Physical and Cognitive Development Preschool Flashcards
True or False:
During the preschool years there is a steady increase in height, weight, muscle tone, torso length, as well as arm and leg length
True
True or False:
Preschool children’s bodies grow slower than their heads
False
True or False:
Preschool children’s center of gravity is toward navel and does not allow them to do things they could do as toddlers.
False
____ skills requires use of large muscles in arm and leg muscles, as well as general strength and stamina.
Gross Motor
Choose descriptions that apply in regards to gross motor development:
A) Appears to emerge rapidly and all at once
B) Gradual refinement of skills acquired in small steps
C) Eventually, small skills add up
D) Parents notice what appears to be a sudden change
E) All of the above
All of the above
True or False:
Locomotion abilities, moving from one place to another does not progress in the preschool years
False
True or False:
Movement Consistency - is the ability to adapt movements to varying environmental challenges, such as catching differents sizes of balls
False
Movement Consistency - developing competence in basic skills such as running and catching
True or False:
Children learn to coordinate movements of their body and to adapt to what they are doing
True
Choose all that apply: Children at the end of the preschool years should be able to:
A) Walk up and down stairs alternating feet
B) Walk in a straight or circular line
C) Balance while walking on a balance beam
D) Run with both feet leaving the ground
E) Climb ladders and climbers with alternating feet
All of them
Choose all that apply: At the end of preschool years children should be able to:
A) Jump over blocks, tires, or other obstacles, leading with one foot
B) Gallop using one lead foot
C) Hop on one foot for 10 or more repetitions
D) Swing on a swing independently
E) Kick objects using a straight leg
All except E
True or False:
Preschoolers are not as alike because physical growth is not governed by genetics and maturation
False
Preschoolers are more alike than different because physical growth is governed by genetics and maturation
Name the types of play children go through but varies only in terms of equipment
Running, Jumping and Climbing, Throwing and Catching, Balancing, Rough and Tumble Play
True or False:
Motor advances in the preschool years are the result of considerable brain growth
True
True or False:
Motor activites do not enhance brain growth
False
Motor activities do enhance brain growth
True or False:
Gross motor skills, perception, and neural functioning develop simultaneously and influence on another
True
The use of artistic expression involves use of multiple regions of the brain and engages the child in ____
Symbolic Thought
___ ___ ___ consist of coordination of smaller muscles in the arms, hands, and fingers
Fine motor skills
True or False:
Perceptual-motor coordination is promoted by developments in the auditory and visual regions of the brain
True
Name the disorder based on description:
low muscle tone, poor balance
limited fine motor development
Down Syndrome
Name the disorder based on description:
caused by oxygen deprivation at birth
affects motor coordination and muscle strength
variation in degree of impairment
Cerebral Palsy
What are some classroom adaptations for physically challenged children?
positioning children so they can join in by providing adjustable chairs
powered wheelchairs
providing larger toys, paintbrushes, peg blocks
adaptive pencils, drawing materials and scissors
According to Piaget, preschoolers engage in ______ .
Preoperational Thought
True or False:
Preschool children demonstrate improvements in abstract thought and can reflect on things they cannot see, hear, touch or act on
True
Type of thinking where a child uses how a thing looks or sounds and cannot use logic to overcome misconceptions
Perception-based thinking
The kind of thinking where a child focuses only on one characteristic of an object or feature of a problem one at a time
Unidimensional Thinking
When children have difficulty reversing their thinking or actions
Irreversibility
When a child is limited to causal thinking and will associate 2 events that occur close to each other
Transductive Reasoning
Difficulty understanding others perspectives
Egocentrism
When a child begins to use symbols for things that are not present
Symbolic Thought
Match the features of symbolic thought
A) Language Will use objects to rep. something
B) Play simple words stand for action
C) Drawing make believe play using objects
gestures and themselves
D) Engage scribbling have symbolic meanings
Language - simple words stand for actions, persons, and objects
Play - will use objects to represent something else
Drawing - scribbling may have symbolic meanings to represent “stores” or events
Engage - make-believe using objects, gestures, and themselves to represent something else
Children who solve problems without taking into account or being distracted by features of the environment
Field-independent Learners
Rely more on environment to solve problems, benefit from social scaffolding
Field-sensitive Learners
Ability to form a theory about what the mind is, how it works and how it might be controlled
Theory of Mind
Learning to interpret one’s own emotions and those of others
Internal Emotional States
Can interpret obvious motives and intentions behind actions
Motives and Intentions
Begin to understand internal thought process
Knowing and Remembering
In order for a child to attend they must control their impulse and ignore distractors
Attention
Must hold information in their mind so they can access it to learn something new
Working Memory
What are some classroom adaptations for children with cognitive difficulties?
create rich sensory environments
add novel objects and materials to play environment
use graded challenges in common play areas to encourage interaction
use realistic props in dramatic play center to encourage simple pretense alongside others
adapt materials on the spot
