Quiz 3 Flashcards
1
Q
Age of middle childhood
A
5-12
2
Q
In middle childhood, growth patterns are _____ and children spend much more time in ______ with friends and in structured activities. It is the stage between _____ _____ and _____
A
slow, school, early childhood, adolescence
3
Q
To support positive child development, compliment ____ ____ ____ decisions, engage in discussion on a variety of ______, create a safe space to share _______, and encourage them to come to you with their _____
A
well thought out, topics, emotions, problems
4
Q
_____ ______ are important in the development of the mouth, development of the child’s ____. _____ and play a role in the chewing of food. Many children lose their first tooth around age ___ then continue to lose teeth for the next _____ years. In general, children lose the teeth in the ________ of the mouth first, then lose the teeth next to those in the sequence
A
deciduous teeth, smile, speech, 6, 6, middle
5
Q
Girls are often ____ than boys at the end of middle childhood
A
taller
6
Q
School aged child is better able to ____, coordinate activity using both left and right ______ of the brain, and to control ____ _____
A
plan, hemispheres, emotional outbursts
7
Q
During middle childhood, there is a slower ____ ____. One result of this is an improvement in ____ ____. Children tend to sharpen their abilities to perform ______ and ____ motor skills
A
`growth rate, motor skills, fine, gross
8
Q
The brain reaches its adult size at about age ____ and continues to develop for many years after it has attained this size
A
7
9
Q
____% of children aged 5-17 are overweight or ____ in Canada. The percentage in school aged children has increased substantially since the ______ and it continues to increase. This is in part due to the introduction of a _______ ____ of television and other _____ ______. In addition, we have come to emphasize ___ ___, fast foods as a culture
A
30, obese, 1960, steady diet, sedentary activities, high fat
10
Q
Typically, a child will gain _____kg a year and grow about _____ cm a year. Many girls and boys experience a ______ ___ ____ and it tends to happen earlier in girls ______, than it does in boys ______
A
2-3, 5, prepubescent growth spurt, 9-10, 11-12
11
Q
Many children in middle tend to slim down and gain ____ ___ and ____ ___ making it possible to engage in strenuous ____ ___ for long periods of time
A
muscle strength, lung capacity, physical activity
12
Q
Children’s participation in sports and athletic activities have been linked to higher levels of satisfaction with ______ and overall quality of life in children. There is also improved physical and _____ development and better ____ ______.
A
family, emotion, academic performance
13
Q
_____, ___ and ____ can limit children’s opportunities to engage in sports. During middle childhood, girls are more likely than boys to have never participated in any type of sport or _____ ____ _____
A
gender, poverty, disability, organized athletic activity
14
Q
Sports and athletic activities can help children build ___ ___, build on their physical development and learn a sense of _____. For many children, physical education in school is a key component in introducing children to _____.
A
social skills, competition, sports
15
Q
For some children, the emphasis on competition and athletic skills can be _____ and lead children to grow tired and want to ____. Parental ______ and involvement may also impact children’s love for sports
A
counterproductive, quit, aspiration
16
Q
Children are in the ____ ______ stage from age _____, and are mastering the use of logic in concrete ways. They use logic to solve problems tied to their ____ ______, but often have trouble solving ______ or considering more ____ problems. Children use _____ ____, thinking that the world reflects one’s personal experience.
A
concrete operational, 7-11, personal experience, hypotheticals, abstract, inductive reasoning
17
Q
Children in middle childhood use ____ ___ to solve problems involving the physical world (ex. _____ and _____, _____ and _____). They can also ______ items into a hierarchical structure and organize from _____ to ______ items.
