Lecture 8: Academic Skills in Early and Middle Childhood Flashcards

1
Q

When do children’s phonological skills improve? And what are these improvements?

A

By age 4, children can be understood by unfamiliar adults because they have improved by practice talking, greater control of speech muscles, and motivation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

By what age do children have a vocab of up to 10,000 words

A

Age 6

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What is the hierarchical organization of words?

A

Children tend to learn the basic level of a category first (e.g., dog rather than mammal or Doberman)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What 2 factors improve grammar?

A
  1. Morphology
  2. Use of Clauses
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What is Morphology?

A

Rules about how words are formed (e.g., adding ‘s’ to make plurals)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What is Use of Clauses?

A

Combining clauses—the smallest grammatical unit
that expresses a complete thought—with words like ‘and’ ‘but’ etc.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What is over-regularization?

A

The use of a regular morpheme in a word that is irregular, such as saying “taked” rather than “took” for the past tense or “mouses” rather than “mice” for the plural form

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

How do children learn the norms of language use

A

– Say no more or less than required
– Be relevant
– Avoid ambiguity and confusion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What is Emergent Literacy?

A

It refers to the suite of skills, knowledge, and attitudes that are precursors to reading and writing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What two main skills do reading and writing require?

A
  1. Oral language skills
    Knowing words
  2. Code-related skills: The formalities of writing, sounding out, and reading letters and words on a page (e.g., connecting letters to sounds)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What is outside-in reading?

A

Figuring out the meanings of words,
sentences, and paragraphs

– Conceptual understanding

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What is inside-out reading?

A

Decoding letters into sounds, mapping sounds to words, and
discriminating words on a page

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What factors fall under outside-in reading?

A
  1. Contextual units (narrative)
  2. Semantic units (concept)
  3. Language units (words)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What factors fall under inside-out reading

A
  1. Language units (words)
  2. Sound units (phonemes)
  3. Print units (graphemes)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

How can we teach reading?

A

Through a phonics approach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What is a phonics approach?

A

Focuses on inside-out “decoding” skills

– distinguishes good and poor readers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

What is Phonemic awareness?

A

the ability to identify the sounds that make up words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

What are the three phonemic awareness skills distinguish good and poor readers?

A
  • The ability to categorize words by their initial or ending sounds (“ball” starts with a /b/ sound and ends with an /l/ sound)
  • The ability to identify words that rhyme (“bat” and “cat”; “pot” and “cot”)
  • The ability to figure out the sound that is produced when the first or last letter of a word is dropped, such as dropping “b” from “bat” results in /at/.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

When do number concepts appear in children?

A

Number concepts appear between 2 and 3 years of age

  • “more than” “bigger” etc.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

When do children learn the meaning of “one” “two” “three”

A

By 3.5 years

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

What is the cardinal principle?

A

Each number in a sequence represents a specific number of elements in a set

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

What is Spatial Cognition?

A

The ability to understand and represent shapes, locations, and spatial relations among objects (e.g., “on top of” “triangle” “behind”)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Provide an example of spatial cognition?

A

When a child realizes that a hexagon shape can’t fit into a shapesorter’s triangle hole, the child displays spatial understanding.

24
Q

In middle childhood, what math abilities do children tend to have or develop in?

A
  1. Learning new strategies (e.g., addition) Between ages 7 and 11, they can solve basic math problems easily
  2. Concept of mathematical equality: How quantities on the left and right sides of an “=“ equation must balance
  3. Concept of relative magnitudes: The relative “distances” between numbers
25
Q

What is motivation?

A

The desire and willingness to attain a goal and the continuation of effort
towards that goal

26
Q

What are the two types of motivations?

A

Intrinsic and Extrinsic motivation

27
Q

What is intrinsic motivation?

A

When a person engages in an activity because they find the activity enjoyable; they persist on the activity even without a reward

**Children who are intrinsically motivated expend a lot of energy and persist on tasks, even if they are not rewarded for their performance

28
Q

What is extrinsic motivation?

A

When a person engages in an activity because of external pressures; they may
lose interest in the activity as a result

29
Q

What are mindsets?

A

Developmental scientist Carol Dweck inspired a program of research on mindsets **mindsets are children’s explanations for their personal failures and successes.

30
Q

What did Dweck discover about mindsets?

A

According to Dweck, children who explain their failures as due to a lack of ability quickly become discouraged, even on tasks within their capabilities. In contrast, children who attribute failure to a lack of effort are driven to work harder in the future.

Dweck suggested that failure can actually motivate a child to persist and eventually succeed, as long as the child’s mindset is in the right place

31
Q

What is attribution retraining?

A

The “Attribution Retraining Treatment” group of children in Dweck’s theory was given challenging tasks that they failed, but were taught to attribute their failure to insufficient effort and to take responsibility for their performance.

**Children who were taught to attribute to effort tried harder on future challenging tasks

32
Q

What is process praise?

A

Process praise focuses on children’s efforts. It’s a growth mindset.

Example: “I can learn anything I want too”

33
Q

What is person praise?

