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TOS DevPsych > Module 24: Expected Development in Early Childhood > Flashcards

Module 24: Expected Development in Early Childhood Flashcards

1
Q

Expected Development at 3 years old

A

+ Children begin to lose their babyish roundness and takeon the slender, athletic appearance of childhood
+ Brain is approximately 90% of adult weight
+ Cannot turn or stop suddenly or quickly
+ Can jump a distance of 15-24 inches
+ Can ascend a stairway unaided, alternating feet
+ Can hop
+ Handedness is evident
+ All primary teeth are evident
+ Can now pick up tiny objects between their thumb and forefingers (tho still clumsy)
+ Know the difference between reality and imagination
+ Can use 900 to 1000 words
+ Typically begin to use plurals, possessives, and past
tense

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2
Q

Expected Development at 4 years old

A

+ Peak of the density of synapses in the prefrontal cortex
+ More effective control of stopping, starting, and turning
+ Can jump a distance of 24-33 inches
+ Can descend a long stairway alternating feet if supported
+ Able to categorize objects to identify similarities and differences
+ Can tell the differences in size
+ They conversate in sentences and may be declarative, negative, interrogative, or imperative
+ Can recognize facial expressions, recognize emotions thru vocal cues and body postures

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3
Q

Expected Development at 5 years old

A

+ Can start, turn, and stop effectively in games
+ Can descend a long stairway, unaided
+ Run hard and enjoy races with each other
+ Hand, arm, and body move together under better command of the eye
+ Can now count to 20 or more and know the relative sizes of the numbers 1 through 10
+ Speech is quite adultlike
+ Children understand the public aspects of emotions (understand the things that causes others to be sad or happy)

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4
Q

Expected Development at 6 years old

A

+ Brain is 90% of its peak volume
+ Permanent teeth begins to appear
+ Has an expressive vocabulary of 2,600 words and understands more than 20,000

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5
Q

Expected Development at 7 years old

A

Children start to understand that mental states can drive emotions

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6
Q

Handedness

A

the preference of using one hand over the other

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7
Q

What is true about left-handedness?

A

Left-handedness run in families

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8
Q

What are 3-5 year old children more proficient with?

A

3-5 yr old children are more proficient with language than younger children

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9
Q

Fast Mapping

A

allows a child to pick up approximate meaning of a new word after hearing it only once or twice in conversation

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10
Q

What part of speech is easier to fast map than all the others?

A

Nouns are easier to fast map than verbs

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11
Q

Syntax

A

a concept and involves the rules for putting together sentences in a particular language (grammar)

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12
Q

Pragmatics

A

practical knowledge of how to use language to communicate (communication itself)

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13
Q

Social Speech

A

speech intended to be understood by a listener

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14
Q

Private Speech

A

talking aloud to oneself with no intent to communicate with others (Egocentric Speech)

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15
Q

Vygotsky

A

+ Private Speech
+ Learning Process

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16
Q

Piaget

A

+ Egocentric Speech
+ Immature

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17
Q

Emergent Literacy

A

development of fundamental skills that eventually lead to being able to read

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18
Q

What promotes emergent literacy?

A

Social interaction promotes emergent literacy

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19
Q

Self-Concept

A

our total picture of our abilities and traits

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20
Q

When do children’s self-concept change?

A

Children’s self-definition typically change between ages 5 and 7

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21
Q

How will children begin to describe themselves at the age of 7 years old?

A

At about 7, children will be able to describe themselves in terms of generalized traits

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22
Q

Self-Esteem

A

self-evaluative part of the self-concept, the judgement children make about their overall worth

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23
Q

Self-esteem of Children

A

Children’s self-esteem tends to be unidimensional (either good or bad)

24
Q

What happens when children whose self-esteem is contingent on success begin to fail?

A

Children whose self-esteem is contingent on success tend to become demoralized when they fail

25
Q

What happens when children whose self-esteem is not contingent on success begin to fail?

