Exam #2- 5-8 Flashcards
Most obvious physical change in early childhood
Growth
Average gain of height during early childhood
2.5 inches per year
Average weight gain during early childhood
5-7 pounds
What tissue do girls have more than boys during early childhood?
more fatty tissue
What tissue to boys have more than girls during early childhood?
more muscle
The two most important contributors to height and weight differences around the world
- ethnic origin
- nutrition
In what area of the brain does the most significant and quick growth take place from ages 3-6?
- prefrontal cortex
Prefrontal cortex plays a key role in what?
Responsible for planning, organizing new actions, and maintaining attention to tasks
Change in dendrites during childhood
quality of dendritic connections increase and get bigger
Change in myelin during early childhood
continue to cover and insulate nerve cells
- hand eye coordination areas myelinated at age 4
- focusing attention areas myelination at age 9-12
Gross motor skills changes during early childhood
- develope majorly
- children are running and jumping
- able to climb and walk up and down the stairs
- doing risky stunts
Fine motor skills changes during early childhood
- able to pick up things with their fingers
- movements not smooth
- as they grow functions become improved and smooth
How children’s eating behaviors are influenced
- surroundings
- screen time
- parents
- etc.
How to help a parent who is struggling to get their child to eat vegetables?
- consistency
- model good behavior
- make meal time pleasant
- minimize distractions
- give praise to child
Risk of being overweight
85%- 94%
Overweight
95%-96%
Obese
97% or above
How often should children engage in physical activity
- physical activity everyday
- 3 hours per day, 60 min of moderate to vigorous
Piagetian stage name for early childhood
Preoperational stage
During preoperational stage
- no mental reverse actions
- form concepts and begin to reason
Egocentrism
inability to distinguish between own perspective and someone else’s
Animism
Belief something not real can do or say something
- getting mad at the sidewalk for tripping you
Centration
centration of attention on one characteristic to the exclusion of all others
- focusing on one specific thing and not others
Conservation
the awareness that if something changes in appearance it doesn’t change it basic properties
- unable to irreverse
- liquids in two cups the same size but different shapes
Failure of the conservation task
- not yet reached preoperational stage
- inability to mentally reverse actions
ZPD
the range of tasks is too difficult for the child alone but than can be learned with guidance
Scaffolding
the level of support given is changing
Factors the influence the accuracy of young children’s long term memory
- limiting misleading or wrong information
- keep in mind susceptibility
- ask questions in neutral tone
Execute function
consists of higher level cognitive processes linked to the development of the brain’s prefrontal cortex
Execute function benefits
development advances in
- cognitive inhibition
- cognitive flexibility
- goal setting
- delay of gratification
Theory of mind
the awareness of one’s own mental processes and those of others.
(2-3)- children understand perception, emotions, and desires
(4-5) understand that the mind makes mistakes and there is false beliefs
(5+)understand mind is full of knowledge
Autism- theory of mind
- have a hard time developing theory of mind
- have a hard time understanding others
Syntax
the way words are combined to form acceptable phrases and sentences
Semantics
learning the meaning behind words and sentences
Fast mapping
help explain why children learn so many new words
- making connections between words and meaning
- lots of exposure
Initiative vs guilt
- children are ready for something more
- belief align with their parents
- forget mistakes fast and have motivation
- self understanding is important
Self understanding
the representation of self, the substance and content of the child’s self conceptions
- self descriptions are positive but out of touch
- describe themselves as tall
Moral development
involves thoughts and feelings and behaviors regarding rules and conventions about what people should do in their interactions with other people
Empathy
Being able to feel what another person is feeling
- requires perspective taking
Heteronomous morality
ages 4-7
think that justice and rules are unchangeable and there is no one who can change them
Immanent justice
if a rule is broken punishment will be meted out immediately
Autonomous mortality
age 10+
know that people create rules and laws
-They can also take notice of people’s intentions and consequences to people’s actions
Period of transition
age 7-10
show features from both stages
Gender
categories related to femininity and masculinity base on social and cultural norms - social construction of feminine and masculine
Gender roles
sets of expectation that prescribe how men and women should think, act, and feel
Gendery typing
a acquisition of traditional masculine or feminine role
Social role theory
the differences between the roles of women and the roles of men resulting in gender differences
Social cognitive theory of gender
learning how to be a girl or a boy based on observation and rewards and also punishment.
