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Developmental I:Pregnancy and Infancy > Unit 5: Development in Early Childhood(2-6 years) > Flashcards

Unit 5: Development in Early Childhood(2-6 years) Flashcards

1
Q

in preschool years which areas develop drastically and how?

A

Physical and cognitive development
P- growth and muscle maturation more lean and muscular
C- cognitive maturation allows more complex grammar and infinitely long sentences

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2
Q

how much do infants gain each year?(steady rate) from 2y-puberty

A

5.8cm and 2.5-3kg each year
30cm and 8kg in weight total(2-6y)

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3
Q

lowest BMI at what age than at another time in life?

A

5-6 years

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4
Q

average height and weight of a child by 6 years of age

A

> 110cm and 13-23kg

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5
Q

Physical development growth rate

A

legs(and arms) grow faster than the trunk
>60% of the increase in height by puberty

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6
Q

how do these changing proportions change the center of gravity?

A
  • shift from chest to abdomen
  • lower center= greater stability & more complex movement
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7
Q

factors influencing growth and maturation

A
  • genetic inheritance
  • exercise and daily physical activity
  • social class
  • Physical deficiencies/illnesses
  • trauma and physical and/or psychological abuse
  • nutrition(eating disorders/obesity)
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8
Q

what are the roles of the cerebral hemispheres?

A

Left cerebral hemisphere mainly receives sensory info from right side and controls movement from the right side of body
left hemisphere processes visual information from right visual field
vice versa

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9
Q

what provides access to all information between the hemispheres

A

corpus callosum

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10
Q

what is the corpus callosum made of and its function?

A
  • nerve fibers aka axons
  • allow communication between hemispheres
  • show lateralisation of functions
  • crucial for everyday function(coordinated movements, responding to stimuli)
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11
Q

how does increasing efficiency of the corpus callosum develop

A
  • communication and coordination between the sides
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12
Q

what is myelinisation?

A

high rate(3-6y), slows down in adolescence
- responsible for increasing the efficiency of the corpus callosum

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13
Q

what is lateralisation of functions

A

each hemisphere becomes specialised for certain functions
left- speech production
right- perceiving emotions in others

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14
Q

why may lateralisation of functions not be the same for all?

A

eg speech comprehension more divided for both
depends on handedness; left more variable than right handed

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15
Q

what is handedness?

A

preference for using one hand over the other
90% prefer right hand for motor functions= left hemisphere is dominant in preforming motor functions

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16
Q

when is lateralisation of function established?

A
  • signs from birth but well established by 2- 3 years and continues to increase in strength
  • laterlise the child purposely if not established by age 5
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17
Q

Double lateralization hypothesis

A
  • innate laterality, part of genetic inheritance and manifests in spontaneous gestures
  • learned laterality related to use of objects in everyday life
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18
Q

Improved coordination= improved gross and motor skills
provide examples for each age

A

By 3y: G- jump with feet, walk downstairs, kick/throw ball F- copy simple shapes
By 4y: G- hop on either foot, catch ball F- brush teeth, copy most letters, use scissors
By 5y: G- skip/gallop in rhythm, climb trees, jump over obstacles F- knife to cut, copy difficult shapes and letter
By 6y: F- draw and paint recognizable images, catch small ball, write simple words, tie shoelaces

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19
Q

What is piagets preoperational thought stage from cognitive development theory

A
  • not able to use logical operations and reasoning processes
  • represent and describe objects and experiences that are not present
  • show capacity for learning new words and the logical connections between new words develop (categorization/class logic)
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20
Q

what separates the preoperational children from sensorimotor beings?

A
  • think in symbols not only senses and motor skills
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21
Q

symbolic function

A

ability to make one thing represent another

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22
Q

how can different manifestations of mental representations appear?(symbolic function)

A

Delayed imitation
Symbolic Play
Language
Drawing
Mental images

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23
Q

how can symbolic thought be seen in animism

A

preoperational children may believe inanimate objects are alive or non-human animals have human characteristic

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24
Q

why are they considered egocentric in this stage?

