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Developmental Psych > Early Childhood/preschool > Flashcards

Early Childhood/preschool Flashcards

1
Q

What is a common issue for children (ears)?

A

Earaches

-eustachian tube

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2
Q

Obesity

A

Body weight more than 20% higher than average weight for a person of a particular age and height

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3
Q

Causes of obesity

A

More time watching tv, computer, less time spent on play and exercise now

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4
Q

Optimal strategy against obesity

A

Have a variety of low-fat and high-nutrition foods available for preschoolers
-high iron important

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5
Q

What is the greatest risk for death or injury in preschoolers?

A

Accidents.

Injury is the leading cause of death
55% of injuries during sport or activity
73% of injuries at home

Boys take more risks, so higher injuries

Don’t have executive functioning yet to be able to understand consequences of actions

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6
Q

Early education options

A

More than 50% of children 1-5 are in some form of care outside the home

  • child care
  • family run child care
  • preschool
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7
Q

Characteristics of high quality care

A
  • well trained
  • appropriate ratio of care providers to children (1:5 max)
  • carefully planned curriculum
  • rich language environment
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8
Q

2 important brain developments

A

1) number of interconnections increase - facilitates the acquisition of cognitive skills
2) the amount of myelin increases- facilitates speed of neural processing

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9
Q

Size of brain compared to adults

A

Brain is 80% of adult

At age 5, brain is 90% of the weight of adult brain, but there body is only 30% of an adult’s body

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10
Q

Brain lateralization

A

Corpus callosum thickens, coordinates two hemispheres

Lateralizations: each hemisphere specializes

  • Left is verbal tasks, processing info sequentially
  • Right is nonverbal tasks
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11
Q

Growth in children in high and low SES homes

A

High SES- growth in typical a manner

Low SES- divergences in growth, slower growth because less resources

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12
Q

Left handedness in relation to brain lateralization

A

10% left handed, most males

Of left-handed, most still demonstrated left hemispheric language lateralization

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13
Q

Gross motor skills

A

Can now engage in activities that require a high degree of coordination (ex. Bike, ski)

Boys-more muscle strength
Girls- better limb coordination

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14
Q

What two things play a role in skill development

A

Practice and brain development

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15
Q

Toilet training- when to start

A

When they are ready! Physically and emotionally

Signs of readiness:

  • staying dry 2+ hours during the day
  • can indicate when they have to go
  • can undress alone
  • waking up dry after naps
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16
Q

Fine motor skills

A

Involve delicate and smaller body movements (ex. Using a spoon)

These skills require practice

Start showing fine motor skills as early as 8 weeks

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17
Q

Perceptual development

A

Detecting boundaries between colours (3-4 years old)

Many are far-sighted, unable to see close up well. By first grade, eyes focus. Far sighted because head shape is still developing

Now nearsightedness is becoming more of a problem since we use phones and computers all the time

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18
Q

Piaget’s stages of cognitive development

A

1) sensorimotor
- birth to 2 years
- use sensory and motor schemes to act on world

2) preoperational
- 2 to 7
- acquire symbolic schemes such as language and fantasy

3) concrete operational
- 7 to 11
- think logically and solve problems

4) Formal operational
- 11 + years
- logically about abstract ideas and hypothetical situations

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19
Q

Preoperational stage

A
  • before this they acquire symbolic function
  • use symbols proficiently
  • difficulty thinking logically
  • at 2 or 3 they begin to pretend in their play
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20
Q

6 types of play

A

1) sensorimotor (12 months)
2) constructive play (2 years- stack up blocks, build something)
3) first pretend play (15-21 months) Toy is used for its actual purpose
4) substitute pretend play (2-3 years) pick up broom and pretend it is a horse
5) sociodramatic play- (preschool years) Imaginary friends
6) Rule governed play- (5 or 6 years) assigning roles more logically, boy is father, small friend is baby

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21
Q

Egocentrism

A

Belief that everyone sees and experiences the world the way they do

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22
Q

Centration

A

Tendency among young children to think of the world in terms of one variable at a time

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23
Q

Conservation

A

The understanding that matter can change in appearance without changing in quantity

  • identity: realize it maintains the same if nothing is added or subtracted
  • compensation: changes in one dimension can be offset by changes in another
  • reversibility: the change can be cancelled out by reversing the steps
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24
Q

Criticisms of piaget’s theory: Egocentrism and perspective taking

A

Children as young as 14.5 months have some ability to understand that other people experience things differently to them

By 2 or 3, can adapt play to the demands of friend

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25
Q

Info processing: understanding of numbers

A

Average preschooler can count

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26
Q

Info processing: autobiographical memory

A

Becomes increasingly accurate throughout preschool years

  • memories must be salient to be remembered
  • memories organized into scripts (representations of events in order that they occurred)
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27
Q

