Ch 5 Early Childhood
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78 terms
Terms | Definitions |
|---|---|
 AVERAGE ANNUAL GROWTH | 3 INCHES AND 4 ½ POUNDS |
| BRAIN GROWTH | 90% OF ADULT SIZE BY AGE SIX |
| CAN SPEAK IN [... ]WORD SENTENCES | 6 to 8 |
| Obesity is a more frequent problem than [...] | malnutrition |
| 1/? suffer from obesity | 1/6 |
| Overweight and obesity rates have [...] since 1980 | doubled |
| [...] times as many overweight children | Two |
| [...] times as many overweight teenagers | Three |
| [...]% of Americans are either overweight or obese | 64 |
| Children in [...] families are especially vulnerable to obesity | low-income |
| Body Mass Index | numerical value that represents height in relation to weight |
| How to determine BMI | 1.weight in pounds X 703 2.Height squared in inches 3.Divide Step one by step two |
| Estimates are that [...] of Americans under the age of 18 are obese | 25% to 35% |
| One out of every three children born in the year 2000 will develop [...] in their lifetime. | diabetes (type 2) |
| [...] increase in children with diabetes since 1980 | 33% |
| If diabetes starts before age [...] an individual looses 17-24 years of life expectancy | 15 |
| If diabetes starts before age 15 an individual looses [..] years of life expectancy | 17-24 |
| Children born after the year 2000 are projected to be the first generation of children to have [...] | shorter life expectancies than their parents |
| Half of all obese children ALREADY have scarring of the [...] | liver |
| Weight gain = | ↑ the number of fat cells |
| Weight loss = | still have those number of fat cells (more hungry fat cells) |
| "just right" phenomenon | Things have to be exact & precise or else the child will not eat |
| Engaging in spontaneous activity can result in much more physical activity than [...] | structured sports(due to the limits of what must or mustn't be done) |
| Highly palatable food | we eat because it tastes so good |
| SuperSize It | food portions are larger than necessary for health |
| Cafeteria Diet Effect | more food and more variety leads us to eat more |
| Children under the age of [...] cannot distinguish commercials from regular programming | 6 |
| Children under the age of [...] do not understand that commercials are used to sell products. | 8 |
| NEVER use food as a [...] | positive reinforcer |
| Myelin | a fatty coating on the axons that speeds signals between neurons. |
| Corpus Callosum | Thick band of axons; where communication takes place |
| Maturation of the prefrontal cortex gradually enables children to to [...] | focus attention and curb impulsiveness |
| Ventromedial | Regulate & experience emotions |
| Preoperational Thought (AGES 2 to 7) | The child's verbal ability permits symbolic thinking and representational insight |
| Centration | Focus on one idea, excluding all others |
| Egocentrism | Tendency to think about the world entirely from their own personal perspective |
| Static reasoning | nothing changes. Whatever is now has always been and always will be. |
| Irreversibility | A thing cannot be restored to the way it was before a change occurred |
| Conservation | The principle that the amount of a substance remains the same (i.e., is conserved) when its appearance changes. |
| Animism | The belief that natural objects and phenomena are alive. |
| Apprentice in thinking | Vygotsky's term for a person whose cognition is stimulated and directed by older and more skilled members of society |
| Zone of proximal development(ZPD | Vygotsky's term for the skills—cognitive as well as physical—that a person can exercise only with assistance, not yet independently. |
| Scaffolding | Temporary support that is tailored to a learner's needs and abilities and aimed at helping the learner master the next task in a given learning process. |
| Project Head Start | The most widespread early-childhood education program in the United States, begun in 1965 and funded by the federal government. |
| Emotional Regulation | The ability to control when and how emotions are expressed |
| Lack of emotional regulation may be an early sign of [...] | psychopathology |
| External problems | Involves expressing powerful feelings through uncontrolled physical or verbal outbursts, as by lashing out at other people or breaking things |
| Internalizing problems | Involves turning one's emotional distress inward, as by feeling excessively guilty, ashamed, or worthless |
| Boys tend to be [...] | aggressive (externalizing) |
| Girls tend to be [...] | anxious (internalizing) |
| Psychopathology is [...] | not typical! |
| Self-esteem | A person's evaluation of his/her own worth, either in specifics (e.g., intelligence, attractiveness) or in general. |
| Self-concept | A person's understanding of who he or she is, incorporating self-esteem, physical appearance, personality, and various personal traits (e.g. gender, size). |
| Protective Optimism | Preschoolers predict that they can solve impossible puzzles, remember long lists of words, and control their dreams. |
| Guilt | Self-blame that people experience when they do something wrong |
| Shame | People's feeling that others blame them, disapprove of them, or are disappointed in them |
| Intrinsic motivation | Pursuing a goal because of how it makes you feel (e.g the need to feel smart or competent). |
| Extrinsic motivation | Pursuing a goal for an external reward or the approval of another(e.g. by receiving material possessions or another person's esteem). |
| Intrinsic motivation should be fully experienced by what age? | 6 years of age |
| Peers | People of about the same age and social status |
| Solitary play | A child plays alone, unaware of any other children playing nearby. |
| 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. |
| Empathy | The ability to understand the emotions and concerns of another person, especially when they differ from one's own |
| Antipathy | Feelings of dislike or even hatred for another person. |
| Prosocial behavior | Actions that are helpful and kind but that are of no obvious benefit to the person doing them. |
| Antisocial behavior | Actions that are deliberately hurtful or destructive to another person |
| When does antisocial behavior decrease? | beginning at age 2 |
| When does prosocial behavior start to increase? | from age 3 to 6 |
| Instrumental aggression | Hurtful behavior that is 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, such as insults or social rejection, aimed at harming the social connection between the victim and other people. |
| Bullying aggression | Unprovoked, repeated physical or verbal attack, especially on victims who are unlikely to defend themselves. |
| POSTIVE PUNISHMENT(PUNISHMENT BY APPLICATION) | INVOLVES A RESPONSE BEING FOLLOWED BY THE PRESENTATION OF AN AVERSIVE STIMULUS Ex.CORPORAL PUNISHMENT |
| NEGATIVE PUNISHMENT (PUNISHMENT BY REMOVAL) | THE LOSS OR WITHDRAWAL OF A REINFORCING STIMULUS FOLLOWING A BEHAVIOR Ex. Take away a kid's TV priveledge |
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