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Child Development 1 > Test 3 chapter 8-10 > Flashcards

Test 3 chapter 8-10 Flashcards

1
Q

Just Right Phenomenon

A

wanting things done in a certain order or certain way
strong preferences in clothing
special routines
strong preferences for certain foods

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2
Q

Myelination

A

a fatty coating on the axons that speeds signals between neurons

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3
Q

Corpus Callosum

A

a band of nerve fibers that connects the lefts and right sides of the brain
grows and myelinates rapidly during early childhood

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4
Q

laterization

A

referring to the specialization in certain functions by each side of the brain with one side dominant for each activity

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5
Q

perseveration

A

some children persevere in or stick to one thought or action, unable to quit

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6
Q

Amygdala

A

part of the limbic system

a tiny brain structure that registers emotions, particularly fear and anxiety

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7
Q

Hippocampus

A

a brain structure that is a central processor of memory, especially memory for locations

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8
Q

Hypothalamus

A

a brain area that responds to the amygdala and the hippocampus to produce hormones that activate other parts of the brain and body

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9
Q

Gross motor skills by age 5

A

ride tricycles
climb ladders
pump their legs on swings
throw, catch and kick balls

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10
Q

primary prevention

A

actions that change overall background conditions to prevent some unwanted event or circumstance, such as injury, disease or abuse
(laws/speed limits)

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11
Q

Secondary prevention

A

actions that avert harm in high-risk situations such as stopping a car before it hits a pedestrian or installing traffic lights at dangerous intersections

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12
Q

Tertiary prevention

A

actions such as immediate and effective medical treatment, that are taken after an adverse event
occurs and that are aimed at reducing the harm or preventing disability

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13
Q

child maltreatment

A

intentional harm to or avoidable endangerment of anyone under 18 years old

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14
Q

child abuse

A

deliberate action that is harmful to a child’s physical, emotional or sexual well-being

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15
Q

Child neglect

A

failure to meet a child’s basic physical, educational or emotional needs

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16
Q

substantiated maltreatment

A

harm or endangerment that has been reported investigated and verified
1 in 90 children in the US

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17
Q

reported maltreatment

A

harm or endangerment about which someone has notified the authorities
up to 3.5 million a year in the US

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18
Q

Warning signs of abuse

A 
PTSD
fantasy play around violence and sex
repeated injuries, physical complaints
hyper vigilance, absences from school
fear of caregiver, going home
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19
Q

Permanency planning

A

an effort to find a long-term solution to the problem (tertiary prevention)

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20
Q

foster care

A

maltreated child is removed from the parents’ custody and entrusted to another adult or family

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21
Q

kinship care

A

a form of foster care in which a relative of a maltreated child becomes the approved caregiver

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22
Q

adoption

A

a legal proceeding in which an adult or couple unrelated to a child is granted the obligations and joys of parenthood

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23
Q

Preoperational thought

A

before logical reasoning/reasoning process

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24
Q

centration

A

a young child focuses on one idea, excluding all others

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25
Q

focus on appearance

A

a thing is whatever it appears to be

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26
Q

static reasoning

A

belief that the world is unchanging

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27
Q

irreversibility

A

what is done cannot be undone

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28
Q

conservation

A

the principle that the amount of substance remains the same when its appearance changes

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29
Q

animism

A

the belief that natural objects and phenomena are alive

children simultaneously hold rational and magical ideas

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30
Q

Social learning

A

every aspect of children’s cognitive development is embedded in the social context

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31
Q

guided participation

A

process by which people learn from others who guide their experiences and explorations

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32
Q

zone of proximal development

A

vygotskys term for the skills that a person can exercise only with assistance

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33
Q

scaffolding

A

temporary support that is tailored to a learner’s needs and abilities and aimed at helping the larner master the next task in a given learning process

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34
Q

private speech

A

the internal dialogue that occurs when people talk to themselves

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35
Q

social mediation

A

human interaction that expends and advances understanding, often through words that one person uses to explain something to another

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36
Q

theory theory

A

the idea that children attempt to explain everything they see and hear using theories

37
Q

theory of mind

A

a person’s theory of what other people might be thinking

38
Q

fast mapping

A

the speedy and sometimes imprecise way in which children learn new words by tentatively placing them in mental categories according to the perceived meaning

39
Q

over regularization

A

the application of rules of grammar even when exceptions occur, making the language seem more regular than it actually is
(Adding an “S” to the end of a word to make it plural

40
Q

balanced bilingual

A

fluent in two languages, not favoring one over the other

need to be exposed to twice as much language as usual

41
Q

Child-centered programs

A

stress children’s natural inclination to learn through play rather than by following adult directions
follow vygotsky’s thought that children learn from other children and through cultural practices that structure life

42
Q

montessori schools

A

emphasize individual pride and accomplishment, presenting literacy-related tasks

43
Q

Reggio Emilia

A

a famous program of early-childhood education that originated in the town Reggio Emilia, Italy
encourages each child’s creativity in a carefully designed setting

44
Q

Teacher-directed programs

A

stress academic subjects taught by a teacher to an entire class
learn number, letters, shapes, colors
clear distinction between work and play

45
Q

Project head-start

A

the most widespread early-childhood education program in the US
began in 1956 and funded by federal government
thought to be highly successful at raising children’s intelligence, ten years later, early gains were said to fade

