Week 6: Preschool (3-6 years)

Question 1

Describe gross motor and fine motor development at age 3-4, 4-5, and 5-6

Answer 1

gross motor:
3-4: walks upstairs 1 foot per step, skips on 2 feet, walks on tiptoe, pedals and steers, walks in any direction pulling a large toy, jumps
4-5: walks up and down stairs one foot per step, stands, runs, and walks on tiptoe
5-6: Skips on alternate feet, walks on a line, slides, swings

Fine motor:
3-4: catches large ball between outstretched arms, cuts paper with scissors, holds pencil between thumb and fingers
4-5: strikes ball with bat, kicks and catches ball, threads beads on a string, grasps pencil properly
5-6: plays ball games well, threads needle and sews large stitches

Question 2

Describe the 3 stages of drawing from age 2-6

Answer 2

1. scribbling (age 2-3) = tangible record of the thinking process. Ex: will draw scribbles to later drawing a head with legs
2. pre-schematic (age 3-4) = telling stories and working out problems using art. Details are added and new concepts are used. Ex: drawing people with clothes and hair, drawing an animal
3. schematic (age 4-6) = drawing scenes and using symbols to represent things. Realizing that there is order (everything sits on a base line). ex: drawing a beach scene with a yellow sun. Drawing a city with a skyline, but things may not be drawn to scale

Question 3

__________ is when brain functions are divided between the 2 hemispheres of the brain
__________ increases reticular formation of the brain and regulates attention and concentration
__________ is the preference for using one hand over another

Answer 3

lateralization, myelinization, handedness

Question 4

What is reticular formation?

Answer 4

selective attention on specific things

Question 5

What are the L vs R hemispheres responsible for?

Answer 5

L: language, logic, math, analysis
R: creativity, intuition, art/music

Question 6

T/F: ECE is able to prevent ACES

Answer 6

F. it cannot prevent ACES but it can help to mitigate the impacts of it

Question 7

1. How does ECE help to mitigate the impacts of ACES? (4 points)
2. When should ECE be introduced in a child’s life? Why?

Answer 7

1. • build robustness (help add things back into our bucket after ACES have taken things out)
     - reduce stress
     - offer positive role models
     - improve self esteem
2. 1-5 because these are the most important stages of a child’s life in terms of development

Question 8

what is socio-dramatic play vs. rule governed play?

Answer 8

socio-dramatic = assume a role, imaginary companions
rule governed = rules in the play like the the youngest has to be the dog and the oldest is the mom. Also narrating rules for the play.

Question 9

1. A kid is playing a game where they are a superhero. What type of play is this?
2. A kid is playing a game with friends where the smallest child must be the dog and the biggest kid must be the dad
3. a kid is playing tag. what type of play is this.
4. a kid is playing a game where they have an imaginary friend. what type of play is this?

Answer 9

1. socio-dramatic play
2. rule governed play
3. rule governed play
4. socio-dramatic play

Question 10

what stage of cognitive development is present at age 3-6? Explain

Answer 10

pre-operational stage = children become better at using symbols to represent what they are thinking and communicating but have difficulty thinking logically

Question 11

1. What is conservation? When is this developed?
2. What are the 4 types of conservation? explain

Answer 11

conservation: the understanding that matter can change in appearance without changing in quantity. developed AFTER age 5

1. volume = glasses and water
2. number = # of marbles
3. matter = clay
4. length = sticks

Question 12

what is the false belief principle?

Answer 12

understanding that enables a child to look at a situation from another person’s POV and determine what kind of information will cause the person to have a false belief - understand that others might disagree with you and how

Question 13

1. What is theories of mind?
2. explain how theory of mind is developed with age? (stages)
3. how can theories of mind be enhanced?

Answer 13

1. realize that people have different feelings. Allows you to understand others because you are analyzing different mental states that exist outside of your own
2. age 4 = basic principle that each person’s actions are baed on their representation of reality
   age 5 = cannot understand that other people can think about them/do not understand that most knowledge can be derived from inference
   age 6 = understand the reciprocal nature of thought
3. pretend play, sharing ideas, discussing emotion provoking events with parents

Question 14

_________ is the realization that both parties have their own thoughts about a situation

Answer 14

reciprocal nature of thought

Question 15

what is the difference between metamemory and metacognition?

Answer 15

metamemory: knowledge about how memory works and the ability to reflect and control their own memory
metacognition: knowledge about how the mind works and the ability to reflect and control their own thought process

Question 16

What are 3 behaviours of developing a good self-concept? What is recognized in each behaviour?

Answer 16

1. helping behaviours (recognizing need)
2. sharing behaviours (recognizing desires)
3. comforting behaviours (recognizing emotions)

Question 17

when a child rapidly forms a hypothesis about a new word’s meaning and then receives feedback to help them judge the accuracy of their hypothesis, this is called __________

Answer 17

reinforcement

Question 18

_________ spelling occurs and the words are created by blending sounds.
greater _____________ awareness = faster learning to read

Answer 18

invented , phonological

Question 19

what are jolly phonics and why are they so effective?

Answer 19

associating letters with a thing, actions to go along with it/a song. Effective because it targets all the types of learners = visual, auditory, kinaesthetic

Question 20

1. _________ are additions to words that change the meaning. Ex: go –> going
2. _________ is using ending to words that do not make sense. Ex: go –> goed
3. _________ use conjunctions to combine 2 ideas. Ex: do not go over there—> don’t go over there

Answer 20

1. inflections
2. overregulation
3. complex sentences

Question 21

1. T/F: children in families of high interactions get better scoring on intelligence tests?
2. what is problematic about intelligence tests?

Answer 21

1. T
2. tests one thing but there are more types of intelligence other than the basics

Question 22

How is numeracy used?

Answer 22

counts 1 per thing

Question 23

what crisis from Erikson’s psychosocial theory is present during this stage? Explain.

Answer 23

initiative vs guilt. Since there is a new ability to plan, children may be faced with an initiative to plan something but be faced with guilt if they could not meet their goals

Question 24

_________ is the ability to classify others according to categories like age, gender, and race

Answer 24

personal perception

Question 25

what is attachment?

Answer 25

relationship with parents. it predicts behaviour during preschool years and the relationships that you will in turn have with the teachers. Insecurely attached preschoolers will have negative and critical attitudes towards themselves

Question 26

What are the 4 aspects of family functioning?

Answer 26

1. warmth/nurturance
2. clarity and consistency of rules
3. level of expectations
4. communication between parent and adult

Question 27

4 parenting styles

Answer 27

1. authoritarian = low nurturing, high control
2. permissive = high nurturing, low control
3. authoritative = high nurturing, high control
4. uninvolved = low nurturing, low control

Question 28

In canada…
___% authoritative
___% authoritarian
___% permissive
___% uninvolved

Answer 28

33% authoritative
25% authoritarian
25% permissive
15% uninvolved

Question 29

1. _________ is a type of training (physical, mental or moral) that develops self control and morals.
2. What are the 2 main problems of the answer to the above?

Answer 29

discipline
problems = difficult to establish the EFFECT and INTENSITY (how frequent) discipline needs to be to be effective

Question 30

T/F: lower SES is associated with poor parenting style

Answer 30

F. Poor parenting can exist in all levels of SES families

Question 31

what are 3 results of non-intact families?

Answer 31

1. financial and emotional resource reduction
2. transitions result in poor monitoring of children
3. parenting style can shift from authoritative to a less optimal form