A

understand world from their own perspective and difficult to view from others point
- Three Mountains Study (Piaget and Inhelder, 1956)
results; when asked what the other person would see started describing their own view

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25
Q

why do they behave and think intuitively?

A
  • interpret based on appearance of environment
  • lack of understanding of conservation(recognition that the properties of an object do not change when its appearance is altered)
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26
Q

why do they think intuitively according to DeVries study with Maynard

A
  • interpret via appearance of environment
    place another animal mask on cat and ask what is is and what it eats
    3y olds ans wrong, 6y olds and correctly
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27
Q

why do they think intuitively according to Flavells study with flasks/containers

A

= conservation
two containers filled with same amount of liquid(child agrees)
pours into diff shaped container in view of child
- children younger than 6-7 usually think taller has more liquid

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28
Q

what abilities do children lack that doesnt allow them to understand conservation

A
  • decentration; ability to conc. on 1+ aspect of a problem at same time
    = height and width
  • reversibility; ability to mentally reverse an action
    = cant imagine pouring water back into container
    other properties; mass(playdough) and number(spread out)
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29
Q

what is an extended version of flavells study with water displacement task

A
  • two container with same amount of water a rolled playdough ball inside
  • clay ball removed and placed on top in diff shape
  • asked if distorted ball placed back, how would the water level change
  • children 9-12 understand since same mass
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30
Q

Symbolic thought

A
  • due to capacity for representation we can use something(signifier) to refer to something(signified)
    Signifier- form that a sign takes, what we perceive directly (phonetic representation)
    Signified- meaning of a word/phrase, adds the semantic aspect
    both make up linguistic sign
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31
Q

what can signifiers be

A

signals- directly linked to signified, both linked to each other(smoke-fire, hand-person)
symbols- motivated relationship/ greater distance eg drawing of house= house
signs- arbitrary signifiers, no direct relation eg mathematics signs

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32
Q

Delayed imitation

A

symbolic function appears-> ability to communicate with other through gestures
begins to imitate in deferred, imitating situations or models perceive but no longer present
- can happen a lot later, no longer direct copy but a signifier

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33
Q

mental imagery

A

type of internal representations that has no external correlate(dont need image in front of us)
- serve as guide for actions, anticipate outcome
- not only from perception

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34
Q

Images can be reproducible and anticipatory, meaning?

A

Reproducible- something that has been perceived before
Anticipatory- we can imagine something that didnt happen before with information available at the moment
- difficult to study

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35
Q

What is play

A
  • productive and enjoyable
  • promotes muscle strength and control
    advances planning+self control(fair,long lasting,fun by setting rules)
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36
Q

Rough-and-tumble play

A

play that mimics aggression(hitting,wrestling,chasing) but no intention of harm
promotes physical development, emotional regulation and social skills
boys>girls

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37
Q

what is the common factor in rough and tumble play

A

play face- non-aggressive face during it

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38
Q

Peers

A

other children of the same or similar age, and not from the same family

39
Q

what are vertical relationships and horizontal relationships

A

VR- child-parent interaction
HR- peer-to-peer interactions

40
Q

how does play differ in vertical and horizontal relationships

A

in vertical the adult provides security, protection and rules but in horizontal similar social power but different desires so reciprocity and compromise are necessary

41
Q

how does play change as the peers age changes

A

complexity increases
helps child practice social skills and understand others

42
Q

how about infants and play?

A

6-month-old little interest to peers, more preoccupied with other objects
more interest starts at -2 years of age aka parallel play(play next to each other)

43
Q

how did mildred parten categorise play behaviour?(2-5 years)

A

Unoccupied- child not involved in any activity
Onlooker- child watches other kids without joining
Solitary- plays alone away from others
Parallel- plays next to them, no interacting
Associative- children interact with each other in same activity
Cooperative- interact in a coordinated way,sharing, taking turns

44
Q

what was the criticism to Partens play behaviour of 2-5 year old?

A
  • originally a index of childs social and cognitive abilities
  • considered too simplistic as younger and older engage in group and solitary play
45
Q

how was partens play behaviour updated?

