Child Development Test 3
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Created by:
sarahshelmidine on November 14, 2011
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94 terms
Terms | Definitions |
|---|---|
 Pruning | elimination of unused cells, allows other cells that are stimulated to strengthen, this is generally a good thing, allows other cells to become more connected |
| Myelination | forming of the myelin sheath, which forms on the axon, wrapping around it, allows for better transformation of information, makes connections faster and more efficient, makes motor movements more fluid and graceful. |
| Cerebellum | where myelination occurs. here is where movement is felt with. unconscious part of the brain. |
| Corpus callosum | lots of wiring takes place here for children, this is between the two hemispheres of the brain. connects the two hemispheres, helps with labeling things |
| Temporal Lobe | Where the hippocampus is located |
| Hippocampus | deals with the storage of episodic memories. Wired when you are two years old, this is why you have infantile amnesia. |
| Two years | Need 13 hours of sleep at this age, naps included |
| Six years | Need 11 hours of sleep at this age, evenings only |
| Nightmares | Likely to remember these, occur towards morning, likely to not fall back asleep, can be linked to stress if they have a lot |
| Night Terrors | More intense, occur in the middle of the night, more emotionally intense, less likely to wake up, occur during deep sleep, can be potentially linked to stress |
| Somnambulism | Sleep walking |
| Bed-wetting | Try to allow them time to go to the bathroom before bed time to prevent this |
| Stance | How they hold material for viewing |
| Problems with vision | Relying on other senses more than vision Squinting Headaches Academic problems Squinting Delays in motor development |
| Gross Motor Development | Stiff legged run -> Run Galloping, skipping Throwing arms -> Throwing entire body Catching with arms - >Catching with entire body Pumping legs while swinging |
| Fine Motor Movement | Drawing - Rhonda Kellogg |
| Unintentional | First start drawing, scribbles are like this, children make up stories after the drawing. |
| Geometric | Second stage in drawing, Drawings are a window into what children find interesting |
| Pictorial | Third stage in drawing, drawing also becomes more intentional |
| Gender differences | Males - better at gross Females - better at fine |
| Nutrition | Varied diets Sporadic eating Dont force them to eat Teach them to listen to their eating cues |
| Asthma | number one chronic illness |
| Accidents and Injuries | Number of cause of death |
| Lead exposure | Children are exposed to this through paint chips a lot |
| Enuresis | Unable to control bladder, can occur at any time, likely to occur as child gets older. Causes: UTI, stress, rigid potty training |
| Encopresis | Constipation and soiling, Problems with dedication. Causes: Stress, molestation and not having a correct diet |
| Preoperational Stage | Piaget's stage for this time period has two substages |
| Symbolic Functions | 2 - 4 years. First substage of Pre Operational Stage Child is egocentric and engages in symbolic play Three Mountain Task - if pass, move on to next substage |
| Symbolic Play | Use an object to represent something else, imaginary play |
| Egocentric | non-derogatory way of saying child is unable to take someone else's perspective. |
| Three Mountain Task | How Piaget assessed egocentrism in children. If the child could only describe what they see, they are still in the Symbolic Functions sausage. If they can describe what others see, they move on to Intuitive Thought |
| Intuitive Thought | 4 - 7 Years Second Substage of Pre Operational Stage Reason based on experiences Moved on if you passed the conservation task |
| Conservation Task | Task with three beakers, two same size, one taller and skinnier. Water is poured from one short beaker in the taller one and the child believes the taller beaker has more water than before even though there is the same amount of water. If they do pass this, they move on to the next stage |
| Contraction | Idea that we focus on an element of the task and we cannot focus on anything else. |
| Irreversibility | Idea that the child cannot undo something mentally that has been done physically, like imaging that C being poured back into B |
| Social Constructivist Approach | Vygotsky's approach Kids build their knowledge Big activist of peer tutoring |
| Zone of Proximal Development | Dynamic, Interactions with others, when you're in the right area, you can learn, Scaffolding, help build with knowledge |
| Attention | This increases, selective of this in this time period |
| MEmory | This increases, can hold up to three things Long timer increased as well |
| Scripted Knowledge | example order of people walking down the isle at a wedding Can build upon this as well |
| Wellman | Theories of the mind 2 years - aware of others desires 3 years - think, believe, remember forget 4 years - otherwise will act upon mental beliefs even if they are wrong |
