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PSYC228 > PSYC228_Chap5 > Flashcards

PSYC228_Chap5 Flashcards

1
Q

early childhood

A

2-6yrs

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2
Q

betw 2-6 yrs children

A

gains about 2.7kg + 5-8cm/yr
slimmer, stretch out

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3
Q

during preschool yrs, growth rate + rate of brain maturation…

A

slows

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4
Q

synaptic pruning

A

elimination of synaptic connections in order to inc efficiency

slows during 2-6 yrs, continues to some degree thrughout life

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5
Q

during 2-6 yrs brain gains

A

20-25% of adult weight
300g

but brain volumes in children can vary by 50% bec grow at diff rates

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6
Q

preschool children gains in brain weight +t size due to

A

inc number of connections from myelination

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7
Q

myelination

A

coating of neurons with myelin,

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8
Q

synapses

A

connections among neurons

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9
Q

myelination is vital for

A

inc coordination + fine muscle movements in preschool children
balance + coordination

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10
Q

toxin

A

harmful substance that causes adverse effects

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11
Q

lead poisoning

A

environmental factor that interacts with genes to produce cognitive dificits in children

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12
Q

deviations in brain maturation are teh product of ongoing complex interaction between

A

genetic + environmental factors

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13
Q

myelination of corpus callosum…

A

allows 2 hemispheres of brain to communicate + work together better
helpful for lateralization

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14
Q

lateralization

A

process by which the right + left hemispheres of the brain take on specific functions

become inc diff from each other
begins in prenatal

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15
Q

right hemisphere of brain controls

A

left side of body

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16
Q

left hemisphere of brain controls

A

right side of body

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17
Q

most people preceive emotion mainly in

A

right hemisphere

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18
Q

most people control language with

A

left hemisphere

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19
Q

outcome of lateralization

A

emerging dominance of one side over other
handedness

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20
Q

handedness

A

preference for using one hand over the other for basic activities like eating, throwing, writing

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21
Q

% of left-handed people is

A

8% across cultures

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22
Q

most scientitst believe

A

handedness not genetically predetermined, but complex interaction of genetic + environmental/cultural influences

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23
Q

ossification

A

process thru which cartilage becomes bone

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24
Q

most obvious preschool changes in skeletal system

A

length, width, + hardness of bone

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25
Q

ossification occurs from

A

infancy thru adolescence

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26
Q

the more cartilage that remains…

A

the taller the child can still be expected to grow

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27
Q

ossification variations between children arise from

A

genetic + environmental (nutrition, physical stimulation, overeating + food choices) influences

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28
Q

for healthy bone growth WHO recommends

A

Ca, sunshine + supplementation - vit D, consumption of variety of fruits + vegetables

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29
Q

stunting ( chronic growth retardation) may be due to

A

deficiencies in key nut.s

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30
Q

stunting affects

A

bones, cognitive development, + poor educational attainment

physical problems later in life

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31
Q

stunting for girls

A

risk for obstructed labour
common cause of maternal + infant mortality in developing countries

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32
Q

stunint appears to be

A

dec globally, but still major concern

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33
Q

globally - stunting in early childhood

A

171 million children, >1/4 = clinical stunting
highest rates in south-central Asian countries - 45%

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34
Q

during early childhood children’s muscles develop

A

slowly + steadily

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35
Q

most obvious muscle change is

A

improvement in gross-motor + fine-motor skills

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36
Q

gross motor changes in early childhood

A

improved body stability, enhanced muscle complexity + growth, + myelination of CNS

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37
Q

what underlies much fine-motor development?

