exam three

Question 1

how does the brain changes in specific regions in the preschool years?

Answer 1

parts like the prefrontal cortex and the cerebral cortex have a high amount of production of synapses. the brain develops a lot as well especially with their handedness. like which hand they use the most, left or right. their left hemisphere expands a lot because their language skills start to develop and they have an improvement in executive functioning.

Question 2

What are gross and fine motor skills, and how do they develop differently based on age, gender, race, body build?

Answer 2

motor skills develop differently because of the age they are and also hereditary things could contribute as well. girls develop more with gymnastic type activities and hopscotch and boys can develop better from sports like activities.
Gross motor skills include: changing from walking to running, pedals and steers tricycle, skipping with one foot, riding bike with training wheels, jumping and hopping.
fine motor skills include: using a spoon or fork, zips or unzips zippers, puts on clothes, using scissors, being able to cut things on a line, and tying shoes.

Question 3

What happens to a preschooler’s food intake and food preferences compared to the infancy/toddlerhood period?

Answer 3

Their appetite will start to decline because children’s growth starts to slow down. Even though they start to eat less they start to need the same nutrients that’s adults need. They need to not consume a large number of foods that are high in fat, oil, salt, and sugar because there is a link to heart disease and high blood pressure later on in adulthood, sugars food can cause teeth to decay and can cause obesity. During this time kids also want to eat the same things that individuals around them eat, so if the adults around this child eat new foods or even fruits and veggies the children will be more likely to eat the same as well.

Question 4

What occurs during Piaget’s preoperational stage?

Answer 4

A lot happens during the preoperational stage, this stage occurs during ages 2-7. There is a tremendous increase in their representational/symbolic activity. Their make-believe playing is better as well, for an example my boyfriend’s little cousin is 3 he can pretend to drive a car, he likes to pretend to have sword fights and many other things. Having a very imaginative mind contributes to children’s social and cognitive skills. In the preoperational stage Piaget said there are limitations in thinking as well. There is egocentrism, lack of conservation and lack of hierarchical classification.

Question 5

Specifically address lack of conservation of Piaget’s theory.

Answer 5

Lack of conservation: children don’t understand how some things can share characteristics even though they change on the outside. For an example: having a ball of clay and having them shaped in the ball and when thinning it out they say it has more clay because it is longer, children do not understand that even if the shape is changed it is still the same amount.

Question 6

Specifically address egocentrism of Piaget’s theory.

Answer 6

Egocentrism: the failure to know that their viewpoints are different from other peoples. For an example I remember when I was younger around 4 me and my mom went out to get my dad a birthday present. I picked out a tea party set thinking if I liked it so would he. Egocentrism can also be shown in Piaget’s three-mountain problem. A kid is on one side of the mountain and cannot see the other side which has a doll on the other side, they are asked what the doll sees, they do not know so they just say what they see.

Question 7

Specifically address animistic thinking of Piaget’s theory.

Answer 7

Animistic thinking: believing objects can have lifelike qualities. Example when I was little, I had a baby doll and I believed it had to eat, sleep, go potty, and basically do all the things I had to do. Animistic thinking also includes believing in things like the easter bunny, the tooth fairy, and Santa Claus

Question 8

Specifically address , centration of Piaget’s theory.

Answer 8

Centration: they focus on one specific think and don’t care about other things. An example of this is if you have two balls of clay, they see it and if you stretch one of the balls of clay out then they will believe the stretched-out clay is more than the other ball of clay. Another example is a kid having that his 3 scoops of ice-cream is more than yours because his cone is taller which makes everything else taller even though you both have the same number of scoops.

Question 9

lack of hierarchical classification for Piagets theory

Answer 9

Lack of hierarchical classification: children cannot organize things into different categories based on what is the same and what is different. Example: a child does not know the difference between 20 dollars and 1 dollar. So, if they have 3 one-dollar bills, they will think it is more than the 20-dollar bill.

