Middle and Late Childhood Flashcards
wrestling, kicking, tumbling, grappling, and chasing, accompanied by laughing and screaming
Rough-And-Tumble Play
occasional, short-term conditions, such as infections and warts
o Acute Medical Conditions
physical, developmental, behavioral, or emotional conditions that persists 3 months or more such as asthma and diabetes
o Chronic Medical Conditions
chronic, allergy-based respiratory disease characterized by sudden attacks of coughing, wheezing, and difficulty breathing
o Asthma
Caused by genetics, smoke exposure, low levels of vitamin D
one of the most common diseases in school-aged children
o Diabetes
Characterized by high levels of glucose in the blood as a result of defective insulin production, ineffective insulin action, or both
Type 1: result of an insulin deficiency that occurs when insulin-producing-cells in the pancreas are destroyed
Type 2: characterized by insulin resistance and used to be found mainly in overweight and older adults
– high blood pressure; children with hypertension are more likely to have learning disabilities and may have problems with executive functioning
o Hypertension
o Children can now think logically because they can take multiple aspects of situations into account
Concrete Operational
allows to interpret maps and navigate environment
Spatial concepts
makes judgement about cause and effects
Causality
– arranging objects in a series according to one or more dimensions
Seriation
– e.g. A < B < C
Transitive Inferences/Transivity
ability to see the relationship between a whole and its parts, and to understand categories within a whole
Class Inclusion
involves making observations about particular members of a class of people, animals, objects, or events, and then drawing conclusions about the class as a whole
Inductive Reasoning
starts with a general statement about a class and applies it to particular members of the class
Deductive Reasoning
Piaget believed that children in the concrete operations stage only used inductive reasoning
Principle of Identity: still same object even tho it has different appearance
Principle of Reversibility: can picture what would happen if he tried to roll back the clay of snake
Decenter: ability to look at more than one aspect of the two objects at once
Conservation
– the conscious control of thoughts, emotions, and actions to accomplish goals or solve problems
o Executive Function
– the ability to deliberately direct one’s attention and shut out distractions
Selective Attention
the voluntary suppression of unwanted responses
Inhibitory control
o The efficiency of working memory increases greatly in middle childhood T or F?
True! ALANGAN?!
strategy to aid memory
o Mnemonic Device
– writing down things to remember
o External Memory Aids
conscious repetition
o Rehearsal
placing information into categories
o Organization
children associate items with something else
o Elaboration
– the knowledge of and reflection about memory processes
o Metamemory
most widely used individual test
Another common test is Stanford-Binet Intelligence Scales
o Wechsler Intelligence Scale for Children (WISC-IV
a popular group tests for kindergarten thru Grade 12
o Critics claim that the tests underestimate the intelligence of children who are in ill health or do not do well on tests
o IQ tests do not directly measure native ability, instead, they infer intelligence from what children already know
o Cortical thickness is influenced by genes
o Otis-Lennon School Ability Test
o Critics claim that the tests underestimate the intelligence of children who are in ill health or do not do well on tests
o IQ tests do not directly measure native ability, instead, they infer intelligence from what children already know
o Cortical thickness is influenced by genes
conventional intelligence tap only three types of intelligence: linguistic, logical-mathematical, and to some extent spatial
o Theory of Multiple Intelligence
– intelligence consists of three elements:
a. Componential: analytic aspect, determines how efficiently people process information; helps people solve problems, monitor solutions, and evaluate results
b. Experiential: insightful or creative, determines how people approach novel or familiar tasks; enables people to compare new information with what they already know and to come up with new ways of putting facts together
c. Contextual: practical, helps people deal with their environment; the ability to size up situation and decide what to do
o Triarchic Theory of Intelligence
an individual test for ages 3-18, designed to evaluate cognitive abilities in children with diverse needs and from varying cultural and linguistic backgrounds
o Kaufman Assessment Battery for Children (K-ABC-II)
an individuals belief that they can execute behaviors necessary to attain specific performance
o Self-Efficacy
o Doing well in school increases self-efficacy
o Girls tend to do better in school than boys
o Children who are disliked by their peers tend to do poorly in school
o Many educators argue that smaller classes benefit students
significantly subnormal cognitive functioning
o Intellectual Disability
difficulty in learning that involves understanding or using spoken or written language, and the difficulty can appear in listening, thinking, reading, writing, and spelling
o Learning Disabilities
most commonly diagnosed LD; severe impairment in their ability to read and spell
a. Dyslexia
difficulty in handwriting
b. Dysgraphia
developmental arithmetic disorder
c. Dyscalculia
most common mental disorder in childhood
o ADHD
Pervasive Developmental Disorder
o Autism Spectrum Disorder
severe developmental ASD that has onset during the first 3 yrs of life
Autistic Disorder
mild ASD
Asperger Syndrome
the ability to see things in a new light-to produce something never seen before or to discern problems others fail to recognize and find new and unusual solutions