A

Functional play(0-2y)
Symbolic play(2-6y)
Make-believe(2-6y)
Constructive play(3-6y)
Games with rules(6y+)

46
Q

Functional play(0-2)

A

simple, physical activities with/without objects eg running,rolling, bounce balls
aka sensorimotor play by piaget

47
Q

Symbolic play(2-6)

A

child symbolically represents something that is absent in the immediate setting
eg pretend drink from cup

48
Q

make believe(sociodramatic) play(2-6y)
by smilansky

A

acting out various roles and plots (after symbolic play)
helps explore social roles, how to explain and negotiate
starts with toys and dolls, then to involve other children

49
Q

Constructive play(3-6) and games with rules(6+)

A

creating/building a tangible object or representation of one
eg lego, drawing, jigsaws building blocks

involves structured games with publicly accepted rules

50
Q

Drawing

A

form of imitating reality-> mental representations shaped
use of internal images+ information
motor activity, pleasurable activity(express themselves), relationship with language

51
Q

what are the motor, cognitive, and affective components involved with drawing?

A

Motor; fine psychomotricity
Cognitive; reflects their understanding of reality and spacial representation
Affective; represents interests, worries or desires

52
Q

by 2 years old how has a childs language developed

A

basic grammar(plurals, pronouns, verbs,adjectives)
naming explosion-> naming insight
words into categories-> fast mapping

53
Q

what is naming insight and fast mapping

A

naming insight- child realizes naming applies to everything, tendency to ask basic questions
fast mapping- quickly acquire a word and place into category (often wrong meaning)
usually due to jointly attending the activity/object

54
Q

how do children often apply the wrong meaning to words

A

Overextension
Underextersion
Overlap errors

55
Q

Overextension

A

when children use once word to refer to a wide variety of objects or events

56
Q

Underextersion

A

The tendency to use a general term to refer to a smaller range of objects

57
Q

Overlap errors

A

mixture of overextension and underextension

58
Q

by 3 years old how has a childs language developed

A

vocab increases to 1000-5000 words, sentence up to 8 words
Grammar conjunctions , adverbs, articles
ask many WHY questions

59
Q

by 4 years old how has a childs language developed

A

up to 10,000 words, sentence length 20 words
grammar(dependent clauses, tags at end of sentences)
peak of WHY, HOW, WHEN

60
Q

by 6 years old how has a childs language developed

A

up to 30,000 words, length unlimited
grammar is complex(passive voice, subjunctive)
complex and formulated questions asked

61
Q

what is the focus for infants younger than 2 years?

A

immediate world-> reflexive, sensory beings

62
Q

at what age does memory start influencing behaviour?

A

late in infancy or early childhood(>2y)

63
Q

How can memory be split into

A

Implicit and explicit
- retrieving memories without being consciously aware , for well-learned, automatic skills eg bike
- conscious recollection of information that has been previously learned or memorized

64
Q

how can explicit memory be split?

A

Episodic memory
- memory for events or episodes
- split into retrospective and prospective
Semantic
- general knowledge and facts that are not unique to the subject
-

65
Q

what does the basic level of memory consists of?

A

Encoding- sensory info into representation that can be stored into a memory
Storage- maintains encoded info and potentially turn into long-term
Retrieval- recover info stored in memory

66
Q

how was development of memory in infants first studied and with what task

A

preferential looking method
visual paired comparison(VPC) task

67
Q

what is the preferencial looking method by Fantz(1964)

A

high novelty preference= high looking time
suggest some degree of memory; familiar -> previously encountered

68
Q

what is the VPC task

A

shows visual stimuli, after delay, presented two stimuli(familiar, unfamiliar)
amount of time looking compared= index of recognition memory
familiar- 3-6y

69
Q

Morgan and Hayne(2006)
- VPC task and how encoding develops

A

1y + 4y -> exposed to familiar stimuli 5/10/30sec groups
Recognisability
4 year old: After(5 sec), 24h(5 sec), week(10 sec)
1 year old: After(10 sec), 24h(30 sec), week(none)

70
Q

Morgan and Hayne(2006) what did their study suggest

A

Retrieve info= time spent encoding
Encode develops significantly from 1 to 4 years of age

71
Q

what are the studies that suggest that memory processes are functional earlier than 12 months?