| Fast Mapping | learning vocabulary quickly, linking word and definition |
| Whole object assumption | new term = whole object vs just a segment of that object |
| Contrast assumption | new term = unfamiliar object vs another term for known object |
| Overgeneralization Error | Apply rules to irregular forms |
| WUG test | Testing overgeneralization error |
| Phonics | Sounds, rote practice, can be very boring |
| Whole Language Approach | Immersed in reading, sight words, sometimes leads students to become bad spellers |
| Child Centered Kindergarten | Focused on social, cognitive and physical development |
| Montessori Approach | Child-directed curriculum |
| Developmentally appropriate practice | hands on learning, faster social development |
| Head start | Zigler Allowed students to gain skills to be ready for school |
| Concrete features | How would child generally describe themselves |
| Authoritative | HIGH responsive HIGH demands |
| Outcome Authoritative | Self reliant child with strong social skills, high self-esteem academically oriented |
| Permissive indulgent | HIGH responsive LOW demands |
| Outcome Permissive Indulgent | poor social skills, high self-confidence, lack social skills because they were always dominate in conversations, very impulsive |
| Authoritarian | LOW responsive HIGH demands |
| Outcome Authoritarian | poor communication skills and low confidence levels since they were never encourgared to have dialoufes |
| Permissive Indifferent | LOW responsive LOW demands |
| Outcome Permissive indifferent | Low self esteem, lowest of all groups, poor communication skills, poor social skills, isolated, trouble with law |
| 2 - 3 years | Average sibling spacing |
| Oldest | Over represented in government jobs, academically oriented, over represented in asylums |
| Middle | Know less about them since their positions move, tend to have strong social skills. |
| youngest | Tend to be more dependent upon others by asking for help |
| Only | Tend to have anxiety, good academic skills. |
| Twins | Tried to study nature-nurture |
| 7 years | Median length of marriage |
| Initial findings | Divorce very negative and stressful in kids |
| More recent findings | divorce didn't have all the negative effects, it was the conflict. if divorce solved the conflict, then kids were not as unhappy. |
| Early Childhood | At what age is divorce most difficult |
| Women | Who is remarriage most difficult for? |
| Peers | Children of the same age, more generally people of similar background and social standing |
| Solitary play | play that is independent from that of nearby children and in which no effort is made to approach other children |
| Onlooker play | okay during which children observe other children at play but do not enter into their play themselves |
| Parallel Play | play in which children use toys similar to those of nearby children but approach their toys in their own ways. No effort is made to interact with others. |
| Associative play | play with other children in which toys are shared but there is no common goal or division of labor |
| Cooperative play | organized play in which children cooperate to meet common goals. there is a division of labor, and children take on specific roles as group members |
| Social Play | play in which children interact with and are influence by the play of others. Examples include parallel, associate and cooperative play. |
| Dramatic play | Catherine Gravey came up with this - play in which children enact social roles; made possible by the attainment of symbolic thought. A form of pretend play |
| Bandura's Bobo doll | Study showed powerful influences of televised aggression |
| Disinhibited | to stimulate a response that has been suppressed by showing a model engaging that response without aversive consequences |
| Observational Learning | children learn from observation |
| Prosocial behavior | behavior intended to benefit another without expectation of reward |
| Sympathy | more superficial, you don't know how the person is feeling first hand |
| Empathy | a deeper feeling, you know how the person is feeling first hand |
| Development of aggression | Genetics, testosterone, temperament, TBIs, ability to understand motive and intentions of others |
| Gender Identity | knowledge that one is female or male |
| Androgenital syndrome | a disorder is which genetic females become masculinized as a result of prenatal exposure to male hormones |
| Stereotype | a fixed conventional idea about a group |
| Gender stability | the concept that one's gender is a permanent feature |
| Gender constancy | the concept that one's gender remains the same despite superficial changes in appearance or behavior |
| Gender - schema theory | the view that one's knowledge of the gender schema in one's society guides one's assumption of gender-typed preferences and behavior patterns |
| Psychological androgyny | possession of both stereotypical feminine and masculine traits |
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