Test 3 chapter 8-10 Flashcards
Just Right Phenomenon
wanting things done in a certain order or certain way
strong preferences in clothing
special routines
strong preferences for certain foods
Myelination
a fatty coating on the axons that speeds signals between neurons
Corpus Callosum
a band of nerve fibers that connects the lefts and right sides of the brain
grows and myelinates rapidly during early childhood
laterization
referring to the specialization in certain functions by each side of the brain with one side dominant for each activity
perseveration
some children persevere in or stick to one thought or action, unable to quit
Amygdala
part of the limbic system
a tiny brain structure that registers emotions, particularly fear and anxiety
Hippocampus
a brain structure that is a central processor of memory, especially memory for locations
Hypothalamus
a brain area that responds to the amygdala and the hippocampus to produce hormones that activate other parts of the brain and body
Gross motor skills by age 5
ride tricycles
climb ladders
pump their legs on swings
throw, catch and kick balls
primary prevention
actions that change overall background conditions to prevent some unwanted event or circumstance, such as injury, disease or abuse
(laws/speed limits)
Secondary prevention
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
Tertiary prevention
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
child maltreatment
intentional harm to or avoidable endangerment of anyone under 18 years old
child abuse
deliberate action that is harmful to a child’s physical, emotional or sexual well-being
Child neglect
failure to meet a child’s basic physical, educational or emotional needs
substantiated maltreatment
harm or endangerment that has been reported investigated and verified
1 in 90 children in the US
reported maltreatment
harm or endangerment about which someone has notified the authorities
up to 3.5 million a year in the US
Warning signs of abuse
PTSD fantasy play around violence and sex repeated injuries, physical complaints hyper vigilance, absences from school fear of caregiver, going home
Permanency planning
an effort to find a long-term solution to the problem (tertiary prevention)
foster care
maltreated child is removed from the parents’ custody and entrusted to another adult or family
kinship care
a form of foster care in which a relative of a maltreated child becomes the approved caregiver
adoption
a legal proceeding in which an adult or couple unrelated to a child is granted the obligations and joys of parenthood
Preoperational thought
before logical reasoning/reasoning process
centration
a young child focuses on one idea, excluding all others
focus on appearance
a thing is whatever it appears to be
static reasoning
belief that the world is unchanging
irreversibility
what is done cannot be undone
conservation
the principle that the amount of substance remains the same when its appearance changes
animism
the belief that natural objects and phenomena are alive
children simultaneously hold rational and magical ideas
Social learning
every aspect of children’s cognitive development is embedded in the social context
guided participation
process by which people learn from others who guide their experiences and explorations
zone of proximal development
vygotskys term for the skills that a person can exercise only with assistance
scaffolding
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
private speech
the internal dialogue that occurs when people talk to themselves
social mediation
human interaction that expends and advances understanding, often through words that one person uses to explain something to another
theory theory
the idea that children attempt to explain everything they see and hear using theories
theory of mind
a person’s theory of what other people might be thinking
fast mapping
the speedy and sometimes imprecise way in which children learn new words by tentatively placing them in mental categories according to the perceived meaning
over regularization
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
balanced bilingual
fluent in two languages, not favoring one over the other
need to be exposed to twice as much language as usual
Child-centered programs
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
montessori schools
emphasize individual pride and accomplishment, presenting literacy-related tasks
Reggio Emilia
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
Teacher-directed programs
stress academic subjects taught by a teacher to an entire class
learn number, letters, shapes, colors
clear distinction between work and play
Project head-start
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
Emotional regulation
the ability to control when and how emotions are expressed due to connections between the limbic system and prefrontal cortex
initiative v. guilt
erikson’s third psychosocial crisis
children undertake new skills and activities and feel guilty when they do not succeed at them
self concept
a person’s understanding of who he or she is, incorporating self-esteem, appearance, personality and various traits
protective optimism
preschoolers predict that they can solve impossible puzzles, remember long lists of words and control their dreams
externalizing problems
expressing powerful feelings through uncontrolled physical or verbal outbursts by lashing out at other people or breaking things
internalizing problems
turning one’s emotional distress inward, as by feeling excessively guilty, ashamed or worthless
intrinsic motivation
occurs when people do something for the joy of doing it
extrinsic motivation
occurs when people do something to gain praise or some other reinforcement
peers
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
Solitary play
a child plays alone, unaware of any other children playing nearb
onlooker play
a child watches other children play
parallel play
children play with similar toys in similar ways but not together
associative play
children interact, observing each other and sharing material but their play is not yet mutual and reciprocal
cooperative play
children play together, creating and elaborating a joint activity or taking turns
Rough-and-tumble play
play that mimics aggression through wrestling, chasing or hitting but in which there is no intent to harm
Sociodramatic play
Pretend play in which children act out various roles and themes in stories that they create
Authoritarian Parenting
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
Permissive parenting
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
Authoritative parenting
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
Neglectful/uninvolved parenting
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
Diana Baumrind
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
Psychological control
involves threatening to withdraw love and support and that relies on a child’s feelings of guilt and gratitude to the parents
Time-out
involves separating a child from other people and activities for a specified time
Physical Punishment
increases obedience temporarily but increases the possibility of later aggression
many do not become violent adults
Media influences
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
Empathy
the ability to understand the emotions and concerns of another person, especially when they differ form one’s own
antipathy
feelings of dislike or even hatred for another person
Antisocial behavior
actions that are deliberately hurtful or destructive to another person
(Declines at at 2)
Proscoial behavior
actions that are helpful and kind but that are of no obvious benefit to the person doing them
(Increases from 3-6)
Instrumental aggression
hurtful behavior intended to get something that another person has and to keep it
reactive aggression
an impulsive retaliation for another person’s intentional or accidental action (verbal or physical)
relational aggression
nonphysical acts (insults or social rejections) aimed at harming the social connection between the victim and other people
bullying aggression
unprovoked, repeated physical or verbal attacks, especially on victims who are unlikely to defend themselves
Sex differences
biological differences between males and females in organs, hormones and body shape
gender differences
differences in the roles and behaviors that are prescribed by a culture for males and females
Androgny
the combination of masculine and feminine characteristics
Phalic stage
freuds theird stage of development, when the penis becomes the focus of concern and pleasure
Oedipus complex
the unconscious desire of young boys to replace their fathers and win their mothers’ exclusive love
superego
the judgmental part of the personality that internalizes the moral standards of the parents (the priest)
Electra Complex
the unconscious desire of girls to replace their mothers and win their fathers’ exclusive love
identification
an attempt to defend one’s self-concept by taking on the behaviors and attitudes of someone else
social-learning theory
children notice the ways men and women behave and internalize the standards they observe
gender schema
a child’s cognitive concept or general belief about sex differences
think and behave according to what they categorize themselves as