A
logical principles, cause, effect, size, distance, classify, broad, specific
18
Q
Children at this age also have an understanding that objects have an _______ or ______ that do not change even if the object is altered in some way
A
identity, qualities
19
Q
the idea that things that have been changed can return to their original state
A
reversibility
20
Q
Many cognitive skills are incorporated into the school’s _______ through ______ _______
A
curriculum, mathematical problems
21
Q
the idea the changes in one quality can be compensated for changes in another quality
A
reciprocity
22
Q
New cognitive skills increase children’s understanding of the ____ ____ around them. _____ _____ or abstract thought occurs later
A
physical world, formal operational
23
Q
The theory of memory that compares how the mind works to computer storing, processing, and retrieving information
A
information processing theory
24
Q
The information the first enters memory; is continuous, but never really perceived for stored in the mind and lost after a few seconds because it is filtered out as irrelevant; if the information is not perceived or stored, it is discarded quickly
A
sensory memory
25
If information is meaningful it moves to this type of memory, and includes information we are consciously aware of; only 7 +/- 2 things can be kept in this memory at any given time, and information is lost if given too quickly at a time; rehearsal can help maintain information
working memory / short term memory
26
The memory with unlimited capacity, storing information for years, and consisting of things we can know or remember if asked; storage must be meaningful or effective, and during middle school children often learn and remember due to an improvement in how they attend to and store information
knowledge base / LTM
27
Children in middle childhood have a better understanding of how well they are performing on a task and the level of _____ of a task. They become more ____ about their abilities, and adapt _____ ____ to meet those needs. They can also ______ and gauge what is significant and what is not. They also develop _____, or the ability to understand the best way to figure out a ______
difficulty, realistic, studying strategies, prioritize, metacognition, problem
28
Most children enrol in formal _____ programs and there are _____ in how and what children learn. Most educational programs may not have necessary resources to support ______ learners or children with learning and or other ______. Children's cognitive and social skills are typically evaluated as they enter and _______ through school. This may indicate that a child needs special assistance language or learning how to _______ with others. Evaluation and ______ can be the first step in helping to provide the child with the type of instruction and resources needed, but it can also result in _______ social implications
education, variations, accelerated, disabilities, progress, interact, diagnosis, negative
29
in middle childhood, vocabulary grows to _____ at ____words per day. This is facilitated through association of new words with those already known (______ _____). There is also more ______ understanding of the meanings of a word. Children in middle childhood can also think of objects in less ______ ways, and learn _____ ___ with more flexibility. This is the best time to be taught a _______ ______ along with the rules of grammar. Children can also tell ____ and delight in doing so
40,000, 20, fast mapping, sophisticated, literal, grammar rules, second language, jokes
30
Children's learning differences can change ____ _____, and the distinction between ____ and _____ learning is not always clear
over time, neurotypical, neurodivergent
31
There are 1 in ____ children and youth in Canada with ASD. This impacts ______ development, and make take the form of ___ _____, difficulty with ______ _____, and a tendency to repeat _____ of behaviour. There are phases in life where they have markedly _____ range of activities and ______. ASD is first detected in early _____, and is _____x more likely in boys. It varies in ____ and _____.
66, brain, communication problems, social interactions, patterns, restricted, interested, childhood, 4-5, experience, support
32
dyslexia is a ____ ____ with _____% of students with specific learning disabilities affected. Difficulties with accurate or _____ word recognition and poor ____ and ______ abilities. This can affect any part of the reading process including word ______, _____ reading _____, _____ and reading ______. It may also involving reversing _____, difficulty reading ___ to ____< and problems associated letter with ______. It involves parts of the brain active in recognizing ____, verbally ____ or being able to manipulate _____. Usually involves altering teaching methods to _____ a person's particular area of concern
reading disability, 70-80, fluent, spelling, decoding, recognition, decoding, speed, prosody, comprehension, letters, left right, sounds, letters, responding, sounds, accommodate
33
dyscalculia is challenges with _____ concepts, such as ____ place ___. and _____, memorizing _____ related facts, organizing _____, and understanding how problems are organized on the page.
math-related, quantity, value, time, math, numbers
34
______ encompasses all disorders of written expression such as difficulty with grammatical and punctuation errors, paragraph organization, spelling errors and challenges with penmanship
dysgraphia
35
ADHD involves difficulty staying on _____ and screening out _____, particularly in environments that require focused _______ such as a school classroom. This is due to trying to pay attention to too many things at ______. It involves the _______ ____, and _____. It is more likely to diagnosed in _____, and thus many girls in middle childhood may feel misunderstood
task, distractions, attention, once, frontal lobe, PFC, boys
36
In middle childhood, children begin to make friends in more sophisticated ways such as _____ interests, sense of _____, and being a good person. They realize that there are benefits to friendships and also _____. These experiences allow them to develop a more _____ understanding of themselves, including their strengths and ______. Developing self concept is influenced by messages they receive from their ______, their family, and the ____
similar, humor, difficulties, realistic, weaknesses, peers, media
37
_____ years is a period of significant changes in relationships with ____ and ____. There is communication and negotiation of ______, as well as sharing of ______. Social interaction with other children who are similar in ____, skills and knowledge provokes the development of many _____ skills that remain valuable in later life.
