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S2 PTA 105 G&D > Early childhood > Flashcards

Early childhood Flashcards

1
Q

Early childhood (2-6 years)

A

Play years

- transition form rapid neuromotor development to language, communication, social and behavioral control

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2
Q

Emotional/social domain

A

Psychosocial development to promot purpose

  • attachment and emotional development
  • play helps children learn
  • development of personal autonomy: independent in basic self-care by 5, increased ability in self-care tasks, negativism
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3
Q

Erikson’s stages 1-3

A
  1. Basic trust vs. mistrust (0-1yo, hope)
  2. Autonomy vs. shame and doubt (1-3 yo, will)
  3. Initiative vs. guilt (3-6yo, purpose)

Need the bad to balance to good to create hope.

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4
Q

Growth of attachment

A

An infant’s growing cognitive and language skills allow them to act as tru partners in the attachment relationship (beginning at 18 months)

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5
Q

Basic trust vs. mistrust

A

Birth - 1 year

  • if parents respond to the infant’s needs consistently. The infant comes to tract and feel secure in the world
  • value of mishaps: the infant learns to mistrust through experience
  • with proper balance of trust and mistrust, infants develop hope
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6
Q

Autonomy vs shame and doubt

A

1 - 3 years

  • children understand that they can control their actions, independent from others
  • this belief is counteracted by doubt that they can handle demanding situations, and by the shame that may result from failure
  • balance and blend of autonomy (independence), doubt, and shame promote will
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7
Q

Initiative vs guilt

A

3 - 6 years

  • children start to expose the environment on their own
  • the idea that this initiative may place them in conflict with others (guilt) moderates initiative
  • a balance et week an individuals initiative and willingness to cooperate with others promotes purpose
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8
Q

Forms of attachment

A
  1. Secure: may or may not cry when mom leaves, but definitley wants her when she returns. - ideal and normal, usually hits milestones (hard with postpartum)
  2. Avoidant: bb not upset when mom leaves and ignores return
  3. Resistant: bb upset when mom leaves and continues to cry when she returns
  4. Disorganized (disoriented): bb confused when mom leaves, can remain confused with mom returns
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9
Q

Effects of attachment

A
  • infants who experience trust and compassion of a secure attachment later interact more confidently and successfully with peers in preschool.
  • behavior problems can be associated with children who had a disorganized attachment
  • attachment is only one of many steps to social development, but can interfere positively or negatively
  • tue attachment 6-18 months, peciprical attachment at 18 months (bb has cognitive, language, behavioral skills to be involved)
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10
Q

Emotional development

A
  • 8-9 months, bb experience all basic emotions (anger is first negative 4-6mo and stranger wariness at 6 mo)
  • complex emotions emerge at 18-24 mo (pride, guilt, embarrassment. Understanding of self required)
  • experience and cultural influences mold emotional development and expression
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11
Q

Emotional development part 2

A
  • recognizing and regulating emotions: bb can recognize facial expression associated with emotions at 4 mo
  • bb attends more rapidly to negative facial expressions
  • bb use other’s emotions to guide behaviors
  • emotion regulation begins at 4-6 mo, if somethingg is frightening or confusing, infant will look away
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12
Q

PLAY

A
  • types of play: parallel - simple social - cooperative
  • make believe
  • solitary
  • gender differences
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13
Q

Make believe

A

More abstract, more creativity required, really encourages cognitive development

  • encourage and influence, dont tell them to do it right or use corrrect materials
  • increases social characteristics
  • early phases involve realistic props, later phases become more abstract
  • promotes cognitive growth and positive social characteristics
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14
Q

Solitary play

A

Often early signs of autism, chromosomal disease. Parents dont often notice this

  • can be unhealthy and warrant intervention
  • interest by not involved, lots of hovering
  • or not interested in others and just do own things
  • decreased social development: distant and unafffected emotions
  • **experienced in many forms, most are normal
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15
Q

Gender differences

A

2-3 year olds begin to prefer to play with same sec peers, preferences get stronger throughout childhood

  • by the age of 3, children’s play show an impact from gender stereotypes
  • by the age of 4, children’s learn about behaviors and traits that are masculine/feminine
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16
Q