o Creativity
seeks single correct answer
o Convergent Thinking
involves coming up with wide array of fresh possibilities
o Divergent Thinking
: broad, inclusive self-concepts that integrate various aspects of the self
o Representational Systems
children that aren’t allowed to “be children” and push into one area of competence
o Maladaptive Tendency: Narrow Virtuosity
– suffer from inferiority complexes
o Malignant Tendency: Inertia
– voluntary control of emotions, attention, and behavior
o Emotional Self-Regulation
broad categories that reflect general impressions and beliefs about males and females
o Gender Stereotypes
children and parents share power
o Coregulation
anxiety, fear, depression-anger turned inward
Internalizing behaviors
aggression, fighting, disobedience, hostility
Externalizing behaviors
unfavorable attitudes towards outsiders
o Prejudice
asking children who they like to play with, they like the most, or who they think other kids like the most
o Positive Nomination
opposite of positive nomination
o Negative Nomination
measures that is composed of positive nominations, negative nominations or no nominations
o Sociometric Popularity
frequently nominated as bestie and rarely disliked by peers
o Popular Children
receive an average no of both positive and negative nominations
o Average children
infrequently nominated as bestie but not really disliked
o Neglected Children
disliked by peers
o Rejected Children
frequently nominated both bestie and most disliked
o Controversial Children
o Unpopular children can make friends but they tend to have fewer friends and they prefer younger ones
aimed at achieving an objective
Proactive
View force and coercion as effective ways to get what they want
o Instrumental Aggression
– intended to hurt another person
Reactive
o Hostile Aggression
quickly conclude, in ambiguous situations that others were acting with ill intent and are likely to strike out in retaliation or self-defense
o Hostile Attributional Bias
– aggression that is deliberately, persistently directed against a particular target
o Bullying
– pattern of defiant, disobedience, and hostility towards adult authority figures lasting at least 6 months
o Oppositional Defiant Disorder
persistent, repetitive pattern, beginning at an early age of aggressive, antisocial acts, such as truancy, setting fires, habitual lying, etc.
Conduct Disorder
unrealistic fear of going to school
o School Phobia
excessive anxiety for at least 4 weeks concerning separation from home or from people to whom the child is attached
o Separation Anxiety Disorder
children worry about everything, tends to be self-conscious, self-doubting, and excessively concerned with meeting the expectations of others
o Generalized Anxiety Disorder
extreme fear and/or avoidance of social situations such as speaking in class
o Social Phobia or Social Anxiety
obsessed by repetitive, intrusive thoughts, image, or impulses, or may show compulsive behaviors
o Obsessive-Compulsive Disorder
disorder of mood that goes beyond normal, temporary sadness
o Childhood Depression
are those who weather circumstances that might blight others, who maintain their composure and competence under challenge or threat
o Resilient Children
o Two most important protective factors
Good family relationship and cognitive functioning
lowest level
Children interpret good and bad in terms of rewards and punishments
Or they are nice to others so that others will be nice for them
Pre-conventional Reasoning
individuals abide by certain standards, but they are the standards of the others, either by parents or the society
Conventional Reasoning
highest level
Post-conventional Reasoning
Morality is more internal
Individuals engage deliberate checks on their reasoning to ensure that it meets high ethical standards
moral perspective that views people in terms of their connectedness with others and emphasizes interpersonal communication, relationship with others, and concerns for others.
o Care Perspective
there are different domains of social knowledge and reasoning, including moral, social conventional, and personal domains
o Domain Theory of Moral Development
focuses on conventional rules that have been established by social consensus in order to control behavior and maintain the social system
Social Conventional Reasoning
focuses on conventional rules that have been established by social consensus in order to control behavior and maintain the social system
o Social Conventional Reasoning
pattern of moral characteristics that is distinctively their own
o Moral Personality
when moral notions and moral commitments are central to their lives
a. Moral Identity
has willpower, desire, and integrity to stand up to pressure, overcome distractions and disappointments, and behave morally
b. Moral Character
still same object even though it has different appearance
Principle of Identity:
can picture what would happen if he tried to roll back the clay of snake
Principle of Reversibility
ability to look at more than one aspect of the two objects at once
Decenter
: analytic aspect, determines how efficiently people process information; helps people solve problems, monitor solutions, and evaluate results
Componential
insightful or creative, determines how people approach novel or familiar tasks; enables people to compare new information with what they already know and to come up with new ways of putting facts together
insightful or creative, determines how people approach novel or familiar tasks; enables people to compare new information with what they already know and to come up with new ways of putting facts together
Experiential
practical, helps people deal with their environment; the ability to size up situation and decide what to do
Contextual
