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2700 > Preeschool > Flashcards

Preeschool Flashcards

1
Q

TODAY’S
DISCUSSION

A

Physical
ACES
Cognitive
Theory of Mind
Language
Social
Personality
Family Functioning

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2
Q

Physical changes 4-6

A

between 4-6 are less dramatic than the 1st year of life but still impressive

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3
Q

Motor Development
What are the main two? and what age frames for each?

A

Gross Motor and Fine Motor
The age frames are
3-4
4-5
5-6

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4
Q

Gross Motor
3-4:

A

Gross Motor 3-4
-walks up stairs one foot per step
-walking in any direction pulling a large toy
-walks on tip toes
-jumps
-skips with two feet
-pedels and steers

(walking up stairs one foot per step while, then when they are half way up there pull large teddy bear with string on tippy toes for calf exercise, jumps then find skipping rope at top step (skips with two feet)

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5
Q

Gross Motor
4-5:

A

Gross Motor
4-5:
-walks up and DOWN stairs one foot per step
-STANDS, RUNS and walks on tiptoes

(after done skipping with two feet mom says I made hot dogs and kid goes down the stairs one foot for step while standing and once at the bottom of the stairs he starts to run)

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6
Q

Gross Motor
5-6:

A

-skips on ALTERNATIVE feet
-walks on a line
-slides, swings
(after dinner he then goes to the park, he meets a friend and learns how to skip on alternative feet but first needs to walks on a straight line to prepare its balance , goes down the slide, then goes to the swings)

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7
Q

Fine Motor
3-4

A

-catches large ball between outstretched arms
-cuts paper with scissors
-holds pencil between thumb and fingers
(medicine ball thrown at baby catches it then pokes it with scissors, instead of pencil because just staring to larn how to hold pencil)

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8
Q

Fine Motor
4-5

A

-strikes ball with bat
-catches and kickes ball (both make same sound c and k)
-threads beads on a string
-grasp pencil properly
(go out for recess play baseball (batter and outfield) wants to play soccer instead..recess done makes beaded bracelet then math time)

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9
Q

Fine Motor
5-6:

A

-plays ball games well
-threads needle and sews large stitches
(think of nitting ball ,uses needle to sow large stitches)

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10
Q

Preschoolers make _____ progress in children motor development-most impressive gains are in large ____skills

A

Preschoolers make STEADY progress in children motor development-most impressive gains are in large MUSCLE skills

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11
Q

What are the six stages of Fine Motor and the corresponding ages?

A

(1) Scribbling stage - 2 years
(2)The preschematic stage- 3,4 years
(3)The schematic stage- 6 years
(4)The gang stage: The drawing realism- 8,10 years
(5)The pseudo-naturalist stage- 12 years
(6) The period of decision 14,16 years

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12
Q

Six stages of Fine Motor:
(1) Scribbling stage - 2 years

A

-first disorganized scribbles and enjoyable record of kinesthetic activity
-not attempts at portraying the physical world
-after 6 months scribble marks become more ordered as children are ENGROSSED
-soon are able to name scribbles, as important milestones in development

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13
Q

Six stages of Fine Motor:
(2) The preschematic stage - 3,4 years

A

3:
-conscious creation of form + provides a tangible record for the child’s thinking process (attempt to draw person arms and legs
-later other forms develop, clearly recognizable, often complex
-look for new concepts so symbols constantly change

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14
Q

Six stages of Fine Motor:
(3) The schematic stage - 6 years

A

-schema= definite way of portraying an object, modified when portraying something important
-schema=represents the child’s active knowledge of a subject
-definite order in space relationships=everything sits on the base line

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15
Q

Six stages of Fine Motor:
(4)The gang stage: The dawning realism 8-10 years

A

-schematic generalization no longer suffices to express reality
-drawing expressed in more detail for individual parts but FAR FROM NATURALISM in drawing
-space discover/depicted for OVERLAPPING objects in drawing
-COMPARE work and become more critical of it
-more independent of adults, more Anxious to conform to their peers