46
Q

Emotional regulation

A

the ability to control when and how emotions are expressed due to connections between the limbic system and prefrontal cortex

47
Q

initiative v. guilt

A

erikson’s third psychosocial crisis

children undertake new skills and activities and feel guilty when they do not succeed at them

48
Q

self concept

A

a person’s understanding of who he or she is, incorporating self-esteem, appearance, personality and various traits

49
Q

protective optimism

A

preschoolers predict that they can solve impossible puzzles, remember long lists of words and control their dreams

50
Q

externalizing problems

A

expressing powerful feelings through uncontrolled physical or verbal outbursts by lashing out at other people or breaking things

51
Q

internalizing problems

A

turning one’s emotional distress inward, as by feeling excessively guilty, ashamed or worthless

52
Q

intrinsic motivation

A

occurs when people do something for the joy of doing it

53
Q

extrinsic motivation

A

occurs when people do something to gain praise or some other reinforcement

54
Q

peers

A

people of about the same age and social status
provide practice in emotional regulation, empathy and social understanding
children usually prefer to play with each other rather than with their parents

55
Q

Solitary play

A

a child plays alone, unaware of any other children playing nearb

56
Q

onlooker play

A

a child watches other children play

57
Q

parallel play

A

children play with similar toys in similar ways but not together

58
Q

associative play

A

children interact, observing each other and sharing material but their play is not yet mutual and reciprocal

59
Q

cooperative play

A

children play together, creating and elaborating a joint activity or taking turns

60
Q

Rough-and-tumble play

A

play that mimics aggression through wrestling, chasing or hitting but in which there is no intent to harm

61
Q

Sociodramatic play

A

Pretend play in which children act out various roles and themes in stories that they create

62
Q

Authoritarian Parenting

A

high behavioral standards
strict punishment of misconduct and little communication
Children tend to become conscientious, obedient and quiet, feel guilty or depressed and blame themselves when things don’t go well. Rebel as adolescents

63
Q

Permissive parenting

A

high nurturance and communication but little discipline, guidance or control
children tend to be unhappy and lack self-control, suffer from inadequate emotional regulation, be immature and lack friendships

64
Q

Authoritative parenting

A

parents set limits and enforce rules but are flexible and listen to their children
Children tend to be successful, articulate, happy with themselves and generous. They are well-liked by teachers and peers

65
Q

Neglectful/uninvolved parenting

A

parents are indifferent toward their children and unaware of what is going on in their children’s lives
Children tend to be immature, sad, lonely and at risk of abuse. May have social/cognitive problems

66
Q

Diana Baumrind

A

Parents differ on 4 important dimensions (expressions of warmth, strategies for discipline, communication, expectations for maturity)
Problems: little economic/ethnic diversity, focuses more on attitudes than daily interactions, overlooked child’s contribution

67
Q

Psychological control

A

involves threatening to withdraw love and support and that relies on a child’s feelings of guilt and gratitude to the parents

68
Q

Time-out

A

involves separating a child from other people and activities for a specified time

69
Q

Physical Punishment

A

increases obedience temporarily but increases the possibility of later aggression
many do not become violent adults

70
Q

Media influences

A

children who watch televised violence become more violent themselves
stereotypes are evident
can be harmful if violent
electronics are not recommended for children younger than 2
adult selection and supervision are needed

71
Q

Empathy

A

the ability to understand the emotions and concerns of another person, especially when they differ form one’s own

72
Q

antipathy

A

feelings of dislike or even hatred for another person

73
Q

Antisocial behavior

A

actions that are deliberately hurtful or destructive to another person
(Declines at at 2)

74
Q

Proscoial behavior

A

actions that are helpful and kind but that are of no obvious benefit to the person doing them
(Increases from 3-6)

75
Q

Instrumental aggression

A

hurtful behavior intended to get something that another person has and to keep it

76
Q

reactive aggression

A

an impulsive retaliation for another person’s intentional or accidental action (verbal or physical)

77
Q

relational aggression

A

nonphysical acts (insults or social rejections) aimed at harming the social connection between the victim and other people

78
Q

bullying aggression

A

unprovoked, repeated physical or verbal attacks, especially on victims who are unlikely to defend themselves

79
Q

Sex differences

A

biological differences between males and females in organs, hormones and body shape

80
Q

gender differences

A

differences in the roles and behaviors that are prescribed by a culture for males and females

81
Q

Androgny

A

the combination of masculine and feminine characteristics

82
Q

Phalic stage

A

freuds theird stage of development, when the penis becomes the focus of concern and pleasure

83
Q

Oedipus complex

A

the unconscious desire of young boys to replace their fathers and win their mothers’ exclusive love

84
Q

superego

A

the judgmental part of the personality that internalizes the moral standards of the parents (the priest)

85
Q

Electra Complex

A

the unconscious desire of girls to replace their mothers and win their fathers’ exclusive love

86
Q

identification

A

an attempt to defend one’s self-concept by taking on the behaviors and attitudes of someone else

87
Q

social-learning theory

A

children notice the ways men and women behave and internalize the standards they observe

88
Q

gender schema

A

a child’s cognitive concept or general belief about sex differences
think and behave according to what they categorize themselves as

Child Development 1 (4 decks)

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