Unit 7 Flashcards
8.1 Height and Weight Changes
- 2 and 3 inches in height per year in early childhood
- 4 to 6 pounds a year
- boys are slightly taller and heavier than girls
8.1 Brain Development
- by age 5, brain is 90% of adult weight
- between 4 and 7 kids can block out distractions; making them ready to start school
- reading and detecting visual differences improve
8.1 Right or Left Brain?
- brain functions are not split up that nicely
- myelination occurs rapidly during childhood which is complete by age 8
- plasticity
plasticity
- tendency of new parts of the brain to take up the functions of injured parts
- most plasticity in early childhood
- two factors involved in plasticity
- “sprouting” or growing new dendrites
- can allow rearrangement of neural circuits
- redundancy of neural connections
- more than one place does the same function in brain
8.2 Gross Motor Skills
- skills that employ the large muscles used in locomotion
- great strides between ages 2-6
- girls and boys are very similar
- girls better at balancing and precision of movement
- boys better at throwing and kicking
- individual differences are greater than sex differences
- physical activity declines after 2 or 3 years, 2 to 4 years more focused attention
- twice as likely to be active if mother is active; 3.5x if father is active
- influenced by role models, influence, encouragement, and support, genetics
8.2 Fine Motor Skills
- skills that employ the small muscles used in manipulation, such as those in fingers
- lags behind gross, proximodistal development
- drawings closely linked to development of motor and cognitive skills, building blocks of art, placement, shape, design, and pictorial stages
8.2 Handedness
- emerges during infancy
- leftie=little evidence for advantage/disadvantage
- theories=may run in families, prenatal testosterone, develops early
8.3 Children’s Nutritional Health in Early Children
- need fewer calories per pound of body weight
- 2 to 3 years their appetite decreases
- strong preferences for certain foods
- excessive sugar and salt
- eating patterns of parents
8.4 Minor Illness
respiratory infections, develops antibodies
8.4 Major Illness
- examples include pneumonia, diarrhea, malaria, measles, and malnutrition
- oral rehydration therapy
- vaccines
oral rehydration therapy
treatment involving the administration of a salt and sugar solution to a child who is dehydrated from diarrhea
8.4 Role of Car Accidents
- more deaths than diseases
- low-income=more likely to die
8.5 Sleep Disorders
sleep terrors, nightmares, insomnia, and somnambulism
sleep terrors
frightening dreamlike experiences that occur during the deepest stage of non-REM sleep, shortly after falling asleep
nightmares
frightening dreams that occur during REM sleep, often in the morning hours, may associated with stress
insomnia
sleep disorder characterized by difficulty falling asleep and remaining asleep and waking early
somnambulism
sleepwalking; brief, unexcitable, lack of memory
enuresis
failure to control the bladder after the normal age (3-4) for control has been reached
bedwetting
failure to control the bladder during the night
8.4 Control of Enuresis
infection, display of hostility, symbolic masturbation learned from conditioned anxiety and situational stress
encopresis
failure to control bowels after the normal age for bowel control has been reached, more common among boys, occurs often during the day
Pre-Operational stage
second stage by Piaget, characterized by inflexible and irreversible mental manipulation of symbols
9.1 Thoughts and Behavior during PreOp
- use symbols to represent objects and relationships among them
- scribble and draw pictures
symbolic play
- play in which children make believe that objects and toys are other than what they are (pretend play)
- starts around 12-13 months
- imaginary friends =positive trait
operations
- flexible, reversible mental manipulations of objects, in which objects can be mentally transform and then returned to their original states
- preop children lack this skill
ecocentrism
- putting oneself at the center of things such that one is unable to perceive the world from another person’s point of view
- used the three mountain test
pre-causal
- type of thought in which natural cause-and-effect relationships are attributed to will and other pre operational concepts
- ex: the sun sets because I need to go to sleep
transductive reasoning
- reasoning from the specific to the specific
- ex: a dog barks and then a train comes, child thinks that the train came because the dog barked
animism
attribution of life and intentionally to inanimate objects
artificialism
