HDFS 330 1st Edition Exam 1 Study GuideOutline of what will be on test:- Chapter 1o All the theories we went over- Chapter 8o All but: early printing - One sheet of hand written notes is allowed!Chapter 1- Child Development- The study to understand constancy and change from conception through adolescence.- Developmental Science- The study of changes throughout the lifespan.- Periods of Development:o Prenatal- Conception to birtho Infancy & Toddlerhood- Birth to 2 or 3o Early Childhood- 3 to 6 yearso Middle Childhood- 6 to 11o Adolescence- 12 to 18o Emerging Adulthood- 18 to early 20’s- Developmental Theory:o Organized by 3 basic issueso Continuous (mountain, quantitative) or Discontinuous (stairs, qualitative)o One course of development- Nature vs. Nurtureo Nature- Inborn, biologic influences Stability- characteristics steady over timeo Nurture- environmental, cultural and social influences Plasticity- development influenced- Theorists:- Freud- Psychoanalytical theory; Stage theoristo Id- desire pleasure and avoid pain o Ego- understand cause and effecto Super ego- balance society’s rule with wants of the child- Gesell- Normative approacho Nature vs. Nurture?o Stage theoristso No development until child is ready for it- Montessori- taught children throughout love.o Looking becomes reading etc.o Sensitive periodso Stage theorist- Vygotsky- Social interaction is vitalo Adults/ more skilled individual helps child learno Language importanto Culture influential (interactions and learning)o More nature versus nurture- Piaget- Cognitive developmental theoryo Children are active learnerso Interaction with the environment is the best way to learn- Stages:o Sensory motor- 5 sense and motor to learn.o Preoperational understand though languages and images.o Concrete operational- understanding others point of view.o Formal Operational- Know right from wrong.- Limitations of Piaget:o Underestimated the competencies of infants and preschoolers.o Generally adolescents only reach full intellectual potential in the areas where they have had extensive education and experience.o Primarily observed only his children.Chapter 8Physical growth and healtho Influences- Heredity and hormoneso Pituitary gland Growth hormone (GH)- Development of all body tissues Thyroid stimulating hormone (TSH)-Brain Development and GH function Thyroxin- releases TSH Brain Development and GH functionEmotional Well-Being- Stress can influence physical growtho Stress impacts physical growtho Stress=Lower levels of GHo Extreme stress (deprivation)---Psychosocial Dwarfism Extremely deprived physically and emotionally Low levels of GH Age doesn’t match with physical age Small, Tiny, and Fragile Ex: Orphanages in Romania  If removed from this situation the child may catch up a bit, if not it will be permanent- Sleepo Impacts body growth and cognitive functiono Amount: 11-12 hours (2-3 years) 10-11 hours (4-5 years)o GH is secreted as you sleep (periods of growth=more sleep)o Hard time falling asleep- common in early childhoodo Sleeping Arrangement in other cultures Most other countries co-sleep.- Nutrition in Early Childhoodo Appetite decreaseso Unpredictable eating Like familiar food Like routine More taste buds; food tastes stronger- More bitter and sour taste buds Need Healthy food Restricting ‘treats’ may have opposite impact- Ex: Clean plates for dessert Eating is VERY much a sensory thing- Sight, smell, texture, tasteo Hard to eat: Scallops, tapioca pudding, tuna, etc. New foods=expose at least 10x to become comfortable with it (research based) Mealtime comfortable; positive adult role model- Ex: No pop with dinner, that means adults too Nutrition- Weight concern- Food insecurity- worried there is not enough food.o Ex: Junk food is less expensive, if scarcity is a problem parents are more likely to feed children unhealthy food.o Ex: Binge eating because you don’t know if there will be more food.- Nutrition Deficiencyo Impact behavior Lower memory  Lower test scores Aggressive behavior Encourage Nutrition- Varied, healthy diet- Predictable meals and snackso Children like routine- Small portion, self-serveo If we serve them we will often over serve- Offer new foods repeatedlyo One food at a time- Do not use food as a reward- Childhood Immunizationso In 2014 Measles outbreak went up from 190 to 644 cases.o Many parents are choosing to not vaccinate their children.o This puts their child and others at risk.- Childhood Injurieso Most common injuries Auto/ traffic accidents (#1 cause of death over 1 year) Burns (Curiosity) Drowningo Decline in past years More laws- Car seats how long- Focus on safety- Biking, toys, sports, etc.o Risk factors and prevention (p.305-306)- Motor Development p.309 table 8.1 in texto Gross/ Large Motor Development Involves of the use of large muscle groups Skill that allow movement around the environment Ex: Running, kicking, jumping, throwingo Fine/ Small Motor Development Involves use of small muscle groups Skills that allow small and precise movements Ex: Building blocks, hand movementso As children practice more the develop more neural connections- Fine motor Developmento Self-Help Skills Eating, dressing, pouring, etc. Most difficult- shoe tying- Have to remember each step and hand strength Ways to encourage- Patience, pouring milk, serving food Use of tools- Spoon is usually first tool used- For is usually second- Requires lot of hand eye coordinationo Ex: Cutting, bead stringing, puzzles- Ways to encourageo Type of paper Construction vs. flimsy paper Paper size Cut on the line (Size of line) Stringing beads Puzzles (knob vs. jigsaw)- Drawing Sequence1. Scribbling (2-3 years)-Making marks with nointended outcome in mind.2. First Representational Forms (3-4 years)- Scribbles and marks that are labeled- Use lines to represent boundaries- Begin to draw ‘people’o Circles without bodieso Then circles with arms and legso “Tell me about your drawing” vs.“What is it?”3. More realistic drawings- More recognizable human drawings- Animal figures- Perceptual distortion (p. 310) o Lack of understanding of depth- Motor Development of Individualso Gender differenceso Boys slightly ahead- skills using force and powero Girls slightly ahead- skills using balance and foot movement and fine motor skills- Enhancing Motor developmento Classes? Preschool