Chapter 7 12 Summaries Exam 2 Chapter 7 and infancy General body growth trends continue to change rapidly but less rapidly then before toddler o Become more adultlike in body proportions o Grow 2 3 inches an 4 6 pounds each year during childhood o Boys grow quicker weight and height o Healthier from respiratory circulatory and immune sytem development Sleep 1 10 say children have sleep problems quite common based on culture usually outgrown o night terrors awaken abruptly early in the night from deep sleep goes back to sleep and fails to remember them in the morning boys more prone o enuresis repeated involuntary urination at night by children old enough to be expected to have bladder control not unusual usually outgrows it by age 8 common not serious o encouraging good sleep habits Brain development corpus callosum linking r and l hemisphere develops integration gross motor fine motor skills o gross motor skills running jumping involve large muscle advances because developing body development increases best in active unstructured play not organized sports o fine motor skills buttoning shirt and picture drawing involve small eyehand and muscle coordination systems of action increasing complex combos of skills permit wider and more precise ROM and control of environment handedness preference of hand over another usually apparent by age 3 o right hand because left hemi dominant more common o genetic basis Art o 2 yo scribble in patterns o 3 yo shapes and combo shapes o 4 5 yo pictorial stage from abstract to real objects showing representational ability preventing obesity o 12 of 2 to 5 yo bmi in 95 and another 12 in 85 percentile o low income families all ethnic groups o environment genetics o serve appropriate portions and do not have physical exercise health o and SES lower SES brings about higher risk of injury illness and death in children 1 in 5 children ethnic chronic conditions and activity limitations lack health insurance and have unmet dental and medical needs black and latino children o smoke damage greater when children young because still growing respiratory infections bronchitis pneumonia ear problems asthma slowed lung growth Piaget preoperational stage where symbolic thought expends but children cannot use logic o Animism centration egocentrism conservation o Aninism children attribute life to objects not alive spring and winter o Centration inability to decenter children focus on one aspect of situation and neglect others juice amount in different glasses Cannot think about several aspects of a situation at one time o Egocentrism type of centration children assumes everyone else thinks perceives and feels as they do looking at book and asking a question to someone not looking at book Usually in situations beyond immediate experience Memory encoding storage and retrieval info is accessed or recalled from mem storage o Recognition o Recall Ability to recognize something encountered before Ability to reproduce knowledge from memory o Children better at recognition of object vs recall of knowledge o Unless knowledge is used frequently Vygostky Vocabulary o ZPD zone of proximal developmet gap between what they are already able to do and what they are not quite ready to accomplish themselves measured by dyamic tests good because can indicate potential abilities vs what children have already mastered o Scaffolding temp support that adults give child to do a task until the child can do it alone helps cognitive progress tapering down on help o Fast mapping social speech private speech o Fast mapping a process where children absorb the meaning of a word after hearing it in conversation once or twice nouns easier to fast map then verbs o Social speech speech intended to be understood by the listener adapt to how person o Private speech talking outloud to self with no intent to communicate with others responds to speech egocentric by Piaget Vygotsky saw as a special form of communication conversation with self Emergent literacy preschoolers development of skills knowledge and attitudes that underlie reading and writing o Oral language skills o Phonological skills linking letters with sounds that help decode printed words o Social interaction is a big factor o Reading to children key o Moderate exposure to education TV Chapter 8 Early Childhood Erikson initiative vs guilt successful resolution of this conflict results in virtue of purpose o Split in two parts of personality Part that remains a child wanting to do new things Part that is becoming an adult examining propriety of motives and actions o When children learn to regulate this they develop purpose courage to envision and pursue goals without being unduly inhibited by guilt or fear of punishment Gender peak at age 5 o And stereotypes preconceived generalizations about male or female behaviors reach o Gender schema children socialize selves in gender roles by developing a mentally organized network of information about what it means to be male or female in a particular culture Done because society classifies people as male or female Gender schemas promote gender stereotypes by influencing judgements about Gender stereotyping does not always become stronger with increased behavior knowledge o Social learning children aquire gender roles by observing models Parent is key model also model after other adults and peers Gender behavior precedes gender knowledge Social cognitive theory observations enable children to learn much about gender type behaviors before performing them Children select or create environmetns by choosing playmates or activities Socialization central part in gender development o And TV major format in US More stereotyped then the real world traditional views Watching tv can bring about more gender typed via imitating models on tv Play categorized by cognitive complexity and social dimension of play o Cognitive and social o Cognitive complexity Functional play locomotor play involves repetitive large muscular movements Constructive play objects or materials to make something Dramatic play imaginary people or situations pretend play peaks in 3 6 yo as increase in frequency and complexity Formal games with rules school age children organized play with penalties and procedures As a child gets older their play becomes more social more interactive and cooroperative o Social Dimension of Play Non social play more complex then Partened assumed Dramatic play more frequent when playing with another person Help to
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