Midterm 2

Question 1

What is the difference between cephalocaudal and proximodistal?

Answer 1

cephalocaudal: head to toe growth
proximodistal: center out

Question 2

What are the 3
mechanisms of growth?

Answer 2

1. Heredity
2. Sleep
3. Balanced nutrition

Question 3

What are the difficulties and advantages of both breastfeeding and bottle feeding?

Answer 3

Breastfeeding: antibodies, less diarrhea/constipation, trasition to solid food easier.
bottle: no antibodies and not always sanitary but same nutrition and emotional bond

Question 4

What are synaptogenesis, plasticity, and pruning ?

Answer 4

Synaptogenesis: nerve cells are making new connections
Synaptic pruning: Gradual loss of unused synapses, beginning in infancy and continuing into early adolescence.

Question 5

Whar’s the difference between cognitive assimilation and accommodation?

Answer 5

Assimilation: make new concept fit into an old theory
Accomadation: Modify theory because of new information

Question 6

What are piget’s 4 stages of cognitive development? What are the terms used with the stages ( animism, conservation, egocentrism).

Answer 6

1. sensorimotor (0-2)
2. preoperational (2-7)
3. concrete operational (7-11)
4. formal operational (11+)

egocentric: Can not see others perspective
animism: unanimate objects are given living charachteristics
conservation: amounts are the same regardless of the shape
reversibility: operations can be done in two directions
Identity consistancy: identity based on appearence

Question 7

What is Theory of Mind and determine if a child has developed Theory of Mind if given an example?

Answer 7

Theory of mind is the understanding that others have different perspectives and minds than your own (4-5 years old)

Decenturing is being able to see the bigger picture

Question 8

What is the zone of proximal development

Answer 8

The zone of prozimal development is the gap between what a kid can do with help vs by themselves

Question 9

What is scaffolding? What is private speech?

Answer 9

Scaffolding: Structure one can give a child in order to help them complete a task then take away once they start being able to do it.

Private speech: When a kid structures a task by speaking outloud to themselves. This turns into internal speech.

Question 10

What is the difference between cooing, babbling, and telegraphic speech.What ages do each occur?

Answer 10

cooing: at 2 months infant produces vowel like sounds
babbling: 6 months infant produce speech like sounds that have no meaning
telegraphic speech: 1 years includes only words directly relevant

Question 11

What is underextension and overextension naming errors?

Answer 11

Underextension: child limits name (ex. the only cat in the world is their cat)
Overextension: child extends name use beyond what is correct (ex. all 4 legged creatures =dog)

Question 12

Why would a TV show would be more helpful or less helpful for an infant’s development?

Answer 12

Video can be helpful, but some videos are more helpful
than others.
* Videos can be more helpful when viewed with a parent
who helps the child actively engage with the content
* A lot of infant-directed educational media, such as Baby
Einstein and Brainy Baby, does not actually help infants
learn!

Question 13

What are the 4 stages of Erikson’s theory?
what is the main developmental task of each stage (what is the child learning), and what are the general age ranges for each stage.

Answer 13

Trust vs. Mistrust: 0- 18 months (huge part of attachment theory)
Autonomy vs Shame and doubt:18 months to 2 years(develop autonomy, own person, regulate emotional intelligence)
Initiative vs guilt: 3 to 6 kids ask lots of why questions
Industry vs inferiority: 7 to puberty ( kids are starting to learn that if they try hard at something they can get better but if they are constantly being told they aren’t good enough they’ll start to belive that)

Question 14

What is the difference between sympathy, empathy and alturism?

Answer 14

Altruism: Doing something just because its right
Empathy: relating to someone (you litteraly feel their pain)
Sympathy = is just feeling bad for someone (not super physicaly effected)

Question 15

Whats the difference between shame, guilt, and induction. Know what the effects of each are

Answer 15

Shame: Personal humiliation
ex. “you’re a bad kid for hitting!”