Forensic developmental psychology

A

Field that focuses on the reliability of children’s autobiographical memories in a legal context

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28
Q

Long term vs short term memory

A

Long term- relatively permanent and unlimited type of memory

Short term

  • retention of info for up to 15-30 seconds without rehearsal of info
  • individuals can retain info longer using rehearsal
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29
Q

Working memory

A
  • mental workbench where we manipulate and assemble info when making decisions, problem solving and comprehending written and spoken language

More active in modifying info than short term memory is

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30
Q

Parts of the working memory model

A

Central executive- control and regulation

Phonological loop- verbal info

  • list of similar words is harder to remember
  • rehearsal helps memory

Visuospatial sketch pad

  • holds info about what we see
  • tasks that involve working your way through complex building

Episodic buffer
-links info across domains

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31
Q

Attention

A

Ability to control and sustain attention related to school readiness

Attention to relevant info increases in school years

Older children are better at shifting attention from one thing to another as needed

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32
Q

Multitasking is linked to

A

Use of multiple electronic media

If task is complex and challenging, multitasking reduces attention to key task

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33
Q

Sociocultural theory: 4 stages of cognitive development

A

1) primitive stage
- learns primarily through conditioning until language develops

2) naive psychology phase
- learns to use language to communicate, but still doesn’t completely understand symbols

3) egocentric speech
- uses language as a guide to solving problems

4) Ingrowth stage
- internalization of speech routines

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34
Q

Evaluations of vygotsky’s sociocultural theory

A
  • not enough evidence to support or contradict it

- theory may ignore important contributions of individuals to group interactions

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35
Q

Theory of Mind

A

the ability to understand what others are thinking

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36
Q

How is theory of mind assessed?

A

Using a false belief task
(anne has a marble and puts it in a box, then leaves the room. Mary comes and moves the marble to the cupboard. Where will anne look for it?)

3 year olds say she will go to original spot (fail)
4 year olds understand it

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37
Q

Language Development

A

during preschool, children become more sensitive to sounds of words and more capable of producing sounds of language

38
Q

Moving beyond two-word utterances

A

by the time they move beyond two words, they demonstrate knowledge of morphology rules

  • use plural and possessive nouns
  • use appropriate endings on verbs
  • use of prepositions, articles, “to be”
39
Q

Syntax

A

They learn and apply rules of syntax, show growing understanding of complex rules

40
Q

Vocabulary development is ____ at this stage

A

dramatic

41
Q

Fast mapping

A

Gains in semantics, are able to make connections between a word and its referent after limited exposure to a word

42
Q

Advances in pragmatics

A

culturally specific rules of conversation and politeness

-sensitive to the need to adapt speech in different settings

43
Q

Advances in what types of speech

A

private and social speech

44
Q

Jeanie the girl deprived of language

A

able to make some gains in language in vocab development and semantics but social exposure is necessary for syntax and pragmatics

45
Q

Vygotsky was concerned about what in language?

A

internalization of speech, learn how to think about speech

46
Q

Piaget was concerned about what in language?

A

the interiorization

47
Q

Beginning to write

A

-motor skills develop so they can print letters, as they begin to write, they invent spellings by sounding them out. Rely upon phonological code

48
Q

What type of skills are needed to be a competent writer?

A

Metacognitive skills

-writing develops as language and cognitive skills develop

49
Q

Psychosocial development

A

changes in the understanding that an individual has for themselves within the context of their society as well as the meaning they ascribe to the behaviours of others

50
Q

Initiative versus guilt

A

Erikson- between ages 3 and 6, children experience conflict. Drive to experience and play, but if they are reprimanded from these activities, might engage in guilt

If they successfully resolve it, they will gain strong sense of initiative

51
Q

Main characteristics of self-understanding

A
  • confusion of self, mind, and body
  • concrete descriptions
  • physical descriptions
  • active descriptions
  • unrealistic positive overestimations
52
Q

Do children compare with others at this age?

A

No, do not yet socially compare with others… only really think about their own abilities and how they are improving

53
Q

The Self

A

Begin to describe themselves and perceive others in terms of psychological traits

Some children are better than others in understanding others’ feelings and desires

Understanding joint commitments, collaborative interactions

54
Q

At 12-18 months, who do infants look to for signals?

A

Infants depend on caregivers for signals about acceptable behaviours

55
Q

At 2-3 years, children begin to comply with caregiver’s expectations in absence of ______

A

External monitoring

56
Q

Clear limitations of _____ during early childhood

A

self-regulation

-given strong stimulus, toddlers ignore safety

57
Q

When does gender identity emerge?

A

Before 2 years old

-gender identity is your own appraisal of your identity

58
Q

When does sex-typed behaviour increase?