8-12, adults, peers. differences, ideas, age, social
38
____ ____ is a central theme of middle childhood.
seeking belonging
39
the stage of friendship focusing on mutual activities
reward-cost
40
the stage of friendship focusing on conventional morality and emphasis on a friend as someone who is kind and shares
normative expectation
41
The stage of friendship focused on loyalty, commitment, and sharing confidential information
empathy and understanding
42
willful, repeated aggressive behaviour with negative intent used by a child to maintain power over another child.
bullying
43
teasing, name calling and threatening
verbal bullying
44
hurting a person's body or possessions
physical bullying
45
spreading rumors, purposeful exclusion, or embarrassing someone
social / relational bullying
46
Text messages, emails and fake profiles, posting embarrassing photos, etc.
cyberbullying
47
In middle childhood, children have a more realistic sense of self and greater experiencing in comparing one's _____ with others and greater cognitive _____. Acquiring feelings of ____ is important and influenced by family's messages about their worth. Internalizing others' appraisals and creating _____ _____ affect children's self esteem.
48
In middle childhood, children have a more realistic sense of self and greater experiencing in comparing one's _____ with others and greater cognitive _____. Acquiring feelings of ____ is important and influenced by family's messages about their worth. Internalizing others' appraisals and creating _____ _____ affect children's self esteem.
performance, flexibility, self-competence, social comparisons
49
the ability to see a situation from another person's perspective
perspective taking
50
children can hold individual ____ of how well they perform in a variety of ______ and also develop an overall _____ self-assessment. Discrepancy between how children view themselves and what they consider to be their ____ selves can have a negative impact on self esteem
assessments, activities, global. ideal
51
The most significant source of ___ ____ comes from social relationships. _____ is developed with support from those around, and includes ______, _____ and _____. If children view themselves as successful in their endeavours, they will get a sense of _______ for future challenges. If a child feels that they do not measure up to their peers, feelings of ____ and self ____ will develop, leading to an ____ ____ that lasts into adulthood
personality development, industriousness, planning, playing, achieving, competence, inferiority, doubt, inferiority complex
52
Children should be encouraged to explore their abilities to resolve ____ and offered ____ ___. Failure may help a child form a sense of _____> A balance between this and competency is ideal for creating a sense of ____ and industry in a child. This plays a big part of _____ as we develop in life and a strong role in the next stage of _____.
crises, authentic feedback, modesty, competency, confidence, identity
53
Successful completion promotes feelings of _____ and working toward goals in life. Children seek recognition from both adults and peers that they are capable and competent. Their ability is more important through ____ and ____. Differences in ____ ____ may become more pronounced during this stage, and learning differences may result in more ____ interactions with ____ and _____. The classroom may promote feelings of ____. students may not be able to pick up fast on ____ ______ resulting in ___ or ____ interactions with peers
capability, practice, work, organic issues, negative, caregivers, teachers, inferiority, social cues, negative, confusing
54
Children in this stage are focused on ____ winning, and ___ ____. Children who struggle to achieve or with social interaction may become ______ or tend to initiate but not _____. Children may also struggle with _____, which erodes confidence by making someone as good as their next mistake, and creates constant feelings of _____
achievement, social status, insecure, complete, perfection, anxiety
55
Morals based on the consequences of an act; is self centred and focused on superficial understandings of right and wrong
preconventional stage
56
morals based on what other people would think of you as a result; socially accepted morality and decisions based on the approval of others or one that complies with the law
conventional
57
morals based on the realization that there are different levels of right and wrong, which are based on social contracts established for the good of everyone or universal principles of right and wrong that transcend the self and social convention; based on concern for others, society as a whole, and ethical rather than legal standards
post conventional
58
Students in grades 7-12 spend at least ____ hours a day on screens
7-9
59
____% of 10-12 year olds spent 3 hours or more per day using digital devices unrelated to schoolwork
36
60
time spent with any screen including smart phones, tablets, television, video games, etc.