Question 10

transduction reasoning for Piagets theory

Answer 10

Transductive reasoning: is when two events happen at the same time and people think they are connected to one another. An example is this is: Timmy has been leaving his toys all over the living room floor, his mom is constantly asking Timmy to pick them up, eventually Timmy’s dad picks them up, that same night Timmy’s parents get into an argument, his dad decides to go stay at his moms house for a little bit, Timmy the next morning asks where is dad and mom tells him he’s staying at grandmas for a while, so Timmy believes it Is his fault for not picking up his toys or dad would have stayed. People thinking if they wear a specifc shirt during football games it helps their team win because of wearing it one time

Question 11

criticisms of Piagets theory

Answer 11

people said it was cognitively deficient because many of elements of his theory contains too many pieces of information for a young child to handle all at once.

Question 12

give examples of scaffolding

Answer 12

Scaffolding: temporary support from an adult with a task. Example: being able to build an 8-piece puzzle alone. But needing some support with a puzzle with more pieces. Needing help with cleaning up their room helping them until they can do it on their own.

Question 13

give examples of zone of proximal development

Answer 13

Zone of proximal development: when tasks are too hard for a child to do alone but it is easier with the help of someone else. Example is Alfred needing help with drawing something, with the help of another person he can draw whatever he is drawing perfectly.

Question 14

give examples of private speech

Answer 14

Private speech: talking to yourself. Example: a child talking to themselves while drawing. She’s telling herself to draw the lines right and adding small details.

Question 15

Why are these beneficial to cognitive development in children?

Answer 15

These are beneficial to cognitive development in children because private speech can help children be more social, zpd and scaffolding can help in advancing with reasoning skills and breaking down tasks and doing them one by one.

Question 16

What are the pros and cons of child-centered compared to academic preschools?

Answer 16

Child-centered programs is when teachers have activities which children choose which ones and learning is from playing
Pros: exploring for children at their own pace. Cons: working alone causes children to have missed good opportunities like learning social skills and making friends. It also causes a lack of communication skills.

Question 17

What are the pros and cons of academic preschools?

Answer 17

Academic programs teachers help children’s learning teaching them numbers, colors, letters, shapes, and all the basic things a preschooler would learn in school, and there is a lot of repetition at use.
Pros: children will acquire more learning skills and can be social and have friends
Cons: children in groups display lots of stress, they are less confident in their abilities, prefer fewer challenging tasks, and are less advanced in their motor, academic, language, and social skills

Question 18

How does recall and recognition memory change?

Answer 18

At this age children’s recognition memory is a lot better than their ability to recall things. For recognition they are able to recognize toys they have and have not seen before. An example for me is being able to recognize a movie I have watched before. Recall is much poorer than children’s recognition ability. For an example, say you have 10 toys set up Infront of a kid and you hid them, the kid can maybe tell you some toys that are hidden but they cannot do it very well or at all

Question 19

What is a preschooler’s typical attention span?

Answer 19

Its sometimes-short children focus on a task for at least 5-10 minutes. For an example you can give them a drawing task and maybe the first few drawings are perfect for a preschooler but as they continue, they get less and less detailed.

Question 20

When do preschoolers use rehearsal, organization, elaboration compared to kids in middle childhood? (Ch. 7 and Ch. 9 are useful here)

Answer 20

Children in their preschool years use rehearsal, organization, and elaboration when they are being tested to tell researchers what toys they do or don’t remember. Their recognition memory is a lot better than when they were younger. Their recall memory is not that great because their working memory is not the strongest. Preschoolers don’t use memory strategies until they are in middle school
In middle school children use rehearsal a lot more especially for studying. Organization is used for them to organize things better into categories, and elaboration is used when they need to make a mental imagine of something. Elaboration is something like P.E.M.D.A.S. Using all of these good really uses a lot of working memory, enough for them to possibly do all at once. It also all helps them to be able to hold in more information, better than a preschooler.

