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Hdfs 314 > Hdfs 314 Intro and Theory > Flashcards

Hdfs 314 Intro and Theory Flashcards

1
Q

development

A

distinct from growth, refers to the characteristics, predictable ways in which behavior changes during the human life cycle

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2
Q

typical development

A

the usual or common progression by which children change as they grow and acquire or refine their knowledge, behavior, and skill

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3
Q

atypical development

A

a less common progression by which children grow, learn, or demonstrate skills

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4
Q

developmental milestone definition

A

a behavior, ability, or skill that emerges at a particular age in most children and that can easily be observed and described

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5
Q

development milestones

A

gross motor

fine motor

language and communication

cognition and problem solving

self-care (adaptive skills)

play

social

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6
Q

development is a

A

continuum

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7
Q

the rate of development is not constant, which makes it difficult to

A

determine atypical development in the short term

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8
Q

development is always variable and becomes more variable as

A

children grow older

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9
Q

generally, 6 months are needed to

A

establish an atypical pattern

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10
Q

behavioral norms

A

night walking or signaling

tantrums

taking toys from peers

pushing, biting, hitting

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11
Q

milestone at 4 months

A

begins to babble responds to affection

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12
Q

milestone at 9 months

A

his favorite toy understands “no”

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13
Q

milestone at 1 year

A

trues to say words you day waves “bye-bye”

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14
Q

milestone at 3 years

A

knows name and age, climbs and runs well

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15
Q

atypical development represents a departure from expected development

A

delays

deviance/divergence

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16
Q

delays

A

may be global (across multiple domains) or dissociated (predominately occurring in specific domains)

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17
Q

deviance/divergence

A

development that is “off-track” rather than delayed

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18
Q

many developmental disabilities have a mixture of

A

delayed skills and deviant/divergent traits

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19
Q

factors that may impact atypicality

A

child age

child gender

intensity or frequency of childs reactions

persistence of the

problem as the child develops

context

sociocultural inappropriateness

severity and diversity of problematic behaviors

type of behaviors

changes in behaviors (temporal context)

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20
Q

monitoring for atypicality

A

surveillance screening

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21
Q

optimizing healthy development

A

addressing the factors shaping health development trajectories over the lifespan

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22
Q

neurologic perspectives

A

developmental change parallels brain maturation

plasticity refers to the ability of the nervous system to change and adapt

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23
Q

several theories of development are based on an unfolding of internally driven

A

biological processes

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24
Q

gesell saw genetics and neurology as

A

providing a blueprint for development

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25
Q

freud and erikson saw development as the interaction of biological drives with

A

societal restrictions and social structures

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26
Q

piaget described cognitive development in terms of

A

a sequence of adaptive responses to the environment based on the processes of assimilation and accommodation

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27
Q

modern information processing theory builds on piagets original work drawing especially on

A

analogies to computer processing

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28
Q

several theories of development emphasize the role of the

A

environment in developmental change

29
Q

skinner and watson developed theories based on

A

behavioral conditioning, applied behavioral analysis is a lasting agency of this approach

30
Q

social learning theory emphasized

A

social modeling and imitation in learning

31
Q

vygotsky emphasized the role of family, teachers, and peers and introduced the

A

concept of zone of proximal development

32
Q

bronfenbrenners ecological theory of development emphasized

A

the importance of cultural context of development

33
Q

developmental psychopathology

A

mechanisms and processes involved in the origins or course of pathology

individual difference in response to developmental change and transitions

34
Q

equifinality

A

cause A

cause B

cause C

== outcome X

35
Q

multifinality

A

outcome X

outcome Y

outcome Z

== cause B

36
Q

attachment theory

A

focuses on social emotional development and personality

37
Q

secure attachment

A

associated with positive developmental and relational outcomes

38
Q

insecure attachment

A

associated with behavioral and relational difficulties

39
Q

parent and infant interactions

A

lack of healthy attachment -> violence or psychopathic behavior/poor health

healthy attachment -> normal child development

40
Q

bio ecological theory

A

microsystem

mesosystem

exosystem

macrosystem

chronosystem

41
Q

developmental theory

A

a model of development based on observations that allows us to make predictions

a framework for guiding how we ask questions about development, learn new information, refine theories and this provide the best evidence-based services to children and families

