HUMAN GROWTH AND DEVELOPMENT DUR DUR UDRUAUDR Flashcards
Erikson (Early Childhood)
3 to 6 years
Initiative versus guilt
Involves skill testing
Erikson (Middle childhood)
7 to 12 years
Industry versus inferiority
Following adult reality and working toward desired
wants
Age 2
-Picks up small objects with thumb and forefinger, feeds self with spoon
-walks unassisted, usually at 12 months
-rolls a ball or flings it awkwardly
Age 4
-Cuts paper, approximates a circle
-walks down stairs, alternating feet
-catches and controls a large bounced ball across the body
Age 5
-Prints name
-Walks without holding onto the railing
-Tosses ball overhand with bent elbows
Age 6
-Copies two short words
-Hops on each foot for 1 meter but still holds the railing
-catches and controls a 10-inch ball in both hands with arms in front of the body.
Threats to preschool physical skills
Lack of outdoor play
Internet access
High-tech educational toys
Dangerous neighborhoods
Lack of food; undernutrition
Stunting
Impairment of fine and gross motor skills
Fatigue that limits engagement with world
Preoperational thinking
3 to 7 years
Captured by immediate appearances, believe that inanimate objects are alive and false appearances are true
Concrete operational
thinking
8 to 11 years
Reason conceptually about concrete objects, cannot think abstractly
Conservation tasks
Changing the shape of substances to see whether
children can go beyond the way that substance
visually appears to understand that the amount
remains the same
Number (conversation task)
Ex:
BEFORE- (pennies) Are these two rows the same?
AFTER- Context: (one row is longer than the other, but equal amount of pennies) Now is the amount of money the same?
Mass (conversation task)
Ex:
BEFORE- (balls of clay) Do these balls have the same amount of clay?
AFTER- Context: (One ball of clay is altered to look like a pancake, but still has the same amount as the one shaped like a ball) Now is the amount of clay the same?
Volume or liquid (conversation task)
Ex:
BEFORE- (two glasses of the same size with liquid) Do these glasses have the same amount of juice?
AFTER- Context (One glass is more narrower and taller than the normal one, but both hold an equal amount of liquid) Now do these glasses hold the same amount of juice?
Matter (conversation task)
Ex:
BEFORE- (two identical cubes of sugar) Do these cubes have the same amount of sugar?
AFTER- Context (One of the cube is dissolved in a cup of liquid) Now is there the same amount of sugar?
Gross motor skills
Physical abilities that involve large muscle movements, such as running and jumping.
Fine motor skills
Physical abilities that involve small, coordinated movements, such as drawing and writing one’s name.
animism
refers to the difficulty young children have in sorting out what is really alive. Specifically, preschoolers see inanimate objects—such
as dolls or costumed figures—as having consciousness, too.
egocentrism
young children believe that they are the literal center of the
universe, the pivot around which everything else revolves. Their worldview is characterized by egocentrism—the inability to understand that other people have different
points of view.
Centering
Young children interpret things according to what first hits their eye, rather than taking in the
entire visual array
Phonemes
Has trouble forming sounds
Ex: Baba, psghetti
Morphemes
Uses few meaning units per
sentence
Ex: Me go home
Syntax (Grammar)
Makes mistakes in applying
rules for forming sentences
Ex: Me come out
Semantics
Has problems understanding
word meanings
Ex: Calls the family dog a horsey
Overregularization
Puts irregular pasts and
plurals into regular forms
Ex: Foots; runned
over/under extension
Applies verbal labels too
broadly/ narrowly
Ex: Calls every older man
“grandpa”; tells another child
he can’t have a grandpa
because “grandpa” is the name
for his grandfather alone
Vygotsky’s zone of
proximal development
Child learning occurs best
when adult creates
instruction that matches
child’s capacities.
Scaffolding
-When the child becomes more competent, adults will usually back off slowly, allowing the child to make their own decisions based on their knowledge.
Adult uses scaffolding to
promote independent
performance.
Theory of mind
Understanding that
other people have
different beliefs and
perspectives from their
own
Typically achieved
around age 4 or 5 years
(universally)
Measured by false-
belief task
Prosocial behavior
Sharing, helping, and caring actions
Empathy
-the ability to understand and share the feelings of another, due to having similar experiences.
Sympathy
-is the more muted feeling that we experience for another human
being. You feel terrible for your co-worker, but don’t feel her intense distress.
