Midterm #2 - Ch.5 Physical and Cognitive Development in Childhood Flashcards
1
Q
physical changes
A
- growth rate slows in early childhood
- slow, steady decline in body fat
- growth of 5-7.5cm/year until 11 years
2
Q
brain changes
A
- patterns (not size) increase from 3-5yrs
- prefrontal cortex orchestrates functions
- myelination: focusing attention, hand-eye coordination, and higher level thinking
3
Q
gross motor skills
A
- moving in environment becomes more automatic
- more adventurous movement at age 4
4
Q
fine motor skills
A
- at age 3 children can pick up tiny objects with thumb and forefinger
- at age 4 motor coordination improves, more precise
- increased myelination
5
Q
how much activity should young children get?
A
- 15+ minutes per hour over a 12 hour period
- 3 hours per day
6
Q
the preoperational child
A
- Piaget
- 2-7yrs
- world represented by words, images, and drawings
- egocentrism
- animism
- conservation
7
Q
egocentrism
A
- inability to distinguish between one’s own perspective and someone else’s perspective
- preoperational stage
8
Q
animism
A
- inanimate objects have life-like qualities and capable of action
- preoperational stage
9
Q
conservation
A
- lack awareness that altering an object’s/substance’s appearance doesn’t change its basic properties
- preoperational stage
10
Q
centration
A
- focusing of attention on one characteristic and exclusion of others
11
Q
operations
A
- reversable mental actions
- allow children to do mentally what they could do only physically
12
Q
the concrete operational child
A
- Piaget
- 7-11yrs
- can perform concrete operations
- reason logically in specific or concrete examples
- solve conservation problems, reverse operations, and focus on other properties
13
Q
seriation
A
- ability to order stimuli along a quantitative dimension
- concrete operational stage
14
Q
transitivity
A
- ability to logically combine relations to understand certain conclusions
- concrete operational stage
15
Q
neo-Piagetian view
A
- more emphasis on how children use attention, memory, and strategies to process info
16
Q
social constructivist view
A
- emphasizes the social contexts of learning and the construction of knowledge through social interaction
- Vygotsky
17
Q
zone of proximal development (ZPD)
A
- Vygotsky
- range of tasks that are too difficult for a child to master alone but can be learned with the guidance or assistance of adults or more skilled children
18
Q
lower limit of ZPD
A
- independently achieved
19
Q
upper limit of ZPD
A
- additional responsibility with help
20
Q
teaching strategies based on Vygotsky’s theory
A
- assess the child’s ZPD
- use the child’s ZPD in teaching
- use more skilled peers as teachers
- place instruction in a meaningful context
21
Q
attention
A
- focusing of mental resources on select info
- improves during preschool years
22
Q
executive attention
A
- planning actions
- allocating attention to goals
- detecting and compensating for errors
23
Q
sustained attention
A
- focused and extended engagement with an object, task, event, or other aspect of the environment
24
Q
short-term memory
A
- retain info for up to 30 seconds
- with rehearsal info can be kept in short term memory for longer
25
Q
strategies
A
- deliberate mental activities to improve the processing of info
26
Q
working memory
A
- improves during middle childhood
- mental “work bench”
- individuals manipulate and assemble info when they make decisions, solve problems, and comprehend written and spoken language
