FAD3320 Exam 2 Study Guide Lifespan and Development Test March 5 2013 Chapters 7 10 Chapter 7 Physical and Cognitive Development in Early Childhood Early Childhood Age 3 6 Sleep Patterns and Problems About 11 hours of sleep per night o They give up naps by age 5 Problems o 1 in 10 have sleeping problems o They can be caused by accidental activation of the brains motor control system or by incomplete arousal from a deep sleep o Night terrors They don t remember in the morning They appear to wake abruptly early in the night from a deep sleep in a state of agitation They are not conscious of anything and parents are supposed to let them run their course It can impact the parents more because they are actively dealing with it but can wake or help them They affect boys more often than girls o Nightmares o Enuresis They are brought on by a heavy meal before sleep excitement throughout the day and watching a scary movie If they become more frequent it could be excessive stress Wetting the bed repeated involuntary wetting the bed more commonly among boys This is when the child is already potty trained They tend to outgrow it by age 8 and shouldn t be punished Gross and fine motor skills o Brain Growth o Age 3 90 of the brain is adult brain weight o Age 6 95 o During age 3 6 the prefrontal cortex regulates planning and organizing activities is developed Like a tea party in their head for example o Motor skills Gross motor skills are physical skills that involve large muscles Running Jumping Climbing isn t quite there more physical o Great advances in gross motor skills o Most children under age 6 are NOT ready for organized sports social development o Taking them outside with less activities that are less structured allow them to be Fine Motor Skills small muscle groups and hand eye coordination Much more responsibility for personal care Such as buttoning their own shirt drawing pictures and tying shoelaces System of Action FAD3320 Exam 2 Study Guide Increasingly complex combinations of skills permitting a wider or more precise range of movement Combining things that they know with new abilities Preoperational Thought Piaget o Preoperational Stage 2 7 years second major stage of development in which symbolic thought expands but children cannot yet use logic what piaget called it o Expansion in the use of symbolic thought o They have trouble following steps that don t actually see happening o Symbolic Function using mental representations words numbers or images to which a child has attached meaning Examples Deferred imitation observed someone else doing the action and do it when they are not actually doing it Pretend fantasy dramatic imaginative play Language Better able to get their point across Can talk about things that aren t actually present o Understanding in Preoperational Thought Causation o Transduction tendency to mentally link particular phenomena whether or not there is a logically casual relationship Example they have a tantrum then the parents get divorced thinking that it is their fault when it isn t Causes them to adhere to strict rules rather that probability Categorization Classification o Animism attribute life to objects that are not alive Things that don t have emotions human behavior or animal behavior o Understanding Numbers Ordinaily comparing quantities as early as 12 months Bigger or smaller more or less Cardinality counting numbers to objects Number sense counting number knowledge number transformations estimation number patterns Immature Aspects of Preoperational Thought Centration and Decentering neglect others Examples o Centration tendency of children to focus on one aspect of a situation and Decenter to ting simultaneously about several aspects of a situation Such as Christmas time and how many presents they get Egocentrism inability to consider another persons point of view taking other peoples perspectives o Influence on cause and effect o Time out and their sad but then they see someone else who is sad and think maybe they were in time out too FAD3320 Exam 2 Study Guide Conservation o Two things that are equal remain so if their appearances is altered as long as nothing is added or taken away The same liquid in the bottle as in the glass Only focusing on how tall the cup is or how long the play do is What is conserving so the liquid is the volume the child thinks it is changing The last quarter example is the area and how long the rows are Irreversibility o Failure to understand that an operation or action can go two or more ways Types of and influences on Memory Information Processing Memory o Encoding Storage Retrieval Encoding information into a folder can be irrelevant information Storage putting folder into a filling cabinet sensory information Retrieval search for the file when needed o Childhood Memory Recognition vs Recall Recognizing something that is in front of you and linking it to something you have in your memory Telling someone what they did in class by being remember with the glitter in class today Recall is actually bringing to mind that memory with less prompt 3 types Generic familiar repeated events Episodic Particular event specific time event o Remember first time events more clearly o Temporary Autobiographical distinct experiences big experiences with big o Influences on Memory Retention significance Children tend to focus on details Emotional impact of the events Active participation Did vs Saw The way adult talk with children about shared experiences Social Interaction Model Low elaborative repeat previous experiences again High elaborative they ask a question or encourage interaction to talk about the experience Language Development Fast mapping pragmatics social speech private speech Fast Mapping process by which a child absorbs the meaning of a new word after hearing it once or twice in conversation Dramatic increase in words from 3 to 6 o 3 900 to 1000 known words o 6 speaks 2600 words understands 20 000 Language From simple to complex FAD3320 Exam 2 Study Guide o Omit articles a an the o Long narratives and then and then o Adult like speech conjunctions prepositions and articles but still make some syntax errors Pragmatics how to use language to communicate Private speech talking out loud with no intention of communicating with others Social speech intended to be understood by a listener o Vygotsky vs Piaget o Increase when children is problem solving Chapter 8 Developing Self self concept self definition Self concept
View Full Document
Unlocking...