavior.
A

Peer Influences

84
Q
  • From about 5 years of age onward, boys are more likely to associate
    together in larger clusters than girls are.
A

Group size

85
Q
  • 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.
A

Interaction in same-sex groups

86
Q
  • states that gender typing emerges as children gradually develop gender
    schemas of what is gender-appropriate and gender-inappropriate in their
    culture
A

gender schema theory

87
Q
  • is a cognitive structure, a network of associations that guides an
    individual’s perceptions.
A

A schema

88
Q
  • organizes the world in terms of female and male.
A

A gender schema

89
Q

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:

A

(Diana) Baumrind’s Parenting Styles

89
Q
A
90
Q
  • is a restrictive, punitive style in which parents exhort the child to follow
    their directions and respect their work and effort
A

Authoritarian parenting

91
Q

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.

A

Authoritative parenting

92
Q

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.

A

Neglectful parenting

93
Q

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.

A

Indulgent parenting

94
Q
  • The support that parents provide one another in jointly raising a child is
    called _____
A

Coparenting

95
Q
  • refer to both abuse and neglect,
    developmentalists increasingly use the term child maltreatment
A

child abuse

96
Q
  • 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
A

Physical abuse

97
Q
  • characterized by failure to provide for the child’s basic needs
A

Child neglect

98
Q
  • includes fondling a child’s genitals, intercourse, incest, rape, sodomy,
    exhibitionism, and commercial exploitation through prostitution or the
    production of pornographic materials
A

Sexual abuse

99
Q
  • includes acts or omissions by parents or other caregivers that have
    caused, or could cause, serious behavioral, cognitive, or emotional
    problems
A

Emotional abuse

100
Q
  • Intense positive and negative emotions are often expressed by siblings
    toward each other. Many children and adolescents have mixed feelings
    toward their siblings.
A

Emotional quality of the relationship.

101
Q
  • 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.
A

Familiarity and intimacy of the relationship.

102
Q
  • Some siblings describe their relationships more positively than others.
  • Thus, there is considerable variation in sibling relationships.
A

Variation in sibling relationships.

103
Q
  • Whether a child has older or younger siblings has been linked to
    development of certain personality characteristics.
A

Birth Order

104
Q
  • the most intelligent, achieving, and conscientious,
  • more adult-oriented, helpful, conforming, and self-controlled /
A

firstborns

105
Q
  • the most rebellious, liberal, and agreeable
A

later-borns

106
Q

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

A

Only child

107
Q
  • 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
A

Cross-Cultural Studies

108
Q

are more concerned that their children conform to society’s expectations,

A

Lower SES parents

109
Q

are more concerned with developing children’s initiative” and
delay of gratification,

A

Higher SES parents

110
Q

to provide a source of information and comparison about the world
outside the family.

A

Peer group functions

111
Q
  • 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”
A

Developmental Changes

112
Q

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).

A

Friends

113
Q

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

A
114
Q

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.

A
115
Q

frequent activities in excellent kindergarten programs

A

a. Experimenting
b. Exploring
c. Discovering
d. trying out
e. Restructuring
f. Speaking
g. listening

116
Q
  • 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.
A

Developmentally Appropriate and Inappropriate Education

117
Q
  • They emphasize that quality preschools prepare children for school
    readiness and academic success.
A

Universal Preschool Education

Developmental psychology (3 decks)

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