A

Person praise focuses on children’s fixed abilities or traits. It’s a fixed mindset.

Example: “Either I’m good at it or I’m not”

34
Q

What is an entity perspective on intelligence?

A

That Intelligence is innate and unchangeable, placing great weight on nature as the source of a person’s performance

35
Q

What was Dweck’s opinion about the entity theory of intelligence

A

Dweck suggested an entity theory of intelligence can be harmful, because children who do not do well on a particular test or subject matter may perceive themselves as incapable or unintelligent.

36
Q

What is the Incremental perspective on intelligence?

A

That Intelligence is changeable and improves with practice over time.

37
Q

How are children with incremental view of intelligence?

A

Children with an incremental view of intelligence aim to gain knowledge and master new material (what can also be referred to as having a “mastery goal orientation”), they demonstrate persistence and high effort, even in the face of failure

38
Q

What are parental elaborations?

A

Parental elaborations during book reading (sometimes referred to as “elaborateness”) are particularly central to children’s narrative skills

39
Q

What Is high elaborativeness?

A

High elaborativeness is seen when mothers, fathers, teachers, and others provide details about stories, ask questions, build on children’s responses, and encourage children to participate in creating and telling stories.

40
Q

What is low elaborativeness?

A

Low elaborativeness is seen when caregivers provide skeletal stories, convey facts or knowledge to children without asking any questions, do not follow up on children’s responses, and provide children with limited opportunities to contribute to a story

41
Q

What is dialogic reading?

A

This is a reading style in which adults ask “WH” questions (questions asking what, who, when, why, or where), prompt children to participate, and engage children in discussion while reading to them—promotes children’s language, emergent literacy, and early reading skills

42
Q

How does parent engagement in math related activities affect children?

A

Children learn a lot from playing with materials that teach concepts around math.

They learn about the sizes of objects, how to count the numbers on a board game, and how to orient shapes to fit into puzzles.

Home activities such as playing board games and with puzzles predict children’s developing number and spatial skills.

43
Q

Does a family’s socioeconomic status (SES) affect a child’s overall academic developement?

A

A family’s socioeconomic status (SES) can affect children’s language development, literacy, and math skills through effects on parent talk to children and the opportunities children have to engage in activities such as book reading and block play.

44
Q

What is the 30-million word gap study?

A

The 30 million-word gap was originally developed by researchers Betty Hart and Todd Risley and suggests that children up to age 4 from a lower socioeconomic status heard 30 million fewer words than children from a higher socioeconomic status.

45
Q

What is teacher quality?

A

Teacher quality is one of the most important aspects of school quality.

Children show large gains in cognitive skills when teachers provide frequent, warm, and responsive interactions; encourage children to speak; and offer opportunities to elaborate on topics.

46
Q

What was Rosenthal & Jacobson study on “rapid bloomers”?

A

Rosenthal’s ‘rapid bloomers’ study demonstrated that higher teacher expectations of students led to higher academic performance. This indicates the power of positive reinforcement and perceptions in the academic environment.

47
Q

How does Curriculum affect a child’s learning?

A

What and how much children learn depends on the content of curricula. Well-designed preschool curricula show moderate to strong impacts on children’s literacy and math skills.

48
Q

How does classroom climate affect a child’s learning?

A

It should be a Intellectual, social, emotional, and physical environment in which students learn

– May be especially important for marginalized students

  • Smaller class sizes promote sense of belonging
49
Q

Do unique practices of cultural communities shape children’s academics?

A

YES!! The unique practices of cultural communities shape children’s language, literacy and math development.

Consider the language interactions and conversations typical of many children in the United States. Children talk about their days at school, trips to the zoo, and discuss past and upcoming plans with family and friends.

They create elaborate stories during play, count toys and objects, name the colors of things, and talk about what time they have to go to sleep.

50
Q

What is the Piraha language?

A

The Pirahã language has few words to express time and does not contain numbers or terms for quantification (Gordon, 2004). Its phonemic inventory is the smallest in the world, being limited to eight consonants and three vowels. Color terms, relative tenses, and any kind of created myth or fiction are absent

51
Q

How are US children different then Piraha children?

A

As a result, unlike U.S. preschoolers, Pirahã children do not reflect on the past, talk about the future, or ask about time.

52
Q

What is the Chinese language for children?

A

Parents from Chinese communities are more likely to control the conversation, expecting children to attend and listen rather than actively contribute

They have a more intricate system of notation

53
Q

How do cultural practices and beliefs affect children’s development of
mathematical concepts across diverse communities? Provide 2 examples of this.

A

Example 1: Tsimane’ number skills were delayed relative to children
from Westernized countries; but sequence of learning remains the
same

Example 2: Brazilian street children developed complex math skills
through hands-on learning

54
Q

What is math anxiety?

A

When someone sits down to take a math test and they get all anxious, hearts beats faster, palms start to sweat, and you cannot concentrate.

55
Q

How many % of people suffer from math anxiety?

A

20%

56
Q

What does math anxiety do?

A

Decrease the cognitive resource called working memory, which helps you ordinance information you need to complete a task