A

During preschool years
-to avoid gender schemas, one suggestion is to encourage children to be androgynous, don’t have things geared to one gender

59
Q

Gender and peer relations by age

A

3 years: children prefer same-sex playmates
4-12 years: preference for playing with same-sex group increases

Boys have larger groups than girls

60
Q

What types of activities are boy’s groups more likely to engage in than girls?

A

Boys- more rough, competition, strong displays of ego

Girls- more collaborative activities, working toward same goal

61
Q

Playground is called

A

Gender school, because interactional styles are quite rigid

62
Q

Parent’s influences on Gender:

A
  • Parents often interact differently with different genders
  • Moms more involved in caregiving and teaching
  • Fathers spend more time parenting (leisure activities) when they have sons, less likely to divorce with sons
63
Q

Media’s influence on gender

A

Observe other adults in neighbourhood and media

As children age, peers reward and punish gender behaviour

64
Q

Biological influences on gender- hormones

A

Estrogens- female sex characteristics and menstrual cycle

Androgens- male sex characteristics. Testosterone is an androgen

Both estrogens and androgens occur in males AND females, just at different levels

65
Q

What year did researchers confirm existence of sex chromosomes?

A

1920

66
Q

Evolutionary perspective on gender

A

natural selection benefits males who are more aggressive and risk taking. Minimizes competition for mates and maximizes offspring

females favoured who devoted efforts to parenting and chose males with resources and protection

67
Q

Social role theory

A

psychological gender differences result from contrasting roles of women and men

Social hierarchy and division of labour are important causes of gender differences

68
Q

Psychoanalytic theory of gender

A
  • Stems from view that preschool children develop attraction to opposite sex parent
  • Identifies with same-sex parent and unconsciously adopts their characteristics
69
Q

Social cognitive theory of gender

A

Gender development through observation and imitation

-rewards and punishments shape gender appropriate behaviour

70
Q

At what age do children begin developing friendships

A

age 3

71
Q

Types of play for preschoolers

A

Parallel play: playing in same area, can be doing same or diff task, but not interacting in any way

Onlooker play: children watch other children

Associative play: doing diff tasks in same area, some degree of interaction

Cooperative play: working on same task to complete goal

72
Q

What do parallel and onlooker play indicate?

A

that children sometimes prefer to play alone

-associative and cooperative play in older preschoolers mostly

73
Q

What do children in preschool value in friendships?

A

Shared toys and activities

74
Q

What do primary school children value in friendships?

A

Shared experiences and how they make you feel, shared fun

75
Q

What do late childhood and adolescents value in friendship?

A

Friend’s traits, trust, communication, intimacy

76
Q

Baumrind’s parenting styles

A

Low responsiveness, low demand = neglect (children low self-esteem, immature)

High responsiveness, high demand = authoritative (children self-controlled, achievement, cheery)

High demand, low responsiveness = authoritarian (children unhappy, fearful, weak communication)

Low demand, high responsiveness = permissive (children non-compliant, disrespectful)

77
Q

Which parenting style is best?

A

Authoritative

78
Q

What parenting style were matilda’s?

A

neglecting and authoritarian

79
Q

Issues with classifying parenting style

A

Parents are not always consistent, depends upon context

Cultural differences in parenting

80
Q

Child Abuse

A

Physical Abuse in 1-2% children in Canada
-common in families in stressful environments

Physical maltreatment can be overt behaviour or neglect

81
Q

Cycle of violence hypothesis

A

children who suffer from abuse and neglect are predisposed to engage in the same habits with their children. 1/3 who were abused now abuse their own

82
Q

True or false: kids who are abused get more stomachaches

A

True, more stomach aches, headaches and bed wetting

-our stomach is very emotionally reactive

83
Q

Effects of maltreatment on the physical brain

A

can result in reductions in the size of the amygdala and hippocampus
-smaller hippocampus, more vulnerable to PTSD

84
Q

What is resilience?

A

when individuals are able to overcome circumstances that place them at risk for psychological or physical damage

85
Q

Piaget’s view on moral development

A

Heteronormous morality: rules are unchangeable (from 4-7 years)

86
Q

Social learning theory view on moral development

A

Emphasis upon how the environment leads children to behave in prosocial ways

87
Q

Empathy

A

Empathy emerges VERY early in development, when baby hears another baby crying, they will start to

88
Q

Hostile aggression

A

acting in a way to cause intentional harm to another

-aggressive behaviour peaks at 2 years

89
Q

Emotional self-regulation

A

ability to adjust the quality and intensity of emotions

90
Q

Instrumental aggression

A

aggression that stems from the desire to reach a concrete goal
-males higher in this

91
Q

Relational aggression

A

nonphysical aggression that is intended to hurt another individual emotionally
-females higher in this

92
Q

Cognitive approach of aggression

A

aggression depends on interpretation of the behaviour of others

may be adaptive for the protection of resources

Developmental Psych (3 decks)

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