A
  • 6m children can recognize previously viewed stimuli after 20 sec delay, 9m delay of 2-3min
  • in real life may occur earlier bowlby suggested that at 2 months infants start to recognize their caregiver
72
Q

what is infantile amnesia

A
  • unable to remember memories from before 3.5 years of age
73
Q

why does infantile amnesia occur

A

unclear whether immature encoding, storage or retrieval
Maybe; importance of language for recall
without meaningful verbal tags make memories inaccessible

74
Q

how does emotional development occur in stages?

A

Birth- basic emotions(interest,distress, disgust and contentment)
End of 2m- social smiles to caregiver
2-7m- Other basic emotions,little variation between cultures(anger,fear, joy, sadness,surprise)
18-24m- Complex emotions

75
Q

when can infants recognise others emotions?

A

7 to 10 months
start social referencing

76
Q

social referencing

A

use other emotional expressions as a guide for how to behave
- regulate their own behaviour this way when in uncertain situations

77
Q

why is displaying and understanding emotions for a child?

A
  • important for social development
  • how they SHOULD feel in given situation
  • ability to emphasize with others reflects ability to recognize emotions
78
Q

understanding how external expressions are related with internal feelings is important for developing what?

A

Theory of mind

79
Q

Define theory of mind

A

ability to PREDICT what another person BELIEVES in a given situation, and based on that information, predict how that person might BEHAVE
- important for managing social interactions and emphasizing with others

80
Q

what two core cognitive abilities doe ToM depend on?

A

a) desire/wants of the other person
b) what other person believes to be true(belief)

81
Q

Baron-Cohen suggest the ability to read minds occurs with two initial stages:

A

8 months- gaze following(follow where another person is looking) infant aware person is looking at something of interest
12 months- proto-declarative pointing(allows child to confirm to other person they know where the other person is looking)

82
Q

when and what is private and public self?

A

Private self: how we feel inside
Public self- how we show how we feel to other people
- at two years old

83
Q

why is the ability to read feelings by physical expression important ?

A

for empathy

84
Q

other than public/private self what else do 2 year old develop?

A
  • internal emotions correspond with desire
  • other peoples behavior is motivated to satisfy their desire
85
Q

what is belief- desire reasoning?

A
  • ability to emphasize and predict how another person might act
    developed at 3y, might have both but if conflict may not act on desire
86
Q

what ability do 3 years old not understand ye?

A

false belief

87
Q

what is “seeing leads to knowing”

A
  • develops at 3/4 y of age
    what a person knows about a situation based on what that person sees
88
Q

what is another concept that develops around “seeing leads to knowing”?

A

Meta-representation in pretend play
- separates what is true about a situation from what someone is pretending to do

89
Q

what task is often used for false beliefs

A
  • maxi and the chocolate task
  • The Sally-Anne task
90
Q

what is the sally anne scenario?

A

Sally has a basket and marble
Anne has a box.
Sally places her marble into her basket and leaves for a walk.
Anne moves marble from basket to box.
Sally comes back to play with marble.

91
Q

what is the procedure

A

Diff questions= diff cognitive abilities
Belief Q(tests child about sallys belief)
Reality(tests understanding of reality )
Memory(test ability to recall events)

92
Q

Baron-Cohen et la Results?
- Sally anne scenario

A

All subjects(3.5-5.9) correctly ans rality and memory question
but <4y could not ans belief question

93
Q

Smarties task(Perner et al)

A

show tube of smarties, asks them whats inside
show them pencils inside, ask what another child will think
4-year-olds; Smarties(understanding false-belief)
3-year-olds: Pencils

94
Q

what is second-order states?

A

develop around age 6
the child understands that people say and do things to evoke a response in others
- Kevin & Marieke scenario

Developmental I:Pregnancy and Infancy (3 decks)

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