A

Children with noncontingent self-esteem tend to attribute failure or disappointment to factors outside themselves or to the need to try harder

26
Q

Emotional self-regulation

A

helps children guide their behavior and adjust their responses to meet societal expectations

27
Q

Play

A

is vitally important to development and has significant current and long-term functions

28
Q

What does play enable children to do?

A

Enables children to engage with the world around them, use imagination, to discover flexible ways to use objects and solve problems, and to prepare for adult roles

29
Q

Social Cognitive Theory

A

observation enables children to learn much about gender-typed behaviors before performing them

30
Q

Cognitive Levels of Play

A
  1. Functional Play (Locomotor Play or Sensorimotor Play)
  2. Constructive Play (Object Play or Practice Play)
  3. Dramatic Play (Pretend Play, Fantasy Play, Imaginative Play)
  4. Formal Games
31
Q

Functional Play (Locomotor Play or Sensorimotor Play)

A

simplest level; begins during infancy, consisting of repeated practice in large muscular movements

32
Q

Constructive Play (Object Play or Practice Play)

A

use of objects or materials to make something

33
Q

Dramatic Play (Pretend Play, Fantasy Play, Imaginative Play)

A

involves imaginary objects, actions, or roles

34
Q

Formal Games

A

organized games with rules, procedures, and penalties

35
Q

6 Types of Play by Parten (1932)

A
  1. Unoccupied Behavior
  2. Onlooker Behavior
  3. Solitary Independent Play
  4. Parallel Play
  5. Associative Play
  6. Cooperative or Organized Supplementary Play
36
Q

Unoccupied Behavior

6 Types of Play by Parten (1932)

A

child does not seem to be playing but watches anything of momentary interest

37
Q

Onlooker Behavior

6 Types of Play by Parten (1932)

A

child spends most time watching others play

37
Q

Solitary Independent Play

6 Types of Play by Parten (1932)

A

child plays alone

38
Q

Parallel Play

6 Types of Play by Parten (1932)

A

plays beside the other children independently

38
Q

Associative Play

6 Types of Play by Parten (1932)

A

children talk, borrow, and lend toys, follow each other around and play similarly

39
Q

Cooperative or Organized Supplementary Play

6 Types of Play by Parten (1932)

A

child plays in a group organized for some goal – to make something, play formal game, or dramatize a situation

40
Q

Reticent Play

A

combination of Unoccupied and Onlooker categories is often a manifestation of shyness

41
Q

Social Play

A

involves interaction with peers

42
Q

Constructive Play

A

combines sensorimotor/practice play with symbolic representation

43
Q

Games

A

activities that children engage in for pleasure and that have rules

44
Q

When does Sex Segregation become more prevalent?

A

Sex Segregation is common among preschoolers and becomes more prevalent in middle childhood

45
Q

Gender Segregation

A

a phenomenon wherein girls tend to select other girls as playmates, and so boys

46
Q

Discipline

A

refers to methods of molding character and of teaching self-control and acceptable behavior

47
Q

External Reinforcements

A

may be tangible or intangible; it must be seen as rewarding and received fairly consistently after showing desired behavior

48
Q

Internal Reinforcements

A

a sense of pleasure or accomplishment

49
Q

When does punishment become effective?

A

+ Punishment, if consistent, immediate, and clearly tied to the offense, may be effective
+ Administered calmly, in private, and aimed at eliciting compliance not guilt
+ Effective when accompanied with short explanation
+ The desired behavior should be clear

50
Q

Corporal Punishment

A

the use of physical force with the intention of causing a child to experience pain but not injury for the purpose of correction or control of the child’s behavior

51
Q

Inductive Techniques

A

+ designed to encourage desirable behavior or discourage undesirable behavior by settling limits, demonstrating logical consequences of the action, explaining, discussing, etc.
+ to consider how her actions would affect others

52
Q

Power Assertion

A

intended to stop or discourage undesirable behavior through physical or verbal enforcement

53
Q

Withdrawal of Love

A

include ignoring, isolating, or showing dislike for a child

54
Q

What are social emotions attached to?

A

Social emotions are usually attached to their parents

TOS DevPsych (35 decks)

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