belief that environmental features were made by people
9.1 Confusion of Mental and Physical Events
- show confusion between symbols and things they represent
- tendency to believe dreams are real
conservation
- principle that properties of substances, such as weight, remind the same when superficial characteristics, such s shape, are changed
- preop children do not posses this
centration
focusing on one dimension of a situation while ignoring others
irreversibility
lack of recognition that actions can be reversed
class inclusion
- principle that one category or class of things can include several subclasses
- unable to easily compare two things
9.1 Accuracy of Piaget
- mountain test may not be due to ecocentrism
- understand of language may play a role
- causality is more sophisticated than Piaget believed
9.2 Vygotsky’s Cognitive Development
- scaffolding=temporary support provided by a parent or teacher to a learning child
- zone of proximal development=adults gear their assistance to the child’s ability capabilities, development through interaction
9.3 Home Environment on Cognitive Development
“home” test is a better predictor of later IQ than social class, mother’s IQ, or infant IQ scores
9.3 Preschool Environment on Cognitive Development
- academic centered vs child centered
- low-income may revise no type of schooling, environmental enrichment=enhanced cognitive development=higher IQ scores
9.3 Effects of Educational TV
- regular viewing increases learning numbers, letters, and cognitive skills
- may increase impulse control and concentration
- kids are more likely to believe commercial claims
- couch-potato effect
theory of mind
a common sense of understanding of how the mind works
9.4 Children’s Ideas about the Mind
- can accurately predict and explain human action and emotion
- rudimentary ability to distinguish appearance from reality
- ability to be easily mislead
- understands how senses
Appearance-Reality Distinction
- difference between real events and mental events, fantasies, and misleading appearances
- emerges during pre-school years (not 7-8 like Piaget thought)
mental representations
the mental forms that a real object or event can take
9.5 Development of Memory
- recognition=easiest type, multiple choice tests,appears in infancy
- recall=reproduce material, fill-in-the-blank tests
scripts
abstract generalized accounts of familiar repeated events
autobiographical memory
- memory of specific events or episodes
- appears to be liked to the development of language skills
9.5 Factors that Influence Memory Skills
- activities are better than objects
- logically ordered events
- attention and motivation
- interaction to receive cues
- measurements are not accurate
9.5 Memory Strategies
- rehearsal=repetition-mental, behavioral, or both
- categories, not until age 5
- young children=look, point, and touch
fast-mapping
- process of quickly determining a word’s meaning, which facilitates children’s vocal development
- early cognitive biases to lead to preferred meanings
whole object assumption
assumption that words refer to whole objects and not to their component parts or characteristics
contrast assumption
assumption that objects have only one label
overregulation
application of regular grammar rules to irregular verbs and nouns
pragmatics
practical aspects of communication, such as adaptation of language to fit the social situation
private speech
Vygotsky’s concept of the ultimate binding o language and thought; originates in vocalizations that may regulate behavior
10.1 Dimensions of Child Rearing
- warm=affectionate
- cold=few feelings of affections
- warmth=parental beliefs, imitate parent behavior, genetic
authoritative
- child-rearing style in which parents are restrictive and demanding, yet communicative and warm
- efforts to control, strong support and love
permissive-indulgent
parents are not controlling and restrictive but are warm
inductive
- characteristics o disciplinary methods, such as reasoning, that try to teach an understanding of the principles behind parental demands
- ex: don’t do that it hurts
10.1 Power-Assertive Methods
- physical punishment and denial of privileges
- more it is used=higher rates of antisocial behavior, lesser development of internal standards and moral conduct
- withdrawal of love
authoritarian
- parents demand submission and obedience from their children but are not very communicative and warm
- “because I said so”
- children are less competent academically and socially
rejecting-neglecting
- parents are neither restrictive and controlling nor supportive and responsive
- children are least competent, responsible, and mature
