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HS 2700 > Preschool (3-6) > Flashcards

Preschool (3-6) Flashcards

1
Q

Between ages 4-6, physical changes are ___________ than the 1st years of life.

A

Less dramatic (growth rate is slower than that of an infant)

  • biggest physical gains are in large muscle skills
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2
Q

Gross Motor Changes From 3-6 Yrs

A

3-4 Yrs
- walks upstairs one foot per step
- skips on two feet
- walks on tiptoe
- pedals and steers
- walks in any direction pulling a large toy
- jumps

4-5 Yrs
- walks up and down stairs one foot per step
- stands
- runs
- walks on tiptoe

5-6 Yrs
- Skips on alternate feet
- walks on a line
- slides
- swings

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3
Q

Fine Motor Skills From 3-6 Yrs

A

3-4 Yrs
- catches large ball between arms
- cuts paper with scissors
- holds pencil between thumb and fingers

4-5 Yrs
- strikes ball with bat
- kicks and catches ball
- threads beads on a string
- grasps pencil properly

5-6 Yrs
- plays ball games well
- threads needle and sews large
stitches

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4
Q

3 Years Old

A
  • from scribbling to
    drawing
  • realizing that
    art can stand for something
    tangible
  • record of the thinking process (i.e. draws a person as a head and legs)
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5
Q

4- 5 Years Old

A
  • telling stories and
    working out problems using
    art
  • detail is added
  • new concepts are integrated
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6
Q

6 Years Old

A
  • set of symbols are
    developed (i.e. sun is a
    circle with lines that is
    yellow)
  • schemes to represent objects- that are modified with the addition of new information
  • realization there is a
    definite order in space (everything sits on a line)
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7
Q

What is 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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8
Q

What is Myelnization?

A
  • brain structure that
    regulates attention and
    concentration
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9
Q

What is Handedness?

A
  • preference for one hand
    over another appears
    between 2 and 6 years of
    age
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10
Q

What are the 5 things that help our development?

A
  1. Connecting
  2. Talking
  3. Playing
  4. Healthy home
  5. Community
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11
Q

The first ________ years are the most important years of development.

A

5 Years
- starting within the womb
○ Sensitive period bc brains are still developing

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12
Q

What is Serve and Return

A
  • connect, talk, and play with kids
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13
Q

What do Games do for Kids?

A

Copycat games - build empathy

Naming gams - build vocab and attention

Peek-a boo- builds memory and trust

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14
Q

ECE can not prevent ACE’s but they can mitigate the impact of ACE’s by…?

A

1 Reducing the impact of stress
2. Provides proactive coping skills
3. Positive role modeling

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15
Q

Socio Dramatic play VS. Rule-governed play?

A

Socio dramatic play
- in preschool, children begin to play parts or take roles
- playing house
- the age that children create imaginary friends

Rule-Governed Play
- by 5-6 years, children prefer rule governed pretending and formal games
ex. whoever is the smallest has to be the baby, red rover, red light, green light

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16
Q

What is the pre-operational 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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17
Q

What is Conservation?

A
  • the understanding that matter can change in appearance without changing in quantity
  • not developed before age 5
    ex. the same amount of water looks different in 2 different glasses
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18
Q

Appearance and Reality for Preschoolers

A
  • 4-5 year olds understand that the same object can represent different things
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19
Q

What is the False belief principle?

A

False belief principle- 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

  • Foundation of the ability to take perspective
  • Before this, they can not understand that other people can have different thoughts
  • realization the world is outside ‘I’
    ex. In this reality, if a child hit another child and was asked what happened, the child will say that the other child was trying to hurt them
20
Q

What are the Theories of Mind (ToM)?

A

Age 4
- basic principle that each person’s actions are based on their representation of reality

Age 4-5
- cannot understand that other people can think about them
- do not understand that most knowledge can be derived
from inference (this happens by 6 years)

Age 5-7
- understand the reciprocal nature of thought
- Reciprocal nature of thought; realization that both parties have their own thoughts about something

Enhancing ToM
- pretend play, shared pretence with other children, discussion of emotion-provoking events with parents

21
Q

Metamemory VS. Metacognition

A

Metamemory
- knowledge about how memory works
- the ability to control and reflect on one’s own
memory function
- Starting to realize how their own brains work
○ Ex. “I am forgetful”, “I can remember anything”

Metacognition
- knowledge about how the mind thinks and the ability to control and reflect on one’s own thought process
- Realize how to think through things; creates the basis of logic

22
Q

How do preschoolers learn language?

A
  • they look for reinforcement
    • child 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
  • at 5-6 years, they know about 15,000 words
23
Q

What is Invented Spelling?

A
  • strategy young children with good phonological
    awareness skills use when they write
  • They write all of the sounds they hear in the order they hear them

Phonological Awareness: ability to recognize and manipulate parts of words/sentences

  • the greater the phonological awareness the faster they will
    learn to read
24
Q

Why is Jolly Phonics effective at teaching language at this age?

A

Jolly Phonics
- a structured program that teaches children to read and write using synthetic phonics, focusing on letter sounds, formation, blending, segmenting, and tricky words.

Effective bc
- Seeing the shape of the letter
- Hearing the sound of the letter
- Sentences are structured to show how aa letter makes different sounds in diff words
- Most types of learning are being used
- it targets 3 types of learners = visual, auditory, and kinesthetics

25
Q

How do preschoolers use grammar?

A

Inflections
- additions that change meaning
i.e. adding ‘ing’ = go to going

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

Complex Sentences
- using conjunctions to combine
two ideas or using embedded
clauses

26
Q

How is intelligence developed?

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
27
Q

What is Problematic about Intelligence Testing?