A

brain + muscle maturation

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38
Q

Fine-motor milestones

A

2 yrs - place simple shapes in corresponding holes, draw lines

3 yrs - hold crayon properly with fingers, build large towers with blocks

4 yrs - use pencil/pen, scissors, copy geometric shapes like circle or square, draw recognizable human forms, button shirts

5 yrs - print first name, tie shoes, write numbers

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39
Q

gross-motor milestones

A

2 yrs - jump using both feeth, go up + down steps, throw small ball, kick large ball, run

3 yrs - throw + catch more efficiently, stand on one foot, jump over object

4 yrs - skip, climb ladders, hop on one foot, change direction quickly while running

5 yrs - ride bicycle with training wheels, jump almost a m forward, climb in precarious places

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40
Q

3 cognitive development theoriesfor how children think

A

piaget’s cognitive theory, vygotsky’s socio-cultural theory, information-processing model of cognition

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41
Q

Piaget’s preoperational stage

A

second stage
preschool children
begins to think symbolically with words
uses language to make sense of world
still centered on immediate events
are we there yet?
some people disagree

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42
Q

piaget’s sensorimotor stage

A

first stage
infants use assimilation + accomodation to contruct mental representation of world

by the end have developed object permanence (ability to think about thigns even when not present)

infancy

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43
Q

preoperation stage

A

piaget’s 2nd stage of cognitive development in which chlid begins to think symbolically; that is, with words

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44
Q

2 substages of Piaget’s preoperational stage

A

symbolic function substage
intuitive thought substage

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45
Q

symbolic function

A

first substage of piaget’s preoperational stage from 2-4 yrs
ability to use language gives children new way of thinking about the world

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46
Q

intuitive thought

A

second substage of piaget’s preoperational stage
during which children want to know how + why

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47
Q

preschooler’s ability to htink in symbols emerges

A

early in preoperational stage
but cognitive processing remains limited

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48
Q

conitive abilities gradually

A

emerge, gain significance, + declien as child interacts with world + develops more complex thought

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49
Q

centration

A

quality of thinking in which a person focuses on one aspect or dimension of an object while disregarding any ohter dimension

50
Q

conservation

A

understanding that key physical properties of an object remain constant even if the appearance of the object changes

51
Q

egocentrism

A

cognitive quality in which one is centred in one’s own frame of reference

52
Q

animism

A

egocentric belief that all inanimate objects have qualities associated with humans

53
Q

irreversibility

A

belief of preoperational thinkers taht objects + events, once changed, can never return to their original form

linear world only moves forward

54
Q

limitations of preoperational cognitive processing

A

centration (focusing on only one thing)
consesrvation (changing how something looks doesn’t change how much of it there is)
egocentrism (only see things from their point of view)
animism (belief that everything can feel and is human like)
irreversibility (can’t undo procedures, rolled out ball of clay can’t be a ball again)

55
Q

intuitive though substage

A

desire to know how thigns work + where things come from
4-7 yrs
lots of why questions
can make up reasons though

56
Q

artificialism

A

belief that all objects + events are affected by human influences

common reasoning in preoperational stage

57
Q

criticism of Piaget’s sensorimotor + preoperational stages

A

underestimated children’s cognitive ablities
fewer egocentric responses

too narrow focus on US
variation in ages of conservation thinking

strong evidence that social environment shapes our understanding of world

58
Q

Vygotsky’s cognitive theory embraces idea that

A

social environment shapes our understanding of wolrd

59
Q

Vygotsky believed that

A

child’s social world facilitates development of thinking

60
Q

socail interactions facilitate cognitive development by shaping

A

zone of proximal development ZPD
range of optimal leanring for children
learn takss they cannot yet do alone but are bale to do with guidance from adult
can do it with scaffolding

61
Q

zone of proximal development ZPD

A

vygotsky’s term for range of tasks that a person cannot accomplish independently but can be done with assistance of a person with more experience or more advanced cognitive ability

62
Q

scaffolding

A

process of assisting less experienced individual thru complex tasks by providing supports which may be verbal or physical

a form of guided participation

63
Q

guided participation

A

process in which a more experienced teacher becomes an interactive guide, helping less experienced person do tasks they couldn’t do independently

64
Q

private speech

A

language process where children talk to themselves as they attmpet to perform task + solve a problem

65
Q

Piaget + vygotsky desagree about

A

meaning of private speech

piaget - is egocentric + immature - collective monologue
vygotsky - language helps support cognitive development - hearing chlidren with deaf talked less - speech reflects rich social process rather than just egocentricity