42
Q

two key functions of developmental theories

A

ORGANIZE the knowledge that we already have

MAKE PREDICITONS about new information that we then can investigate and test

43
Q

bioecological theory

A

the individual is at the center of the model- all aspects of the environment affect the individual and the individual affects all aspects of his environment

44
Q

development is complicated and we should measure it in the real world

A

settings/CONTEXT in which it naturally occurs

45
Q

bio

A

for biological emphasizing the individual

46
Q

ecology

A

the branch of biology that deals with the relations of organisms to one another and to their physical surroundings

47
Q

in terms of human development ecology refers to the

A

spatial and temporal interrelationships between humans (in this case children) and their environment - such as familial, economic, social, and cultural contexts

48
Q

time

A

these interacting systems change over time as the individual develops

49
Q

these systems are embedded within one another each

A

influencing each other in a back-and-forth fashion

50
Q

microsystem

A

face-to-face interactions that an individual has with his/her immediate environment, such as home, school, or friendship groups

51
Q

microsystem example

A

family, health services, church group, neighborhood play area, peers, school, home,

52
Q

mesosystem

A

the interaction of two elements of the microsystem

53
Q

mesosystem example

A

when parents meet and talk to the child’s teacher, and this influences his/her progress at school

interaction between people in school, home, neighborhood, work

54
Q

exosystem

A

contexts that the child never enters but that still influence his/her development

55
Q

exosystem example

A

extended family, friends of family, mass media, social welfare, legal services, neighbors, community services, childs school/board, parents workplace,

56
Q

macrosystem

A

cultural norms that underlie the institutions and activities that make up someone’s everyday life

57
Q

macrosystem example

A

cultural beliefs, values, and norms, attitudes and ideologies of the culture, customs, laws, social class

58
Q

chronosystem

A

events that take place different times in a childs life as well as the time in history in which the child lives

59
Q

chronosystem example

A

patterning of environmental events and transitions over the life course, sociohistorical conditions

60
Q

individual/child

A

sex, age, health, genetics, temper, medical,

61
Q

where do the 4 primary contexts of development fit within the bioecological model

A

family
school
community
culture

62
Q

the number of mothers with children under the age of 5 who were employed outside the home doubled between 1970 and 1990

A

chronosystem

Deals with changes over time (specifically historical time). If more mothers are employed in 1990 then 1970, this will have implication for the developing child

63
Q

a child’s parents go to school for a parent-teacher conference so they can find out how their child is doing

A

mesosystem

The mesosystem deals with interactions. If a child’s parents go to a parent-teacher conference, they are interacting with the child’s teacher

64
Q

Native American parents raise their children to avoid interpersonal conflicts and to cooperate with others to work for the greater good. The cultural norm this behavior is based on would be in what ring

A

macrosystem

Deals with cultural influences. The child is developing in the context of Native American cultural values which may make them more likely to cooperate with others than a child who is not developing within this cultural influence

65
Q

the child’s preschool teacher shows the child how to stack two blocks on each other

A

microsystem

School, teachers, peers, family, etc. are all part of the child’s microsystem as they have direct influences on the child’s development. Teacher is directly influencing the child by facilitating fine motor skill development

66
Q

a parent gets a promotion and a big raise but that also means that he will need to work longer hours

A

exosystem

Parent’s work environment. Longer hours may impact the child through less availability (stress at home) or parenting factors. Parents raise also potentially impact the child through increased resources

67
Q

parents invite a teen’s group of friends to their house to watch some movies

A

mesosystem

Two elements of the child’s microsystem (parents and friends) are interacting with then impacts the child

68
Q

fathers today take a more active role in parenting than fathers did in the past

A

chronosystem

Fathers take a more active role in parenting over time deals with historical time, which has an impact on the child through its influence on how the child’s father parents in the present

69
Q

a teenager and his best friends make plans for how they will spend more time together on the weekend

A

microsystem

The teen’s best friend is part of his or her microsystem because they are a direct influence (the teens are making plans to spend time together over the weekend)

Hdfs 314 (5 decks)

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