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16
Q

Six stages of Fine Motor:
(5) The Pseudo- naturalistic stage- 12 years

A

-end of art as spontaneous activity as children are increasingly critical or their own drawings
-focus on end product (form adult like drawings)
-light+shadows, folds+ motions are observed with mixed success, translated to paper
-space as 3D by diminishing the size of the objects are further away

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17
Q

Six stages of Fine Motor:
(6) The period of decesion 14, 16 years

A

-art at this stage is something to be done or left alone
-Natural development will cease unless a conscious decision is made to improve drawing skills
-students critically aware of the immaturity of their drawing and easily discouraged
-Lowenfeld’s solution is to enlarge their concept of adult art to include non-representational art and art occupations besides painting (architecture,interior design, hand crafts etc.)

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18
Q

Fine motor at
3 years

A

From Scribbling to drawing and realizing that art can stand for something
-tangible effort of the thinking process (i.e head and legs)

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19
Q

Fine motor at
4-5 years

A

telling stories and working out problems through art
-details are added and new concepts are integrated

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20
Q

Fine motor at
6 years

A

set of symbols are developed (sun is a circle with lines that is yellow)
-schemes that represent objects -that are modified with the additional of info
-realizing that there is a definite order in space (everything that sits on the line)

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21
Q

Brain and Nervous system
L
M
H

A

Lateralization
Myelinization
Handedness

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22
Q

Brain and Nervous system
Lateralization

A

-brain functions are divided
between two hemispheres
-L- language, logic, math
and analysis
-R- intuition, creativity,
art/music, spatial

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23
Q

Brain and Nervous system
Myelinization

A

of the reticular formation the brain structure that
regulates attention and
concentration

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24
Q

Brain and Nervous system
Handedness

A

preference for one hand
over another appears
between 2 and 6 years of
age

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25
Q

Prevention of aces

A

-ece
-early childhood education
-govud

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26
Q

Ted talk

A

-first 5 years are important for brains, learning happens before baby born
-connect, talk, play, health, home community=serve and return
-copy cat games= build imagination and empathy
-naming games=vocab and attention
-peekaboo= memory and trust
-laughing=builds mental health
-connection =happy/ confidence, try new things/explore
- when you take away the connections they are sad/confusion/stress

-INtervene early family connectiona nd community and build childs robust, need more things in bucket to be positvie, aces will be taking things out of buck, reduce stress, proper cooping skills, positive role models=idea of engagement is very important
-cant reverse damage to be done, improving coping mechanisms

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27
Q

Early childhood education cant prevent aces because it is events that happen in childhood, how can they mitigate though?

A

-intervene early through family connections adn community builds child’s robust
-need to ensure they develop proper cooping skills and engagement is very important
-can’t reverse damage that has already been done but can improve cooping mechanisms

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28
Q

Cognitive development in Preschool years
What is social dramatic play?

A

children begin to play parts or take roles
- playing house (create imaginary companions)

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29
Q

Cognitive development in Preschool years
What is rule- governed play?

A

by 5-6 years children begin to prefer rule governed pretending and formal games (whoever is the smallest has to be the baby, red rover, red light, green light)

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30
Q

Pre-operation stage

A

children become more proficient in the use of symbols in thinking and communicating but still have difficulty thinking logically

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31
Q

conservation- the understanding that matter can change in _______ without changing in _____ (not developed before age 5)

A

conservation- the understanding that matter can change in looks without changing in quantity (not developed before age 5)

32
Q

Types of various types of conservative
V
N
M
L

A

Volume
Number
Matter
Length

33
Q

APPEARANCE AND REALITY
- year olds understand that the ___ object can represent _____ things

A

APPEARANCE AND REALITY
4-5 year olds understand that the same object can represent different things
-ex, A beaver can represent an animal and also Canada

34
Q

false belief principle-

A

an understanding that enables a child to look at a situation from another person’s point of view and determine what kind of information will cause that person to have a false belief
realization the world is outside ‘I’

-not everyone sees the world as you see it (they may have different information that makes them think other wise)

