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MCN (PEDIA) > module 1 > Flashcards

module 1 Flashcards

1
Q

capable of thinking in terms of possibility rather than limited to thinking about what already is.

A

abstract thought

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2
Q
  • taking in information and changing it to fix their existing ideas
  • common in preschoolers
A

accommodation

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3
Q

Animals and inanimate objects as being capable of thought and feelings also known as magical thinking

A

Animism

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4
Q

taking in information and changing it to fix their existing ideas

A

Assimilation

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5
Q

It is the ability to discern truth, even though physical properties change. This is common among school-age children.

A

Conservation

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6
Q

It is the ability to see only one of the object’s characteristics

A

Centering

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7
Q

Indicates an increase in skill or the ability to function

A

Development

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8
Q

It is a skill or a growth responsibility arising at a particular time in an individual’s life, the achievement of which will provide a foundation for the accomplishment of future tasks.

A

Developmental Task

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9
Q

when they are able to see only one of the object’s characteristics

A

Egocentrism

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10
Q

Increase in the number and size of cells; measured in terms of quantity; orderly and predictable but not even.

A

Growth

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11
Q

It means development of those cells until they are ready to function

A

Maturation

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12
Q

infants learn objects in the environment – their bottle, blocks, their bed, or even a parent – are permanent and continue to exist even though they are out of sight or changed in some way

A

Permanence

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13
Q

It is the ability to retrace steps.

A

Reversability

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14
Q

This is how preschoolers would like something to turn out.

A

Role Fantasy

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15
Q

They are the finer units of each stage of cognitive development according to Piaget.

A

Schemas

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16
Q

is practical intelligence during infancy, because words and
symbols for thinking and problem solving are not yet available at this early age

A

Sensorimotor Intelligence

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17
Q

is a systematic statement of principles that provides a framework for explaining some phenomenon.

A

Theory

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18
Q
  • It is the usual reaction pattern of an individual or an individual’s characteristic manner of thinking, behaving or reacting to stimuli in the environment. It is an inborn characteristic
A

Temperament

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19
Q

It is measured in grams, kilograms or pounds.

A

Weight

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20
Q

is measured in inches, feet or centimeters.

A

Height

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21
Q

What are the Five Main Areas of Development. Explain each.

A

Physical, Emotional, Intellectual, Social, Spiritual

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22
Q

it means ripen; an
increase in human competence and adaptability

A

Maturation

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23
Q

It is a growth responsibility that arises at a certain time in the course of development

A

Developmental task

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24
Q

growth proceeds from head to toes

A

Cephalocaudal

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25
growth proceeds from the center, or midline of the body to peripheral
Proximodistal
26
a type of growth that is Simple to complex
General to specific
27
True or False. The physical and the mental development of the child are mostly not correlated to each other.
False. They are correlated.
28
most rapid period of growth
infancy
29
slow and uniform rate of growth
Preschool to puberty
30
: (growth spurt) second most rapid growth period
puberty
31
decline in growth rate till death
after puberty
32
Is growth uniform? yes or no.
No. Growth is not uniform. Different parts of body grow at different rates.
33
It is the usual reaction pattern of an individual or an individual’s characteristic manner of thinking, behaving or reacting to stimuli in the environment. It is an inborn characteristic.
Temperament
34
refers to the tendency to shift easily to a new situation.
Distractibility
35
ability to change one’s reaction to stimuli over time.
Adaptability
36
refers to the ability to remain interested to a project or activity.
Attention Span and persistence
37
is the intensity level of stimulation that is necessary to evoke a reaction.
Threshold of response
38
state wherein a person is said to be in negative or positive condition.
Mood quality
39
- Easy to care for - Predictable rhythmicity, approach and adapt to new situations readily. - Mild to moderate intensity of reaction - Overall positive mood quality. - 40% to 50% of children
easy child
40
- Irregular in habits - Negative mood quality - Withdraw rather than approach new situations. - 10% of children
difficult child
41
a combination of the easy and the difficult child
intermediate child
42
- Over-all fairly inactive - Responds mildly - Adapts slowly to new situations - Generally negative mood - 15 % of children
slow to warm up child
43
is the arrangement of individual adjustment to his environment. It is an all-inclusive term that covers appearances, abilities, motives, emotional reactivity and experiences that have shaped him to his present person.
Personality
44
It is the totality of one’s physical or inherited attributes as well as those psychological factors that determine one’s characteristic behavior.
Personality
45
This theory suggested that personality is mostly established by the age of five. Early experiences play a large role in personality development and continue to influence behavior later in life.
Psychoanalytic Theory
46
"I know what I want and I want it now!” - pleasure principle - developed during infancy
ID
47
- developed during toddler period - "I can wait for what I want!" - Reality principle - balances the id and superego - the result of individual’s interaction with the environment. - It promotes satisfactory adjustment in relation to the environment.
EGO
48
- developed during preschool - "I should not want that!” - Conscience- Morality principle - Develops as a person unconsciously incorporates standards and restrictions from both parents and society to guide behaviors, thoughts, and feelings. - Emerges at around age five.
SUPEREGO
49
He described child development as being a series of psychosexual stages in which a child’s sexual gratification becomes focused on a particular body part at each stage.
Sigmund Freud
50
What did Freud termed the infant period.
Oral Phase
51
during this phase, children’s interests focus on the anal region as they begin toilet training. Elimination takes on new importance for them. Children find pleasure in both the retention of feces and defecation.
anal phase (the toddler)
52
the phase where infants suck for enjoyment or relief of tension, as well as for nourishment.
oral phase (the infant)
53
During this phase, children’s pleasure zone appears to shift from the anal to the genital area.
phallic phase (preschooler)
54
a time in which children’s libido appears to be diverted into concrete thinking.
latent phase (school age child)
55
the main events of this period to be the establishment of new sexual aims and the finding of new love objects.
genital phase (adolescent)
56
What is the theory of sigmund freud?
Freud’s Psychoanalytic Theory
57
What is the theory of erik erikson?
Erikson’s theory of Psychosocial development
58
what is a theory that stresses the importance of culture and society in development of the personality
ERIKSON’S THEORY OF PSYCHOSOCIAL DEVELOPMENT
59
What is the developmental task for infants?
learning trust versus mistrust
60
What is the developmental task for a toddler?
learning autonomy versus shame or doubt
61
What is the developmental task for preschooler?
learning initiative versus guilt
62
What is the developmental task for school-age child?
develop industry versus inferiority
63
What is the developmental task for adolescent?
sense of identity versus role confusion
64
What is the developmental task for young adult?
sense of intimacy versus isolation
65
What is the developmental task for middle aged adult?
sense of generativity versus stagnation
66
What is the developmental task for older adult?
integrity versus despair
67
What is the theory of Jean Piaget
PIAGET’S THEORY OF COGNITIVE DEVELOPMENT
68
is practical intelligence, because words and symbols for thinking and problem solving are not yet available at this early age.
Sensorimotor Stage (Infant stage)
69
This period is one of transition as children complete the final stages of the sensorimotor period and begin to develop some cognitive skills of the preoperative period, such as symbolic thought and egocentric thinking.
Toddler
70
Piaget viewed this age as a period during which concrete operational thought begins
School age chid
71
the time when cognition achieves its final form or when formal operational thought begins.
Adolescent
72
What is the theory of Lawrence Kolhberg?
KOHLBERG’S THEORY OF MORAL DEVELOPMENT

MCN (PEDIA) (8 decks)

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