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EDU 225: Child Development > Physical and Cognitive Development > Flashcards

Physical and Cognitive Development Flashcards

1
Q

Muscle Development

A

Birth/Infancy: Added Slowly
Childhood: Added Slowly
Adolescence: Boys add much more than girls

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2
Q

Fat Development

A

Birth/Infancy: Peaks at 9 mo., girls have more
Childhood: From around age 8, girls add more fat on arms, legs, and trunk
Adolescence: Girls add, boys lose

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3
Q

Differences in Physical Skills between the Sexes

A

Childhood: Small differences
Adolescence: Boys develop more strength, speed, and endurance

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4
Q

Differences in Social Skills between the Sexes

A

More athletic pressure on boys may lead to more practice

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5
Q

Benefits of Team Sports

A
  • regular physical activity
  • greater social competence, self-esteem
  • parents and coaches must emphasize effort, improvement, and teamwork over competition
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6
Q

Left Hemisphere

A
  • sensory information and controls the right side of the body
  • verbal abilities
  • positive emotion
  • sequential, analytical processing
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7
Q

Right Hemisphere

A
  • sensory information and controls the left side of the body
  • spatial abilities
  • negative emotion
  • holistic, integrative processing
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8
Q

Brain Palsticity

A
  • parts of brain not specialized in infants and young kids
  • better recovery from brain injuries (language recovers better than spatial skills, still have problems with complex mental skills)
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9
Q

Handedness

A

Reflects dominant cerebral hemisphere
- 90% right-handed (left hemisphere)
- 10% left-handed (right hemisphere)
Affected by experience - not just genetic

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10
Q

Experience-Expectant Growth

A

Ordinary experiences “expected” by brain to grow normally

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11
Q

Experience-Dependent Growth

A

Additional growth as a result of specific learning experiences (i.e. learning piano)

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12
Q

4 Factors that Affect Physical Growth

A
  • Heredity
  • Nutrition
  • Infectious disease
  • Emotional well-being
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13
Q

Hormonal Changes in Puberty

A

~ ages 8-9 (growth hormone and thyroxine increase)

  • Girls: Estrogen
  • Boys: Androgens (testosterone)
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14
Q

Childhood Nutrition

A
  • Unpredictable appetites
  • Like of familiar foods
  • Need high-quality diet
  • Social environment influences food choices (imitate admired people, repeated exposure to foods, emotional climate, parental pressure, poverty)
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15
Q

Potential Nutritional Problems

A
  • little focus on eating
  • too few meals with family
  • not enough fruits and vegetables
  • too many fried foods and soft drinks
  • poverty and lack of nutritional food
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16
Q

Kwashiorkor (signs)

A

thinning of hair, edema, inadequate growth, loss of teeth, skin depigmentation and dermatitis, swollen abdomen, vitamin B defficiency

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17
Q

Kwashiorkor

A
  • ages affected: 1-4
  • due to a lack of protein
  • Name comes from coastal Ghana: means “1st second” or rejected one
  • liver may be fatty or enlarged
  • acites may exist in abdomen
  • treated with a well-balanced diet
18
Q

Marasmus

A
  • Emaciation caused by a severe deficiency of nearly all nutrients (esp. proteins and calories)
  • Hard to treat
19
Q

Infectious Disease and Malnutrition

A

Poor diet suppresses immune system; Illness reduces appetite; Diarrhea becomes a danger due to rapid dehydration
- Remedies: oral rehydration therapy and zinc

20
Q

Nonorganic Failure to Thrive

A
  • stems from a lack of parental love

- infants have symptoms similar to Marasmus

21
Q

Psychosocial Dwarfism

A

emotional deprivation reduces growth hormone production

22
Q

Causes of Obesity

A
  • overweight parents
  • early rapid growth or malnutrition
  • low SES (Socio-economic status)
  • family eating habits
  • response to food cues
  • low physical activity
  • television
  • cultural dietary conditions
23
Q