Parallel play

A

Children play alone by maintain interest on what the others are doing

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17
Q

Simple social play

A

Engage in similar activities and talk or smile at one another
- starts roughly 15-18 mo

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18
Q

Cooperative play

A

There is a theme to play, and children take on distinct roles
- 24 mo

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19
Q

Girls

A

Associated with enabling actions - actions and remarks support and sustain interaciton
- very set up and organized play, instructions

20
Q

Boys

A

Associated with constricting actions - challenging, threatening, or contradicting others
- actions that constrict interaciton, not playing together but at each other

21
Q

Brain development

A

90% of adult brain weight by age 6

  • frontal lobe of cerebral cortex: planning and organizing behaviors and inhibition of impulses/reflexive activity
  • corpus callosum: growth peaks between ages 3-6. Allows smooth coordination of movements on both sides of body
22
Q

Left brain

Right brain

A

Language, math, logic, science

Creativity, art, music, spatial skills

23
Q

Frontal cortex

A

Personality, conscious intellect, pallngin, organizing, goal-directed behavior, motor activities

24
Q

Parietal cortex

A

Somatosensory cortex

25
Q

Temporal cortex

A

Hearing and balance

26
Q

Occipital cortex

A

Vision

27
Q

Influences on growth and development

A
  1. Heredity
  2. Growth hormone (influences development of all body tissues except CNS) and Thyroid stimulating hormone (necessary for brain development and for GH to have full affect)
  3. Nutrition
  4. Experiences: play is key foundation for development. Environment should contain repetitive, consistent, predictable, nurturing
28
Q

Growth milestones

A
  • Height: 2-3 yrs = 4 in, 3-6 yrs = 2-3in/yr (4ft by 6 yo)

- Weight: 2-4yr = 5 lbs/yr, 4-6 yr = 6 lb/yr (50 lbs by 6yo)

29
Q

Language development

A

Foundation for controlled attention, memory, problem-solving

  • increased skill interpersonal conversations
  • emergence of private speech
  • left hemisphere
30
Q

Play cont

A

Experiences and social relationships are key.

  • increasingly complex gross and fine motor skill attainment
  • by school age, child can manage basic self care, follow directions, and work in a group
31
Q

Will

A

Young child’s understanding that he or she can act on the world intentionally, which occurs when autonomy, shame, and doubt are in balance

32
Q

Purpose

A

A balance between initiative and willingness to cooperate with others

33
Q

Attachment

A

Enduring socioecmotional relationships between infants and their caregivers

34
Q

Internal working model

A

An infant’s understanding of how responsive meant and dependable the mother is, which is thought to influence the child’s life

35
Q

Basic emotions

A

Emotions experienced by humankind and that consist of three elements

  1. Subjective feeling
  2. Physiological change
  3. Overt behavior
36
Q

Social smiles

A

Smiles that infants produce when they see a human face

37
Q

Stranger wariness

A

The first distinct signs of fear that emerge around 6 mo when infants become wary in the presences of unfamiliar adults

38
Q

Social referencing

A

Behavior in which infants in unfamiliar or ambiguous environments look at an adult for cues to help the interpret the situation

39
Q

Enabling actions

A

Individual’s actions and remarks that tend to support others and sustain the interaciton

40
Q

Constricting actions

A

Interactions in which one partner tries to emerge as the victor by threatening or contradicting the other

41
Q

Pro social behavior

A

Any behavior that benefits another person

42
Q

Altruism

A

Pro social behavior such as helping ANd sharing in which the individual does not benefit directly from the behavior

43
Q

Factors contributing to childrens prosocial behavior

A
  1. Skills: perspective talking and empathy
  2. Situational influences: feelings of responsibility and competence, mood, cost of altruism
  3. Heredity: temperament
  4. Parents’ influences: modeling, discipline, and opportunites
44
Q

Social role

A

A set of cultural guidelines about how one should behave, esp with others

45
Q

Relational aggression

A

Used to hurt others by undermining their social relationships

46
Q

Gender-schema theory

A

States that children want to learn more about an activity only after first deciding whether it is masculine or feminine

S2 PTA 105 G&D (11 decks)

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