continued chapter 5-10
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Created by:
emilypacific on November 3, 2010
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60 terms
Terms | Definitions |
|---|---|
 Froids theory | strong emphasis on early relationships and lifelong consequences - years 1-4 determine success |
| Eriksons theory | trust vs mistrust - mother -baby relationship is imp , conistency continuity and experience |
| how is eriksons different from froid | strong sense of self critical for development |
| Both Erikson and freud | early experiences are critical |
| Behaviorism | wat parent reinforces to child |
| cognitive theory | persons cognitive experience gives them individual thoughts values and perspectives - early experiences are important because brain development is dependent on experience |
| securre attacment | comfort leads to confidence |
| insecure attachment | fear anxiety non reactive |
| bodys growth rate is so high during | play years - |
| what influences growth | sex of child birth order geography |
| most important influences of growth | genes health and nutrition |
| eating habits are based on | Iron zinc and calcium |
| pre-frontal cortex not fully developed until | late adolescence |
| laterization | hand eye dominance |
| maturation | biological changing of brain |
| myelination | memory, reflect |
| patience | attitude maturity is important - judgment physical |
| corpus callosum | enables communication between right and left hemisphere |
| neurological immaturity results in | lack of judgment and patience |
| mal treatment | intentional harm - avoidable endangerment |
| neglect | failure to thrive a childs needs |
| hypervigilence | child is so looked aftr that development is impaired |
| very egocentric | piaget |
| vygotsky | less egocentirc |
| static reasoning | world is unchanging |
| irreversibility | inability to understand that you can restore or undo a process |
| learning occurs by presenting new ideas, assisting in learning tasks, encouragement | vygotsky |
| key to success of zone of proximal development | scaffolding - |
| both piaget and vigotsky believe that kids are | active thinkers |
| why do preschoolers lack memory? | because corpus collasum is not developed |
| occurs rapdidly with 50 word explosion | sensitive period |
| must occur or development will not happen | critical period |
| fast mapping | certain words stick |
| emotional regulation | impulse control, attack, externalizing |
| internalizing problems | fearful |
| lack of spontaneity | withdrawn |
| emotional regulation is dependent on | neurological development |
| wat are the things that affect maturation | genes, early stressors, care history, current experiences |
| peer to peer interaction | indicates whether kids are ready to move to next grade |
| social play behavior is a sign of | emotional intelligence and prefrontal cortex myelination |
| pro social behavior | helping people without expected benefit |
| anti social behavior | hurtful behavior intened to hurt |
| lack of emotional regulation results in | aggression |
| by age 3 outward aggresseion | decreases |
| by age 4 | there is an increae in aggressive behavior |
| relational aggression | meant to inflict pain |
| parallel play | focused on object playing with many kids no concept of sharing |
| rough and tumble play- | sign of dev. mimics aggression no attention to harm |
| rough tumble play maxes out at ages | 8-10 |
| styles of parenting - Warmth - | afferctionate |
| COmmmunication parenting style | extensive and listening |
| expectations in parenting | either none or very high |
| authoritarian parents | dictorial Do what i say, affection is very lo |
| Permissive parents | few demands lack of expectations, availble nurturing, not responsible for what child does - WORST KIND |
| Authoritative | sets limits, forces rules, commmunication is high, sets boundaries, forgives |
| transient exuberance | the great increas in the number of dendrites that occurs in an infants brain during first 2 years |
| experience dependent brain functions | depend on particular variable experiences that may or may not develop in an infant |
| experience expectant brain functions | require certain basic common experiences which an infant is expected to have in order to be normal |
| sensation | the response of sensory system when it detects stimulus |
| perception | mental processing of sensory info when the brain itnerprets sensation |
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