66
Q

collective monologue

A

piaget’s term for egocentric private talk that sometimes occurs in group of chlidren when they’re all talking at once + not listening to each other

67
Q

information-processing perspective

A

analogy of mind as a computer

68
Q

theory of mind

A

ability to understand that others have mental stages + that their thoughts + knowledge differ from one’s own

realize other people have their own thoughts

3-yr olds will tattle on themselves bec already think parents know about it

supports view that chlidren are less egocentric than piaget believed

69
Q

social cognition

A

abioity to understand realtionships betw themselves + others

need to be able to take perspective of another person + consider multiple intersecting perspectives

70
Q

central feature of autism

A

inablitiy to understand a thoery of mind

71
Q

during teh early childhood yrs, children tend to focus on

A

salient + noticeable things instead of the things that are teh most relevant.
start to get better at focusing on the things taht are relevant

72
Q

vocabulary spurt or naming explosion

A

most rapid expansion of vocabulary that children experience in earying childhood

73
Q

children go from

A

about 500-600 words as 2 yrs to over 12000 wrds when start school

74
Q

receptive language skill always

A

precedes expressive lanaguage skill

75
Q

overgeneralization

A

applying rules of grammar to cases in which they do not apply

often done during early childhood
we runned home, i sitted on the bus
most disappear by the time start school

76
Q

noun bias

A

suggestion taht hcildren use nouns more frequently than other parts of speech

mostly for english kids, other languages not so much
mandarin is more verbs than nouns

77
Q

pragmatics

A

social use of communication
how to use language socially

78
Q

egocentric children tend to

A

have poor pragmatics

79
Q

categorization

A

process of forming a cognitive compartment or grouping based on specific properties

helps learn so much language stuff in such short time frame

80
Q

Gopnik + Meltzoff think

A

the abliity to form categories is one of the fundamental building blocks of language development

81
Q

fast mapping

A

process by which a chlid can relate unknown words to known words, thus rapidly expanding vocabulary

explain rapidity of word leanring
chlidrne use categories + context as basis for understanding meaning of new word
both biological + cognitive components

82
Q

Chomsky

A

believed humans ahve LAD innate mechanism for processing words

criticized for nativist perspective
doesn’t account for variations found among human lanuages

83
Q

Tomasello

A

functional language = idea that lanuage acquisition is a “need-based” process in which children construct meaning out of a need to understand what others are syaing to be understood

need to understand + explain motivates language acquisition
leanr language bec have to

84
Q

3 common health + safety concerns of early childhood

A

obesity
unintentional injury
lead poisoning

85
Q

barriers to free play

A

dec free time due to economic requirements + shift toward early education - more structured activities, less unstructured tiem

too much time on screens

less green space in cities

more kids live in cities where there isn’t room to play or not allowed to

policies hinder + limit physical acitivity like skateboarding + road hockey

closing small schools - go further to big shcools, less free time bec spent on bus

fear of abduction + abuse threatens outdoor play

86
Q

parten’s 4 types of play

A

non-social play
parallel play
associative play
co-operative play

based on socail functions

87
Q

non-social play

A

non-interactive play in which a chlid focuses on either an obejcted or toy + appears unconnected to others, or acts as an onlooker, watching others play wihtout joining in

88
Q

parallel play

A

form of play in which children appear to be together but are not interacting with one another

89
Q

associative play

A

form of paly in which children interact + share materials btu do nto work tog toward same goal

90
Q

co-operative play

A

form of play in which children interact to work toward a common goal

91
Q

major cognitive classification of play

A

follows piagets theory of cog development

functional play
constructive play
symbolic play
rough-and-tumble play

based on cognitive functions of play

92
Q

the difference betw the major cognitive classification of play and Parten’s is that

A

parten’s was based on the social functions of play and the other one was based on the cognitive functions of play