screen time
61
mindlessly watching videos or shows, scrolling
passive
62
playing games, problem solving
interactive
63
video-chatting, using social media to communicate
communication
64
making digital art or music, coding
content creation
65
Companies spend $____ a year on marketing and advertising to children under 12. Children under ___ don't recognize persuasive intent of advertisements (unbiased). Young children cannot ____ between programming and advertising. Children collectively influence $_____
15b, 8, distinguish
66
Companies spend $____ a year on marketing and advertising to children under 12. Children under ___ don't recognize persuasive intent of advertisements (unbiased). Young children cannot ____ between programming and advertising. Children collectively influence $_____ worth of purchases every year
15b, 8, distinguish, 500b
67
Media use grew _____ in the last ____ years than it did in the four year prior to the pandemic. ____ ____ is a particular favourite among ____ and ____
more, 2, watching videos, teens, tweens
68
The potential benefits of media include _____ games played with family and friends, which can offer opportunities for ______, improvement in ____ ____, enrichment of ___ and reduction of ____ _______, and potential positive relationships with ____.
cooperative, socialization, academic proficiency, knowledge, learning gaps, peers
69
The risks of media include age-inappropriate ____ _____, negative impacts of having a ____ in the bedroom, watching TV for more than ____ hours daily which predicts increase of _____ problems. Higher rates of screen time are linked with higher ______ symptoms and lower ____ ____. Marginalized children have less access to ____ online learning resources, and there is a risk of exposure to ______ content. Children are more vulnerable than teens to negative _______ outcomes
age-inappropriate, TV, 3, conduct, depressive, physical activity, quality, harmful, socio-cognitive
70
Benefits from use of social media in moderation include the opportunity for enhanced ______ ___ and _____.
social support, connection
71
research has suggested a ______ relationship between internet use and depression, with increased risks of depression at both high and low ends of use
U-shaped
72
older children who used social media ______, reported declines in life ____, whereas those who interacted with others and posted content did not experience these declines
passively, satisfaction
73
parallel family media use include devices used by family members at the same _____, parental use of devices ____ children. Parent child engagement is significantly affected by family media use. It is difficult to _____ content that children are exposed to
time, around, mediate
74
____ children use screen media may be more predictive of socio-economic outcomes than duration of use. Long term effects of risky use of media may include excessive ____, _____ and ____ (during adolescence). The use of social media healthy during _____ ____ challenges may be important to know that is _____
how, disclosure, trolling, sexting, mental health
75
It is recommended that if the child is ______, that they have no screen time, while for ______ year olds, ___ hour daily maximum, and for ____ year olds, a two hour daily maximum
2, 2-4, 1, 5-17
76
The external influence of parents on educational achievement include parents' _____ and ____ about the abilities and differences. and the _____ ______ which determines the availability of opportunities and resources
attitudes, beliefs, home context
77
Teacher can also influence educational achievement by creating _____ learning environments, and _____ learning environments.
