exam 3 Flashcards
what is Piaget’s theory? (proportional thought)
lasts 2-7 years.
children begin to represent the world with words, images, and drawings.
What they see overrides what they know.
perceptual centration
tendency to focus on one aspect of a situation and neglect others.
ex) sun is out so wear shorts but its December and 30 degrees.
irreversibility
the inability to reverse an operation.
what can be reversed/unreversed physically.
cannot understanding relationships ex) add/subtract
egocentrism
tendency to view world from own perspective/failure to realize there are other/different perspectives
transductive reasoning
tendency to reason from one particular instance to another.
linking 2 events that occur together in cause/effect relationships
ex) cat scratches because it is orange-> NO
animistic thinking
tendency to believe inanimate objects have properties of living things
gross motor movements
at age 3, children develop gross motor skills and can run,climb, jump,skip,hop, and gallop.
fine motor development
By ages 2 to 3 years, children can create things with their hands. They can build towers out of blocks, mold clay into rough shapes, and scribble with a crayon or pen.
Around ages 3 to 4 years, children start to manipulate clothing fasteners, like zippers and snaps, and continue to gain independence in dressing and undressing themselves. children can now open containers with lids
During ages 4 to 5 years, children continue to refine fine motor skills and build upon earlier skills. For instance, they can now button and unbutton their clothes by themselves.
what are the five ways to developing reading skills?
1) exposure to materials
2) shared reading/dialogue reading
3) engagement in writing activities
4) knowledge of alphabet
5) learning to read
what are the three ways to learn to read?
1) phonics: learning through sounding out word
2) whole language
3) word recognition
self-esteem
value placed on yourself. It is always developing.
self-concept
by age 2, distinguishes self from others.
what are self awareness and self esteem shaped by?
1) physical appearance
2) relationships with peers/caregivers
3) environment
what are the stereotypes of gender?
boys: wild, like to play with trucks
girls: quiet. artistic
primary emotion
infants can experience fear or joy.. happy,sad, angry,surprised
self-conscious emotion
proud, envy, jealous,embarrassed.
to experience this, children must be able to refer to themselves and be aware of themselves as distinct from others.
develops around 2 1/2 years
egocentric to sociocentric
what they see overrides what they know
name the play types and what they are
1) solitary play: playing alone, 0-12 months
2) onlooker play: watching others at play but not engaging in it. 9-18 months
3) parallel play: playing near others but not with, 18 months- 3 years
4) associative play: playing together but with different goals-3-4 years
5) cooperative play: playing with others- 5 plus years
aggression
boys: use physical aggression and resolve conflicts quickly.
girls: use more relational aggression, conflicts last longer/ directed as feelings.
ex) silent treatment, leaving people out.
discipline: physical
using physical force
discipline: love withdrawal
removing child
discipline:inductive reasoning
reasoning, explaining, communicating with child
what are the 4 parenting styles?
authoritarian, authoritative, permissive, neglectful approach
authoritarian
demanding, controlling, lack of love/compassion, physical punishment, rigid, judgement, lack of love
what is the outcome of the authoritarian parent style?
do bad things in return
authoritative
most affective, demanding but reasonable, communicative, loving but fun, sets boundaries follows through
what is the outcome of the authoritative parent style?
helps child feel secure and loved.
permissive
no boundaries, loving, caring, not demanding, doesn’t follow through, child controls adult
what is the outcome of the permissive parent style?
tantrums
neglectful approach
leaving child alone
what is the outcome of the neglectful approach parent style?
depressed
effects of divorce
important variables in outcome: amount of conflict between parents, effectiveness of parents, child’s relationship with non-custodial parent, child’s persona;it and age, if parents develop good relationships-> good
effects of TV/media
positive: providing models of prosocial behavior, can teach positive behavior
negative:
turning children into passive learners and presenting them with aggressive models, violence, sex, stereotyping, language, TV= linked to lower achievement in school.
principles of concrete operational thought name 2 of them and what they are.
1) Arranging hierarchies: cauterization of info can do but not well before elementary school.
2) class inclusion relationships: they understand groupings even when classes are crossed.
ex) knowing categories cannot shift, have capacity to understand.
principles of concrete operational thought name 3 and 4 of them and what they are.
3) serialization: they can group things by different variables.
ex) color/shape
4) conservation: of all properties of mass.
name the first 2 of the concrete operations that child can perform at this age:
1) combinativity: if A> B and B>C then A>C
2) Reversibility: an operation can be reversed. (+ and -)
name the last 2 of the concrete operations that child can perform at this age:
3) associativity: goals can be reached in different ways ex) 3x4=12 2x6=12.
4) nulifiability: an operation combined with its opposite will equal 0.
what is the brain size and structure?
size: 90% adult size in late childhood
structure: organized, lateralized, myelinated
innate fears
falling and loud noises
learned fears
loss of family, school, growing up, social
what are the 3 fears
innate fears, learned fears, and phobias
changes in family relationships
reduced parent/child interaction, reduced parental supervision, increased peer interaction.
influences on social interactions
communication between parent and child, child and peers, parents, and peer parents.
teacher/child relationships
influences on teacher/child relationships:
- gender
- race/ethnicity/socioeconomic factors
- child’s behavior
- learning styles
- learning differences
- teacher’s behavior
gender identity
understanding boy/girl
gender labeling
by 2 1/2 will label gender correctly
gender stability
by 3-4 yrs they know gender doesn’t change
gender consistency
by 5-6 they know gender remains despite changes. boy can be dressed as a girl but still be a boy
How old is olive and does she pass or fail?
4 and she failed
How old is emily and does she pass or fail?
10 and passed
who is molly?
the baby