93
Q

functional play

A

form of play that involves repetitive movements + simple exploratory activity, usually seen durign child’s first 2 yrs

sensorimotor stage

94
Q

constructive play

A

form of play that involves creation of new objects, often by combining already existing objects

preoperational

95
Q

symbolic play

A

form of play that begins arnd 3 yrs, in which children use objects as symbols to stand for something else

preoperational

96
Q

rough-and-tumble play

A

form of physical play, sucha s wrestling, tumbling, + running

concrete operational

97
Q

96% of schools had a least one recess time period in 1989, but 10 yrs later…

A

only 70% of schools still did

trend away from recess

linked physical activity to higher academic performance

98
Q

head start

A

program that seeks to promote school-readiness among disadvantaged children thru provision of educational, nutritional, + social services
invlud control by first nations + teaching in aboriginal culture + language

99
Q

many developmental scholars have found that head start

A

enhances children’s cognitive ability + socail competence

100
Q

2000 agreement on early childhood development initiatives

A

fed + provincial/territorial (except Quebec) gov’s to acknowledge need for all levels of gov to work tog to support canadian families

incorporate commitment to inclusion of chlidren with special needs as much as possible

101
Q

inclusion

A

approach to educating students with special educational needs based on the idea that all individ’s have a right to be educated in regular classroom settings

102
Q

best practices early childhood education

A

keep classes small + low chlid:teacher ratio

comprehensive cirricula for interrelated development needs (emotional, social, cognitive, physical)

make parents active partners in children’s education

103
Q

autism spectrum disorder (ASD)

A

neurodevelopmental disorder characterized by impaired social communication + interaction + repetitive behaviours

inc support for inclusion

impaired social communication + interaction = responding inappropriately in conversations + misreading non-verbal vues
restricted + repetitive behaviour

104
Q

prevalence of autism spectrum disorder has inc over past 2-3 decades

A

approx 1/94 canadian children = ASD
symptoms vary
early detection + intervention can improve cognitive outcomes + adaptive behaviour

+ early diagnosis helps with development of individualized education programs based on each child’s specific needs + strengths

105
Q

autism spectrum disorder

A

neurodevelopmental disorder characterized by impaired social communication + interaction, + repetitive behaviours

106
Q

individualized education program

A

written statement that defines the individualizwed educational goals of a child with a disability

107
Q

children with ASD in inclusive preschool programs make

A

significant gains in language skills, social interaction skills, play skills, IQ

predicatable routines + structured learning environments + teaching peers how to interact = helpful

108
Q

obesity

A

global
22% of canadian children 2-5yrs are overweight/obese

harder to make cut-off bec bmi level with health risk not very clear

109
Q

overweight or obesity

A

classification based on association of various BMI cut-offs with health risks; varies in children by age + sex

110
Q

body mass index BMI

A

measure used to determine healthy body weight that is calculated by dividing a person’s weight (in kg) by square of height

(kg)/(m^2)

111
Q

factors contributing to childhood obesity

A

genetic predisposition
sedentary lifestyle

commercials about snacks + cereal don’t help

112
Q

overweight hcildren are at higher risk of

A

psychological problems, depression, low self-esteem, being bullied, dysfuncitonal social skills

also inc risk of adult have chronic desiease like heart disease, osteoporosis, diabetes, impaired liver function, asthma

113
Q

what can reduce risk of type 2 diabetes more than 50%

A

moderate weight loss
regular physical activity

114
Q

steps in obesity prevention

A

diet
activity
family

115
Q

socio-economic status

A

combination of person’s income, education, + occupation relative to others

116
Q

unintentional injury

A

type of physical trauma that is determined to have been caused by circumstances other than abuse or maltreatment

117
Q

leading cause of death in children + adolescents in canada + major cause of morbidity

A

unintentional injuries

also 4th leading cause of hospitalization of children 1-4yrs
almost 25% of all child deaths 1-4 were due to injury

118
Q

18% of children under 18 were living in

A

poverty
poorest income areas were at highest risk of dying from injuries

119
Q

single best way to reduce rate of unintentional injuries is through

A

prevention

120
Q

lead poisoning

A

damages brain neurons
silent epidemic

death or
cognitive damage, learning disabilitles, attention-deficit hyperactivity disorder
poor gross + fine motor coordination + social + emotional problems

irreversible effects

PSYC228 (16 decks)

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