A
  • The construct of intelligence is not defined clearly
  • Does not account for the fact that intelligence can change
    ○ The education system limits children to being one type of intelligence and does not really enable them to change (they will get put in
  • Intelligence in school depends on: reading, writing, and arithmetic
  • Children get labelled on a subset of skills
  • There are multiple intelligences
  • We need to be considerate of what we are actually measuring

We keep using this system because:
- it is the easiest
- We have the most data on it
- It has been used for generations

28
Q

Numeracy

A
  • development of numeracy helps to facilitate the learning of more advanced math
    concepts
  • Children need to learn that counting a number is for a discrete thing
  • They need to have the 1:1 ability
    ○ If they don’t have this, they cant know numeracy
29
Q

Erikson: Initiative VS. Guilt

A
  • created by the ability to plan (a new cognitive skill)
  • At the age of 3, children challenge their authorities
    - Even though they are told no, they will do it anyway
  • ability to plan motivates them
    to want to take initiative
  • balance between child’s emerging skills and desire for
    autonomy and the parents’ need to protect and
    control the child’s behaviour
    person perception
  • Person-perception: children begin to classify others according to categories such as age, gender, and race
30
Q

Social Cognitive Development

A

Understanding rule categories- - young children use classification skills to
distinguish between social conventions and moral rules

Understanding others’ intentions
- start to understand intentions in others
- understand
that intentional wrong-doing is deserving of greater punishment than unintentional rule transgressions

31
Q

What is the most important contributing factor to early childhood development?

A

Family Relationships

32
Q

What is the role of attachment?

A
  • predicts behaviour during preschool years in terms of:
    1) dysregulated behaviour
    2) positive relationships with preschool teachers
  • Insecurely attached
    preschoolers are more likely
    (than securely attached
    counterparts) to develop
    negative, critical attitudes
    toward themselves
33
Q

What are the 4 Aspects of Family Functioning?

A

1) Warmth/nurturance

2) Clarity and consistency of rules

3) Level of expectations

4) Communication between parent and child

34
Q

4 Types of Parenting Styles

A

1) Authoritarian (25%)
- LOW in nurturance and communication
- HIGH in control and maturity demands

2) Permissive (25%)
- HIGH in nurturance
- LOW in maturity demands, control and communication

3) Authoritative (33%)
- HIGH in nurturance, maturity demands, control and
communication

4) Uninvolved (15%)
- LOW in nurturance, maturity demands, control and
communication
- produces the most consistently negative outcomes

35
Q

Why does the % of each parenting style not add up to 100%?

A
  • not all parents classify under 1 specific parenting style
  • they may be a combination of 2 or more
36
Q

What do these stats say about Canadian parents?

A
  • Canadian parents are relatively lenient and emotionally warm with their children.
  • When compared to European
    parents, Canadian parents exert less behavioural control, were more likely to use permissive disciplinary strategies and were more tolerant of friend-related activities while continuing to have strong emotional
    bonds with their children
  • Speaks to the fat that culture shapes the way of parenting
37
Q

What is Discipline?

A

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

38
Q

SES VS. Parenting Style

A
  • Parenting style is a better predictor of poor childhood outcomes than SES
  • Good parenting practices are common in all socioeconomic categories as in ineffective parenting practices
  • Children raised in lower SES families are more likely yo experience a greater # of risk factors and this couples with ineffective parenting practices results in proportionally higher levels of vulnerability
39
Q

What are the 2 main problems with identifying effective discipline strategies?

A
  1. Effect
    - difficult to establish the effects of discipline
  2. Intensity
    - research has not concluded how intense and frequent effective discipline needs to be
40
Q

Short VS Long-term Learning

A

Short Term
- Learn best if there is physical and visual stimuli

  • Relate to experiences; so build on what they already know
    Physical and visual
    stimuli
  • Relate to familiar
    experiences
  • Active participation
  • Praise and approval
  • Stories

Long Term
- Anyone who is bigger than them is a role model to them
- Reinforce skills; give them room to practice

3 R’s
- Role Model
- Repetition
- Reinforce new skills

41
Q

Why did children spend more time on screens?

A

○ Education was online

42
Q

What are the negative effects of screen time and preschoolers?

A

Cognitive abilities
- with each 1 hr increase in
TV exposure corresponds
to a decrease in participation in class and a decrease in math proficiency in 4th grade

  • increased screen time
    (weather direct or
    background viewing) results
    in proportional increases in
    behavioral problems and
    have poorer vocabulary
    acquisition
  • higher screen time at age 4 is
    associated with lower levels of emotional understanding at
    age 6
43
Q

What are Scree Time Recommendations?

A

For children <2 years old
- screen time is not recommended

For children 2-5 years old
- limit screen time to less than one hour a day

For children >5
- limit screen time to less than two hours a day

44
Q

COVID VS. Screen time for Preschoolers

A

Good (ish)
- evidence suggests that interactive media, specifically applications that involve contingent responses
from an adult (i.e., timely reactions to what a child says or does), can help children learn

The Bad
- Children’s screen use may directly interfere with their
reading activities
- sociodemographic factors do not seem to modify either association significantly

  • Children who used apps for more than 30 minutes/day had
    significantly lower inhibition scores compared to those with
    less use
  • Excessive screen time (>2 -3 h/day on any device) is moderately associated with lower self-regulation in preschoolers
45
Q

Parents model healthy screen habits by:

A
  • Minimize their own screen use around young children,
    especially during mealtimes, play, and other prime
    opportunities for social learning.
  • Prioritize interactions with children through
    conversation, play, and healthy, active routines.
  • Decide when to use media together and turn off
    screens when not in use.
  • Ensure that media used in the presence of children is free of stereotyping, advertising, or other problematic content.

HS 2700 (10 decks)

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