Question 21

How are biological, social learning, and cognitive theories useful in explain how the concept of gender develops in children?

Answer 21

These theories are useful in explaining how the concept of gender develops in children because each theory has a different explanation and time when they think children will develop how gender is. What also affects gender development is comments from parents, loved ones, or peers.
The social learning theory says that they later organize their gender-typed responses from reinforcement and modeling and organize the behaviors into gender ideas about themselves. They see behaviors from other people they are around in their world, and they see what they can do. Cognitive theories say that children get gender constancy (understanding that they are not going to change gender if they do something or wear something that the other gender does/wear. They usu) then they use that knowledge for their gender-related behaviors.
Gender schema: is a mixture of both social learning theory and the cognitive theory. Children are able to organize life experiences into masc and fem categories.

Question 22

Give an example of the different types of aggression to different between hostile vs. instrumental (relational, verbal, physical)?

Answer 22

Hostile is children meaning to hurt someone. An example of hostile aggression is a child being angry at another kid for stealing their toy and they hit the other kid or bit them.
Instrumental aggression is they do something because they want something so an example of this is jimmy and Timmy both want to play with the paint and jimmy plays with it first so that makes Timmy mad and he hits jimmy because he wanted to paint first, what they do is goal directed he hit jimmy because he was wanting to paint.
Relational aggression: it can direct or indirect forms of this is gossip, side picking, boys can do this just as much as girls do. For an example if there is a group of kids playing outside and something happens and all the 3 out of 4 kids don’t like another kid, the next day in class they are like you can’t play with us, being mean kids.
Verbal: this form is always direct examples of this is when I was little my little brother used to say I hate you or you’re a poopoo head.
Physical: this form can be direct or indirect. An example of this is breaking another kid’s toy, biting another kid, anything that will physically hurt a child or something they have.

Question 23

How would you describe friendships in early childhood compared to middle childhood? What characteristics do they use to choose friends?

Answer 23

Friendships in early childhood is completely different from friendships in middle childhood because in early childhood they are created from your parents like the neighborhood you live in is because of your parents so their choice and other kids’ parents choices are the reason why neighborhood friends start, or it can also happen with the school they choose to put you in. like my friend Alannah is my friends because our moms were best friends so we spent a lot of time together. In early childhood the characteristics that they look for are just simple, they start playing with the same blocks they will become besties, a simple I like you bow compliment they will become friends. Also, in early childhood a friend is considered someone shares or says I like that to then boom their besties. This is different compared to middle childhood because that is when kids start to gain some confidence, they are in bigger schools with more people from different neighborhoods so they can interact more, they look for people who are like themselves and have common interests, for an example the people who love band will most likely be friends with the kids that like band.

Question 24

give example of authoritative parenting

Answer 24

Authoritative: Tim is grounded for 1 week because he stole candy from the store and he has to go back in the store apologize and return it. He then gets a lecture because stealing is bad and encourage him not to do it again. It is a wrong thing to do but becomes a teaching moment. They are normally the ones who are not well-behaved near you or any authority figure but when they are away from you they tend to act up.

Question 25

give example of authoritarian parenting

Answer 25

Authoritarian: it’s like the parent is a dictator. Examples of this is a parent telling their child that they need to eat all their veggies and a kid asking why and the parent says because I told you so. These parents usually use punishment and force with their kids.

Question 26

give example of permissive parenting

Answer 26

Permissive: an example of permissive parenting styles is parents with little control and parents allow kids to make their own decisions at an age they shouldn’t. when I think of an example of this I think of Hispanic children (majority of the ones I have met), they are bratty, they get whatever they want, parents give them what they want if they throw a tantrum.

Question 27

give example of uninvolved parenting

Answer 27

Uninvolved: this parenting style is just wrong, hurtful and not what a child should experience, it is a form of neglect parents do not look after their kids, they think they have other “important” things to do.