Health Risks for Obese Children

A
  • adulthood obesity
  • blood pressure/ cholesterol
  • respiratory problems
  • diabetes
  • liver, gall bladder disease
  • sleep, digestive disorders
  • cancer
  • heart disease
  • early death
24
Q

Psychological and Social Consequences of Obesity

A
  • feeling unattractive
  • stereotyping
  • teasing, social isolation
  • depression
  • problem behaviors
  • less schooling, lower income, marriage problems (Trends)
25
Q

Piaget’s (General) Theory

A
  • considers all aspects of cognition
  • constructivist approach
  • stages are invariant
  • stages are universal
26
Q

Sensorimotor Stage

A

Ages: 0-2

  • building schemes through 5 senses
  • develops object permanence
  • beginning of goal-directed actions
27
Q

Preoperational Stage

A

Ages: 2-7

  • semiotic function (ability to use symbols)
  • one-way logic
  • difficulty with conservation
  • egocentrism
  • mental representations of information/objects/people
  • development of categorization based on perceptual (appearance) or conceptual (function)
  • development of make-believe play
28
Q

Concrete Operational Stage

A

Ages: 7-11

  • major turning point
  • more organized, logical, and flexible thought
  • conservation achieved
  • decentration achieved
  • reversibility achieved
  • classification achieved
  • seriation achieved
  • spatial reasoning achieved
  • problems with abstract ideas
  • gradual acquisition of mastery
29
Q

Formal Operational Stage

A

Ages: 11-Adult

  • hypothetico-deductive reasoning (hypothesis followed by formation of logical, testable inferences)
  • abstract thinking
  • “scientific reasoning”
  • adolescent egocentrism and imaginary audience
  • not all individuals reach this stage
30
Q

Consequences of Abstract Thought

A
  • imaginary audience
  • sensitivity to criticism
  • personable fable
  • idealism and criticism
  • problems with decision making
31
Q

Follow up to F.O.T.

A
  • school age kids start developing abstract thinking skills
  • problems with propositional thinking
  • formal operations may not be universal
32
Q

Educational Principals Derived form Piaget

A
  • discovery learning
  • sensitivity to children’s readiness to learn
  • acceptance of individual differences
33
Q

Core Knowledge Perspective

A
  • infants start with innate, special purpose knowledge systems
  • core domains of thought prepare for rapid developments of key aspects of cognition
  • “pre-wired” understandings help to grasp new concepts and info
34
Q

Core Knowledge Perspective (Suggested Domains)

A
  • Physical: understanding of objects and effects on one another
  • Numerical: can keep track of multiple objects and +/-
  • Linguistics: ability to learn, understand, and use language
  • Psychological: understanding of people as having mental states that influence behavior
  • Biological: understanding of genetic inheritance and bodily processes
35
Q

Vygotsky’s Sociocultural Theory

A

Cognition based on:

  • social interactions
  • language
36
Q

Children’s Private Speech (Vygotsky)

A
  • Piaget’s “egocentric speech”
  • foundation for all higher cognitive processes
  • helps guide behavior
  • gradually become more silent
37
Q

Scaffolding

A

Adjusting the assistance offered during a teaching session to fit the child’s level of performance
- Zone of Proximal Development: tasks a child cannot do alone but can learn to do with help

38
Q

Social Interactions that Promote Cognitive Development

A
  • Intersubjectivity
  • Scaffoliding
  • Guided Participation
39
Q

Vygotsky and Make-Believe Play

A

provides zone of proximal development

  • imaginary substitutions help separate thinking from objects
  • rules strengthen capacity to think before acting
40
Q

Vygotsky and Education

A
  • Assisted discovery (teacher guides learning)
  • Peer collaboration (group work/ think group projects)
  • Reciprocal teaching (back and forth between teacher and student)
  • Cooperative learning (small groups of kids teaching each other)

EDU 225: Child Development (1 decks)

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