Gender schema
when children start to form ideas in their head about gender based on what is appropriate and inappropriate for a certain gender in their culture.
Peer influence on gender behavior
- observe their fellow peers
If their peers get rewarded for something, they are more likely to repeat that action since they know it ends in something good specifically in terms of gender.
Authoritarian- description
- restrictive
- firm limits and control
- show anger towards child
- force rules with no explanation
Authoritarian- outcomes
- unhappy
- fearful
- anxious
- child maltreatment
Authoritative- description
- encourages kids to be independent
- place limits and controls
- warm and nurtant
- show pleasure and support
- allow rules to change
Authoritative- outcomes
- cheerful
- self controlled
- self reliant
- achievement oriented
Neglectful- description
uninvolved in the child life
Neglectful- outcome
- develop the sense that they are not important
- poor self control
- low self esteem
- immature
Indulgent- description
- highly involved with their children
- few demands or control
- let kids do whatever they want
Indulgent- outcome
- rarely learn respect for others
- difficulty controlling behavior
- egocentric
- noncompliant
Reasons to avoid spanking
- may have fear towards parent
- doesn’t involve telling the child what they should’ve done instead
Potential negative outcomes of physical punishment
- can lead to higher levels of aggression later in life
- no positive findings
2 alternate to physical punishment
- timeout
- reasoning with the child
Physical abuse
causing an injury to a child by punching, beating, kicking, biting, burning, and shaking.
-Children who are physically abused are more likely to commit a crime, have worse physical health compared to their peers who weren’t physically abused, and receive special education services
Child neglect
the failure to meet a child’s basic needs.
- There are 3 types of neglect; physical, educational, and emotional.
Sexual abuse
includes intercoure, incest, rape, fondling of genitals, sodomy, and commercial exploitation.
-can lead to mental health disorders and substance disorders.
Emotional abuse
this abuse can lead to PTSD. Emotional abuse includes acts of omission by caregivers that have or could cause behavioral, cognitive, or emotional problems
Developmental consequences of abuse
early years
- low levels of school engagement
- problems with peer relationships
- psychological problems
Adulthood
- physical illness
- psychiatric disorder
- sexual problems
2 findings in regards to divorce
- parents should stay together for the sake of the children; only if not negatively affecting well being of children
- Children are better adjusted in tact never divorced families
LGBTQ parent outcomes
- no different than having mom and dad
- children are just as likely to be popular, have friends, and be successful
Middle and late childhood height gain
2-3 inches a year
Middle and late childhood weight gain
5-7 pounds a year
Brain changes during middle and late childhood
- pruning
- brain activation changes (focus on smaller areas)
What is associated with cognitive performance?
changes in the prefrontal cortex
- decreased diffusion and increased focal activation
Gross motor skills during middle and late childhood
these big movements become more coordinated and children can master lots of different physical skills
Fine motor skills during middle and late childhood
- small movements are easier
- can do small movements with precision and steadiness
- increased myelination in the CNS
Exercise assist in children’s physical health and academic ability
- lower levels of body fat
- increased physical fitness
- benefits in attention
- memory
- creativity
Learning disability
a child has difficulty in learning that involves understanding or using spoken or written language, and the difficulty can appear in listening, thinking, reading, writing, and spelling
Dyslexia
affects one’s ability to read and spell
Exact cause of learning disabilities
- no precise answer
- problems integrating info from multiple brain regions or difficulties in brain structure/function
Treatments for learning disabilities
focus on reading ability improvement
Symptoms of ADHD
- inattention
- hyperactivity
- impulsivity
Decrease or increase of ADHD
increase
Causes of ADHD
- inherit from parents
- damage to brain during prenatal or postnatal
- cigarette/alcohol exposure
Treatments for ADHD
-medication and behavior management
- mindfulness training
- physical exercise
Austism Spectrum Disorder- ASD
children show problems in social interaction, along with verbal and nonverbal communication, and have repetitive behaviors.