inclusive, positive,
78
Children's beliefs about their _____ behaviour and attitudes and implicit ____ of the group also influence educational achievement
attitudes, norms
79
There are ____ differences in academic socialization, including all the ways ____ supported education, and the use and perception of ____ and ____
cultural, parents, criticism, praise
80
In preschool and kindergarten, there is increasing ___ influence, and children's sense of development starts to be altered by _____ and peers
school, teachers
81
Behaviour in the first year of ____ ____ influences teacher perception and children's view of themselves, academic ____, and class ______. In upper elementary, teachers influence students ______ _____ in math, happiness, and behaviour in class. Students attitudes and behaviours are predicted by teaching ______, emotional ____ and classroom learning approaches and environments
elementary school, achievement, involvement, self-efficacy, practices, support
82
High quality, sensitive, and positive interactions with teachers are associated with greater student _____ and academic achievement, and fewer problems with ____ and poor _____ throughout elementary school
motivation, anxiety, behaviour
83
Children of different genders may exhibit differences in school activities - research suggests that this occurs because teachers may treat genders differently
gender based attitudes
84
as a result of preconceived notions regarding race, ethnicity and academic performance, teachers may discriminate against children of different race or ethnic groups by treating them differently
race based attitudes
85
10 types of intelligence (Gardner)
1. visual-spatial, 2. naturalistic, 3. logicial-mathematical, 4. interpersonal, 5. verbal-linguistic, 6. existential, 7. bodily-kinesthetic, 8. intrapersonal, 9. musical, 10. pedagogical
86
Inclusive education means that all students ___ and are ____ by their neighborhood schools in age-appropriate, regular classes and are supported to ____, contribute, and ____ in all aspects of the life of the school. This allows for valuable learning opportunities for groups that have been traditionally ______, such as students with learning ______
attend, welcomed, learn, participate, excluded, differences
87
Key features of inclusion include viewing children through what they ____ do rather than what they cannot, recognizing that children need different ____ to support their learning, having high ______ for all children, developing education goals according to each child's ______, having teachers who have knowledge about different ____ of teaching so that children with various abilities and strengths can learn together, and having teachers and parents and others work together to determine the most ____ ways of providing a quality education in an inclusive manner
can, tools, expectations, abilities, ways, effective
88
The why of learning; engagement; for purposeful, motivated learners, stimulate interest and motivation for learning
affective networks
89
The what of learning; representation, for resourceful, knowledgeable learners, presenting information and content in different ways
recognition networks
90
the how of learning; action and expression; for strategic, goal-directed learners, differentiating the ways that students can express what they know
strategic networks
91
Bullying is ____ behaviour that intends to cause harm and distress, usually ___ over time, and occurs in a relationship where there is an ____ of power or strength. There is also ____ to the victim.
aggressive, repeated, imbalance, distress
92
Getting another person to bully someone for you, spreading rumors, and deliberately excluding people
indirect bullying
93
_____% of students aged 4-14 years reported having bullied others more than once or twice during the term
15
94
_____% of bullies reported bullying others every week of children aged 4-11
9
95
most studies find that boys bully more than girls, ____% of boys and ____% of girls aged 4-11 reported bullying others. Boys report being bullied by ____, girls report being bullied by boys and girls. Boys are more likely than girls to be ______ bullied by their peers, while girls are more likely to be bullied through ______, sexual comments, and social _____
14, 9, boys, physically, rumor-spreading, exclusion
96
children are usually bullied by one child or a ____ group. common locations are ______, _______ -_____, bathrooms, and classrooms, generally in areas where there isn't much supervision by adults. Bullying is more common at ___ than on the way to and from it
small, lunchrooms, halls, playground, school
97
Some mental health disorders impact the way a child develops socially, and can result in aggressive behaviours toward ____. Bullies are ____ as likely to experience depression, _____ or ______, and 6x more likely to be diagnosed with _____ ____ in elementary. Key risk factors for bullying behaviour tends to include persistent ____ attitudes and early aggressive behaviour. Those who bully tend to be described as _____, disruptive, and ____
peers, twice, anxiety, ADHD, oppositional defiance, negative, hyperactive, impulsive
98
victims of bullying are more likely to experience
headaches, anxiety, sleep problems, unhappiness
99
During the sensitive period of development of ____ _____, a dose-response curve is seen in that the ____ bullying the ___ possibility of short and longer term outcomes. Bullying results in the child feeling increased ____, _____, alienation, and lower academic achievement. It also increases the risk of developing mental _____ ______.
self concept, more, higher, anxiety, depression, health disorders
100
bully victims and bullies are often exposed to _____ in homes and communities, emphasizing the importance of providing ______ support to bullies as well
victimization, psychological
101
Preventing bullying requires clear ___ and behavioural ____, clarification of ____, cooperative learning in schools, involvement of ______, ______, executive function, and focus on _____.
rules, expectations, consequences, parents, attachment, altruism
102
Impacts of bullying can be not wanting to go to school, changes in ____ when at home, and a loss of ___ in activities previously enjoyed
demeanour, interest
103
LATE method
1. listen, 2. acknowledge, 3. talk about options, 4. encouragement