Question 28

How do parenting styles affect a child’s development socially, emotionally, and cognitively?

Answer 28

Depending on the parenting style it can affect all the children in different ways.
Authoritative: they have high self-control, self-esteem, social and moral maturity, and good school performance, when I think of a child like this, I think of my friend Alannah.
Authoritarian: they’ll have anxiety, not really the happiest, low self-esteem and low self-reliance, when they are frustrated, they show anger and defiance. Children are also what we call “sneaky kids”
Permissive: impulsive, they don’t listen to anyone, rebellious kids, they can be anti-social, and not the best school achievement.
Uninvolved: they show the greatest number of issues. lack in emotional self-regulation, difficulties in school, depression, and antisocial

Question 29

What are the causes of obesity in childhood? What interventions are most helpful to reduce childhood obesity?

Answer 29

Causes: Some kids can have a higher risk than others when obtaining obesity. Factors that contribute to causing obesity include caregivers not having the knowledge of what a healthy diet is, there can be family stress which can cause children to overeat, there can be a lack of exercise (tv or electronics) like playing outside and doing normal children things, heredity can be a cause to because some kids can gain weight easier than others. Another cause is the healthier food options are the more expensive which can be difficult with lower income households. Plus carbs are normally cheaper and using carbs as a meal with nothing else can cause more weight gain. Eating out a lot can cause obesity as well.
The most helpful interventions is family-based. if the whole family goes on a walk together it’ll encourage the child to do it as well and also make them not feel singled out this not only grows the family bond but it also shows that physical activity for kids is good especially if parents are involved. Another way is packing children a healthier lunch for school

Question 30

How does culture influence how we teach children? Address what the U.S. emphasizes, how classes are structured, and the relationship between teachers and parents compared to other countries.

Answer 30

Culture influences how we teach children by basing on what they think is the most valuable or important things they need to know. In places like Finland and Asia they teach things like initiative, problem solving and creativity, and what they are taught is a national mandated curriculum. There is a good relationship between teacher and parents. In the U.S. it is completely different, they focus on math, science, social studies, etc. there isn’t really teacher student relationships but with parents there are good relationship.
U.S does not have standardized things we all learn differently, and states have different requirements compared to other countries. There are different expectations that parents have, here in the U.S they say “maybe math isn’t for you” then in other countries parents want their kids to succeed at everything.

Question 31

How does thinking change in the concrete operational stage?

Answer 31

Ages 7-11 children think more logical, flexible, and are organized. They are more aware of classification hierarchies they know how to sort things better, like for an example for me during this age I remember sorting my little pet shops by the type of animal they are.

Question 32

give an example of decentered

Answer 32

Decentered: this is when they focus on many things of a problem they are having and try and relating to them and they do this rather than just focusing on one main thing of a problem. An example of this is children realizing that if they enjoy something that does not mean other people enjoy doing the same thing. Like if I enjoyed riding a bike around the neighborhood that does not mean my brother likes to do the same thing as well, I can understand that.

Question 33

give an example of conservation

Answer 33

Conservation: children realize an object can stay the same amount even if it looks different. For an example child before could not realize a ball of play dough was the same amount even if it was stretched out. But during this stage children realize if you have one ball of clay and another ball of clay and roll one out, they know it is the same amount just different shapes.

Question 34

give an example of reversible thinking

Answer 34

Reversible thinking: the ability to think through something that involves steps and then being able to mentally start over back to step one. An example of this is if a kid is tying their shoe and they mess up they will be able to redo it all and start over again.

Question 35

give an example of lack of abstract thinking

Answer 35

Lack of abstract thinking: children can’t understand some questions for an example if a child is asked a question like , “ted has more apples than Anthony, and Anthony has less apples than ted, who has more apples?” it will be harder for them to say that ted has more apples. Don’t understand anything symbolic, hypothetic, sarcasm, etc. when I was little I really would think the dead end signs on roads meant I was going to do at the end of the road I had a lack of abstract thinking.