35
Q

Theories of Mind (ToM)
(1)Age _ a
(2)Age _-_d,d
(3)Age _-_u
(4)Enhancing ___p,d

A

Theories of Mind (ToM)
Age 4
Age 4-5
Age 5-7
Enhancing ToM

36
Q

Theories of Mind (ToM)
(1)Age 4

A

actions are based on their representation of reality

37
Q

Theories of Mind (ToM)
(2)Age 4-5

A

-don’t understand that others can think about them
-don’t understand that most knowledge comes from inference (happens at 6 years)

38
Q

Theories of Mind (ToM)
(3)Age 5-7

A

understand the reciprocal nature of thought
(when two people behave in the same way)

39
Q

Theories of Mind (ToM)
(4)Enhancing ToM

A

-pretending play, shared with others
-discussing emotion-provoking events with parents

40
Q

METAMEMORY

A

-knowledge about how memory works
-ability to control and reflect own memory

41
Q

METACOGNITION

A

-knowledge about how the mind thinks
-ability to control and reflect own though process

42
Q

Additions with JUlia:
-Self- concept differentiated by 3:

A

Helping: learn to recognize need and people
Sharing- desires (share toys)
Comfort: recognize other people emotions

-developmentally: Why does this explanation of self-concept makes sense?
: prosocail behavior : toddlers intended to help others

43
Q

Language
5-6 years:
Reinforcement:

A

5-6 years:15,000 words
Reinforcement: child rapidly forms a hypothesis about a new word’s meaning, then uses the word often, getting feedback to help them judge the accuracy of their hypothesis
ex, I like restaurants they are may favourite season…need to teach what a restaurant is and what a season is so they do not fuck up again

44
Q

Invented Spelling

A

a strategy young children with good phonological awareness skills use when they write
-example cood instead of could
-the greater the phonological awareness the faster they learn to read
-can use phonics like jolly songs (ants ants ants on my arms)

45
Q

GRAMMAR EXPLOSION
(1)I
(2)O
(3) C

A

GRAMMAR EXPLOSION
(1)Inflections
(2)Overregulization
(3) Complex Sentences

46
Q

GRAMMAR EXPLOSION
(1)Inflections

A

-additions that change meaning
-i.e. adding ‘ing’ = go to going
-(think of (In)f(g)-since g comes after f

47
Q

GRAMMAR EXPLOSION
(2)Overregulization

A

-using rules when they don’t apply
-i.e. goed

48
Q

GRAMMAR EXPLOSION
(3) Complex Sentences

A

using conjunctions to combine two ideas or using embedded clauses
-conjunction junction whats your function hooking up phrases and all types of clauses

49
Q

Intelligence
_____ interactions foster higher scores on intelligence testing:
- more i__, c___ environment
- parental r____ and f___
- parents use rich and accurate language in the ‘zone of _____ development’
- opportunity to ____ and make ____ - ask questions rather than give _____

A

family interactions foster higher scores on intelligence testing:
- more interesting, complex environment
- parental reaction and feedback
- parents use rich and accurate language in the ‘zone of proximal
development’
- opportunity to explore and make mistakes - ask questions rather than give commands

50
Q

Problems associated with testing inteligence

A

-there are many different types of intelligence such as:
-athletic and empathetic that can not be tested from an IQ test
-there may measuring issues with anxiety around tests

51
Q

NUMERACY

A

-ability to use numbers
-development of numeracy abilities in preschoolers helps to facilitate the learning of more advanced mathematical concepts

52
Q

Lets count: 1:1 ration

A

at first preschoolers may thing that counting is how long they move their hand from left to right but in reality it is counting each individual item separately
-it is important that they ensure they can make this distinction

53
Q

PERSONALITY
Initiative vs. ___- ____

A

Initiative vs. Guilt- Purpose
-the ability to plan (a new cognitive skill) which involves taking initiative
-balance between emerging skills, desire for autonomy and parents need to protect the child and control the child’s behaviour

54
Q

PERSONALITY
Person perception..give examples?