Guilt: Recignition of a moral standard and that that moral standard has been violated. Make it about the action and not the person themselves.
ex. “you’re not a bad kid, but you did a bad thing that hurt someone”

Inductive: When you point out how someone feels when a child breaks a rul or acts agressivly- stymulates guilt.
ex. “When you hit him, it made him feel sad. Do you remember how sad you were when
your sister hit you yesterday?”

Question 16

identify examples of externalizing vs. internalizing behaviours

Answer 16

Externalizing behavviour: physicaly showing emotion (acting out)
Internalizing behaviour: keeping emotions in ( resentment)

Question 17

How would a a child’s self-esteem would be affected in a senario

Answer 17

developing 7 to preeteen
stage 4
Self awarness: decentering, more awear of who they are as an individual
Self esteem = how good they feel about themselves, can develop confidence and self confidence

Question 18

What are the different forms of aggression and identify what type if given an example

Answer 18

What is agression: doing something to hurt another
Preschool= more shallow vs. older= more personal
Proactive aggression: trying to achieve a goal agression is an unintentional byproduct (child pushs another to get a toy) (younger)
Reactive aggression: Response to being hurt (younger)
Relational aggression: Desighed to hurt relationship ex.1 child spreading horrible rumer about another so they loose popularity (older)

Question 19

What is a Secure base and a safe haven?

Answer 19

Uses parent as “secure base” to explore the toys
Distress on separation
Comforted by parent on return, “safe haven”
Parents make kids feel confidentto explore and safe

Question 20

What are the different attachment patterns,

Answer 20

Secure- “my caregiver is here for me,”
Insecure – ambivalent attachment: “my caregiver is not always here for me, but the louder I am, sometimes I get what I need,”
Insecure – avoidant: my caregiver is not here for me, so I need to stuff down my feelings and hide them.”
Disorganized attachment pattern: caregiver has a hard time dealing with infant’s emotions and may react to them in frightening or confusing ways.

Question 21

How do the children act during the Strange Situation, what they’re learning about relationships, and how they’re learning their needs will be/will not be met
by their caregiver

Answer 21

Developed by Mary Ainsworth
Lab task:
1. Caregiver and infant enter room
2. Stranger walks in
3. Caregiver leaves infant with stranger
4. Caregiver returns to comfort the infant
5. Stranger leaves, caregiver leaves, infant is alone
6. Stranger returns
7. Caregiver returns
4 types of attachment

Question 22

sensorimotor

Answer 22

• Age birth to 2 years old
• At this stage, infants/toddlers are using
  sensation and motor skills to test the
  world around them and develop schemas
• As they grow and learn, they’re able to
  test the world in increasingly complex
  ways
  About 8 months old: learning object
  permanence
• By about 18 months old: using
  symbolism

Question 23

Preoperational

Answer 23

• Age 2-7 years old
• Marked by the child’s use of symbols to represent
  objects and events, such as maps, language,
  gestures, more complex pretend play, etc.
• Children in this stage are beginning to play pretend
  more and use their imagination, but they’re not yet
  able to think abstractly or hypothetically
• At this stage, children are still egocentric stage markers &
  milestones
• Conservation
• Reversibility
• Centering
• Identity constancy
• Animism

Question 24

formal operations

Answer 24

Age 11+
* Children and adolescents are able to reason
more abstractly and hypothetically, and they’re
able to use deductive reasoning
* Deductive reasoning
* By adolescence, teens are now able to mesh
deductive reasoning with possibilities; they’re
not limited to what they’re seeing and can
understand hypothetical alternatives
2024 child development 17

Question 25

concrete operational

Answer 25

• Age 7-11 years old
• Marked by the child being able to use mental operations to solve problems and reason
• Mental operations
• By this point, many children have mastered reversibility and can reverse mental operations
• Can reason more concretely and conceptually, but still not abstractly yet
• Shift from pre-operational thinking into more adult-like thought processes

Question 26

Who is mary Ainsworth

Answer 26

Made strange sityations
developed disorganized attachment pattern
student of John bowlby