Question 36

How are intelligence tests used and how do the Stanford-Binet and WISC-III-R compare? What will these tests tell us and who should they be administered to?

Answer 36

Intelligence tests are used to help identify the more intelligent children and the children with learning difficulties. The Stanford-Binet and WISC-111-R are the same in a way because they both test general intelligence and they both test 5 different areas in children. These tests will tell us a child’s abilities, they focus on reactions towards something, behaviors, and their ability to pay attention. They also do look at children’s answers as well, but it is not the only thing they watch.

Question 37

According to Erikson, how does initiative (Ch. 8) and industry (Ch. 10) develop?

Answer 37

Initiative develops by children having the ability to join in with their friends on a task, they are eager to do tasks that are not familiar to them, they also find out what they can achieve with the help of an adult, and they also have development in their consciousness. Industry develops by having good adult expectations and a child having a goal of success helps them up well for industry. Industry is when children develop a sense of competence with skills and tasks. Which is liking and not liking things.

Question 38

What are the immediate effects of divorce?

Answer 38

Conflict with family, there is less income in mothers house, inconsistent discipline (authoritarian/permissive), no routine, stress for maternal parents, and the child reacts differently because of age, temperament, and gender, there is a lack of social support. The parent that does not see the child a lot becomes the permissive parent so they can see them.
Between a 3-, 8- and 15-year-old how do they handle it?
3 year olds will have the least difficult time because they do not really understand what is going on. 15 year old can have an easier transition with divorce, they have more independence. For an 8 year old parents are like demi-gods, they do but don’t understand, friends are not supportive.
For age its easier for girls because

Question 39

What are the long-term effects of divorce?

Answer 39

After two years there is an improved adjustment. There are declines in school, self-esteem, and social life, children can have emotional and behavioral problems and also problems with intimate relationships.

Question 40

What variables affect how a child will adapt?

Answer 40

Which parent is the one forming a new relationship, the age and sex of the child, and the relationship of the blended family.

Question 41

What are outcomes for children when they grow up in blended families?

Answer 41

If it is a father-stepmother household children (especially girls) have a more difficult time accepting the stepmother but as time goes on, they have a better relationship and they will start to lean on their new mother figure for support.
If it is a mother-stepfather household children, the age and the relationship with the mother of the child really affects the outcomes. If there is a good relationship with mom, they will they develop good relationships with their stepfathers.

Question 42

Which children are we most concerned about and why?

Answer 42

The children we are most concerned about are the rejected children. This is because they get many negative votes, they are also the ones who are at risk for harassment from peers. Difficult immature social skills

Question 42

How did they conduct the initial peer acceptance research to designate children as popular, rejected, controversial, and neglected?

Answer 42

They used self-reports that measured social preferences to conduct research. Children would circle “like most” or “like least” and they would be able to categorize the children into five categories.
Which votes do neglected kids get? (like, don’t like, and no opinion)
Neglected kids got the no opinion votes
Rejected kids got the I don’t like them votes.

Question 43

What are the types of abuse?

Answer 43

Sexual, verbal, mental, emotional, and physical abuse

Question 43

What interventions are best for these children?

Answer 43

Interventions that work best for these children are coaching, modeling, and reinforcement for social skills like interacting with other peers and playing with them and also responding to other children in a friendly way.

Question 44

What are the causes of abuse and who is more likely to be a victim and abuser?

Answer 44

Victims are most often girls, and the abuser is usually a male, someone who is known to the family or is a part of the family. Causes can be family is in poverty, the marriage of the parents is not that good, and another cause is weak family ties.

Question 45

What are the short-term and long-term consequences of abuse?

Answer 45

Short-term consequences, anxiety, depression, low trust in adult, low self-esteem, anger, hostility, loss of appetite ad sleep. Long term can include promiscuity and having a choice of abusive partners as an adult and central nervous system damage, some people can also start to engage in sex crimes against children.