When can ASD be identified ?
- early as 3 years old
- usually during early or middle childhood
ASD increase or decrease
increase
Warning signs of ASD
- lack of social gestures
- no meaningful word use
- no interest in other children
Concrete operational
7-11 years of age
- able to mentally reverse
- divide things into different sets
- capable of seriation and transitivity
- still not able to think abstract
Classification
children are able to classify things into differents selections and take into account their connections
- grouping rocks by looks
Seriation
Seriation- children are able to put things in order based off their quantitative dimension
- sort smallest to largest
Transitivity
children are able to understand different factors and combine them together to understand a conclusion
- inferring
Strategies to improve memory
- elaboration (personal connections)
- engage in mental imagery
- understanding (fully understand info)
Metacognition
thinking about what you know and what you don’t know
3 dimensions of executive function
- self control/inhibition
- working memory
- flexibility
Self control/inhibition
- kids need to develop self control that will allow them to focus on their learning instead of giving into distractions.
- know not to repeat their incorrect responses
- resist temptations
Working memory
needed for children since they are dealing with loads of information as they go through school and life
Flexibility
children need to have an open mindset so they are willing to consider different strategies and take on different perspectives
how to Increase executive function
aerobic exercise
mindfulness
scaffolding of self regulation
Intelligence
the ability to solve problems and to adapt and learn from experiences
IQ= MA/CA x 100
Flynn effect
worldwide increase in intelligence test scores that has happened over a short period of time
Genetic and environment influences of intelligence
- low correlation of genetics
- income, health, socioeconomic status
Advances in vocab and grammar during concrete operational
vocab increases to 40,000 words by age 11
-able to relate, compare, produce descriptions, definitions of something
Metalinguistic awareness
knowledge about language.
- As children grow they start to understand more and more about language and how to use it in the correct way
Self understanding characteristics for middle and late childhood children
children describe themselves with psychological characteristics
- smart, dumb
Perspective taking during middle and late childhood
one is able to take on another’s point of view and understand their thoughts or feelings
- increases
Perspective taking important in determining?
if a child will develop
- prosocial
- antisocial
self esteem
overview of yourself as a person
- global evaluation of the self
- more than a person, a good or bad person
Self concept
domain specific evaluations of the self
- compare themself to make self evaluation in different aspects like athletic, apperance
Self efficacy
a child has the belief in themself that they have the ability to achieve
- confidence
Self regulation
ability to manage your own behavior, emotions, and thoughts which lead to an increase in social competence and achievement
Industry vs inferiority
- children want to know about how things are made/work
- if parents don’t provide support, child will feel inferior
Developmental changes in emotions during middle and late childhood
- improved emotional understanding
- understand that you can feel more than one emotion at once
- capacity for genuine empathy
etc
Kohlberg’s 3 levels of moral thinking
- preconventional reasoning
- before 9 - conventional reasoning
- early adolescence - postconventional reasoning
- early adulthood
- not everyone reaches the 3rd stage
Preconventional reasoning
1st stage
- children interpret good and bad in terms of external rewards and punishment.
- emphasize reward and punishment
Conventional reasoning
2nd stage
- expectations about social roles/rules that are set my others
Postconventional reasoning
3rd stage
- thinking is flexible and internalized
- emphasis on moral principles, critical thinking and abstractions
Moral thought vs moral behavior criticism
moral reasons can be used as a shield for immoral behavior.
