Child Growth and Development I
Order by
32 terms
Terms | Definitions |
|---|---|
 Why is child development a science? | It's guided by theory and makes use of empirical science |
| What are the four big questions? | Continuity-Discontinuity Gene environment Developmental plasticity Cultural influences |
| Continuity/discontinuity | continuity: gradual discontinuity: happens in spurts (Piaget, puberty) |
| Gene evironment | To what extent is development influenced by genetic makeup? The environment? |
| Plasticity | Are certain domains of development more "plastic"? To what extent can we change the course of development to improve developmental outcomes? |
| Role of Culture | influenced by Vygotsky |
| Prenatal Development | Zygote (2 weeks): fertilization, implantation, start of placenta Embryo (6 weeks): arms, legs, face, organs, face, muscles develop; heart starts beating Fetus (30 weeks): growth and finishing |
| Prenatal cell migration in cortex | cells move from original sites to form the multiple layers of the cortex; FAS results when this doesn't happen |
| Basic support structures in the brain | Glial cells: bring nutrition to the neurons Myelin sheath: protects axon, speeds impulses Dendritic spines: bring info to the neurons |
| Synaptic pruning | first synapses show around 23rd week and continue to develop through adolescence, pruned according to use and disuse |
| Male/female development | develop the same up until the 8th week and boys start to secrete androgens |
| Neonate basic reflexes | blinking, pain reaction, startled reaction (stay) crawling, stepping, Babinkski (die out) means higher brain function has started to develop |
| Newborn sensory preferences | sights: faces hearing: higher pitched voices smells: mother's milk tastes: sweets |
| Types of learning | imitation, discrimination, effect-making, core knowledge |
| Cognitive development | Piaget/constructivist: stages are invariant and universal |
| Stages of development | Sensorimotor: birth-2yrs, build schemes through sensory and motor exploration Preoperations: preschool age, can't distinguish from their own views Concrete operations: can conserve, no longer egocentric, can employ reasoning Formal operations: puberty |
| Schemes | psychological structures that are organized ways of making sense of things |
| Coconstructivist Theory | Vygotsky Learn best by working with another person Private speech helps guide behavior Zone of Proximal Development |
| Zone of proximal development | level of assisted performance ^ | | ZPD | | v level of independent performance |
| Scaffolding | adult gives support to help the child learn then gradually takes it away |
| Information processing theory | computer metaphor: memory storage |
| Stages for information storage | rehearsal: automaticity-->frees up memory space organization: chunks or mnemonics elaboration: learn in a story |
| Cognitive inhibition | Day/Night (Stroop) task: suppresses automatic response while keeping a rule in mind |
| Problems with IQ tests | subjective, validity, reliability |
| Language development components | Phonology, semantics, grammar, pragmatics |
| Phonology | rules about structure and sequence of sounds |
| Semantics | vocabulary and word combination |
| Grammar | syntax (rules for sentences), morphology (grammatical markers) |
| Pragmatics | appropriate and effective communication |
| Behaviorist theory | learned through operant conditioning (reinforcement and imitation) |
| Nativist theory | prewired to learn language |
| Interactionist theory | inner capacities and environment work together |
First Time Here?
Welcome to Quizlet, a fun, free place to study. Try these flashcards, find others to study, or make your own.