A

-the ability to classify others according to categories
-examples: age, gender, and race

55
Q

SOCIAL-COGNITIVE

A

-understand rules , social convention and moral rules
-core rules- friends don’t bite, understand others
-Intentions around action and wrong doing….if they get hurt they will tell teacher that the person ment to do that..In preschool they can think that maybe it was by accident
-the false believe principle and theory of mind:
—accidents can happen

56
Q

Family Relationships

A

-family relationships are one of the most, if not the most, important contributing factor to early childhood development
-primary care giver to the child is the center of the universe
-developing friendships (not deep)

57
Q

ATTACHMENT

A

predicts behaviour during preschool years both in terms of behavioural problems and positive relationships with preschool teachers

58
Q

Insecurely attached preschoolers are more likely than their securely attached counterparts to develop….

A

negative, critical attitudes toward themselves

59
Q

Four ASPECTS OF FAMILY FUNCTIONING
W🥰
C🔍
L🍄
C🗣

A

-Warmth/nurturance
-Clarity and consistency of rules
-Level of expectations
-Communication between parent and child

60
Q

Parenting Styles
(1)A
(2)P
(3)A
(4)U
-based on nccm

A

(1)Authoritarian
(2)Permissive
(3)Authoritative
(4)Uninvolved
-based on nurturance, communication , control, maturity

61
Q

Parenting Styles
(1)Authoritarian

A

-low in nurturance + communication
-high in control+maturity demands
“BECAUSE I SAID SO!”

62
Q

Parenting Styles
(2)Permissive

A

-high in nurturance
- low in communication, control and maturity demands
“YOUR THE BOSS”

63
Q

Parenting styles
(3)Authoritative

A

high in nurturance, communication, control, maturity
“LETS TALK ABOUT IT”

64
Q

Parenting styles
(4)Uninvolved

A

-low in nurturance, communication, control, maturity
- produces the most consistently negative outcomes
“YOUR ON YOUR OWN”

65
Q

Parenting Styles in Canada
33% _______
25% _______ and ______
15% ______

A

33% Authoritative
25% Authoritarian and Permissive
15% uninvolved

66
Q

What does this say about Canadian Parents?

A

-relatively lenient and emotionally warm with their children

67
Q

What is the comparison to European parents and Canadian parents?

A

Canadian parents have exerted:
-less behaviour control
-more likely to use permissive disciplinary strategies
-more tolerant to friend related activities while continuing to have strong emotional bonds with children

68
Q

DISCIPLINE

training, whether physical, mental or moral, that develops self-control, moral characters and proper conduct

A

-training: mental, physical, moral that develops self-control, moral characters and proper conduct

69
Q

There are two main problems with identifying effective discipline strategies…
what are they?

A

EFFECT

INTENSITY

70
Q

EFFECT

A

-difficult to establish the effects of discipline
act of disciple, context, caregiver who did the discipline

71
Q

INTENSITY

A

-research has not concluded how intense and frequent effective discipline needs to be
-(does not say you need to discipline someone 15 times on something)

72
Q

What does discipline shape?

A

it shapes the child’s and their schemas

73
Q

SES VS PARENTING STYLE

A

-Parent style is a BETTER PREDICTOR of poor outcomes in a child than a parents ses
-good parenting and ineffective parenting are common is all SES

74
Q

HOWEVER…
children raised in lower SES families are more:

A

-likely to experience a greater number of risk factors
-coupled with ineffective parenting practices
-results in proportionally higher levels of vulnerability

75
Q

DIVORCE AND KIDS
-has _____ affects on kids

A

-has traumatic affects on kids

76
Q

Conflict-ridden marriages

A

children are effected by divorce (i.e. parental conflict, poverty, disruptions in daily routine) & children who have dysfunctional parental relationships experience the same effects
-child who sees conflict in parents are more likely to experience them in the future

77
Q

Three Reasons for negative effects in non-intact families
1:📉💰🥺
2:🔪📉🚔
3:a-u

A

1.Reduction in financial and emotional resources

2.Transitions result in upheaval(violent disturbance)- hard to maintain good
monitoring and control over children

3.Non-intact families increase the likelihood that the family style
shifts from authoritative to less optimal forms of parenting

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