179 Cards in this Set
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Body Changes
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the body and brain change and develop according to epigenetic forces, they mature in size and function
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BMI is lowest at...
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age 5 than in any year 0-5
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Center of Gravity
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moves from the breast to the belly
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Each year of childhood..
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well nourished children gain 4.5 pounds and 3 inches
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Age 6
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on average child weighs 40-50lbs, is 3.5 feet tall, looks lean, and has adult-like proportions
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Malnutrition in poor nations
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contributes to 1/3 of children deaths
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Appetite decreases
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between 2-6 b/c young children need fewer calories than babies
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Oral Health
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too much sugar and little fiber cause teeth to decay
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Baby Teeth
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replaced b/w 6-10 "
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"Just Right"
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children work on a cycle and on a preferred schedule where they like things to be "just right" or else they won't eat the meal of their choice placed the correct way or they will be unhappy
peak of the "just right" is around age 3, by age 6 the rigidity fades
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Brain Development by age 2
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most neurons are sparked and the brain weighs 75% of what it will weigh as an adult
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Brain Dev. between 2-6
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the brain grows from 75% to 90% of what it will weigh
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Cortex of the brain
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size is most important, developed after infancy
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Myelination
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increases brain weight the most, process by which axons become coated with myelin, a fatty substance that speeds the transmission of nerve impulses from neuron to neuron
motor and sensory areas show greatest early myelination
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Corpus Callosum
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grows and myelinates rapidly during early childhood; a long thick band of nerve fibers that connects the left and right hemispheres of the brain and allows communication between them (failure to develop this may be a cause of autism)
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Lateralization
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"sideness", referring to the specialization in certain functions by each side of the brain, with one side dominant for each activity. left side of brain controls right side of body, right side of brain controls left side of body
(genes, prenatal hormones, and early experiences all affect…
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Frontal Lobe of the brain
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shows the most prolonged period of postnatal development of any region of the human brain
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Maturation of the prefrontal cortex is evident by.. (4)
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1. Sleep becomes more regular
2. Emotions become more nuances and responsive to specific stimuli
3. Temper tantrums subside
4. Uncontrollable laughter and tears become less common
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Neurons have two kinds of impulses..
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On or Off
each is signaled by biochemical messages from axon to dendrite
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Perseveration
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the tendency to persevere in, or stick to, one thought or action for a long time
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Immaturity of the Prefrontal Cortex
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underlying cause of impulsiveness and perseveration
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3 major areas of the limbic system
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1. Amygdala
2. Hippocampus
3. Hypothalamus
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Amygdala
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tiny brain structure that regulates emotion, particularly fear and anxiety, named after the almond because of its shape and size
Increased amygdala activity is why some kids have nightmares, they watch parents closely and pick up on fears their parents have
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Hippocampus
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brain structure that is a central processor of memory, especially memory for locations. A person may have a panic attack and not know why in a certain situation
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Hypothalamus
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brain area that responds to the amygdala and the hippocampus to produce hormones (cortisol) that activate other parts of the brain and body (occurs in moderation)
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Improved Motor Skills
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mastery of growth and fine motor skills is one result of the extensive, active play of young children
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Gross Motor Skills (3)
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1.culture and environment influence what skills children learn
2. not letting children play outside for safety reason impedes their development
3. Environmental hazards such as pollution can harm young developing brains reducing intelligence levels and increasing behavioral problems
…
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Fine Motor Skills
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harder to develop than gross motor skills
involves both hands, which involve both halves of the brain
ex: holding ones bladder, writing, reading, or sitting for hours
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Fine Motor skills typically mature...
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about 6 months earlier in girls than in boys
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Artistic Expression
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artistic ability comes with age and practice; includes drawing, dancing, making music, or playing; imagination grows as one develops
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Injury control/harm reduction
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practices aimed at anticipating, controlling, and preventing dangerous activities; these practices reflect the beliefs that accidents are not random and that injuries can be made less harmful if proper controls are in place
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Primary Prevention
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actions that change overall background conditions to prevent some unwanted event or circumstance such as injury, disease, or abuse
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Secondary Prevention
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actions that avert harm in a high risk situation such as stopping a car before it hits a pedestrian
ex: flashing lights on school buses, fences, and crossing guards
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Tertiary Prevention
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actions such as immediate and effective medical treatment, that are taken after an adverse event (such as illness or injury) occurs and that are aimed at reducing the harm or preventing disability; ex: fast ambulances, ER, and rehab
tertiary is most visible but primary prevention (sidewa…
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Child abuse
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deliberate action that is harmful to a child's physical, emotional, or sexual well-being
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Child Neglect
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failure to meet a child's basic physical, educational, or emotional needs
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reported maltreatment
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harm or endangerment about which someone has notified the authorities
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substantiated maltreatment
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harm or endangerment that has been reported, investigated, and verified
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Post-traumatic Stress Disorder (PTSD)
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anxiety disorder that develops as a delayed reaction to having experienced or witnessed a profoundly shocking or frightening event (rape)
symptoms may include: flashbacks to the event, hyperactivity and hypervigilance, displaced anger,sleeplessness, nightmares, sudden terror or anxiety, …
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Primary Prevention ultimate goal
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focuses on the macrosystem and exosystem (stable neighborhoods, family cohesion, and financial support)
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Secondary Prevention
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spotting the warning sign and intervening to keep a risky situation from getting worse (home visits by special nurses, or preventive medical treatment)
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Tertiary Prevention
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everything intended to reduce harm when maltreatment has already occured
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Permanency Planning
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an effort by child welfare to find a long-term living situation that will provide stability and support for a maltreated child (goal to avoid changes in caregivers or school)
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Foster Child
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legal, publicly supported system in which a maltreated child is removed from the parents' custody and entrusted to another adult or family
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Kinship care
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form of foster care in which a relative of a maltreated child becomes the approved caregiver
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Adoption
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legal proceeding in which adult or couple unrelated to a child is granted the joys and obligations of being that child's parent
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Preoperational Thinking (Piaget)
Preoperational Intelligence
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Piaget's term for cognitive development b/w the ages of 2 and 6, it includes language and imagination (symbolic thought), but logical, operational thinking is not yet possible
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Piaget's 4 limitations of preoperational thinking that make logic difficult
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1. Centration
2. Focus on Appearance
3. Static Reasoning
4. Irreversibility
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Centration
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characteristic of preoperational thought in which a young child focuses (centers) on one idea, excluding all others (thinking a dad can't be a brother because he is only a dad to the child)
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Egocentrism
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Piaget's term for children's tendency to think about the world entirely from their own personal perspective (buying a car that he would like but giving it to his mother expecting her to like it as well)
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Focus on appearance
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characteristic of preoperational though in which a young child ignores all attributes that are not apparent (a girl given a short hair cut might worry that she has turned into a boy)
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static reasoning
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characteristic of preoperational thought in which a young child thinks that nothing changes (has always been and always will be) (going to the bathroom and turning off a TV expecting the show to be at the same part when the TV is turned back on upon arrival
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Irreversibility
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characteristic of preoperational thought in which a young child thinks that nothing can be undone (crying because someone put lettuce on a child's hamburger)
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Conservation
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the principle that the amt of a substance remains the same (conserved) even when its appearance changes
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Social Learning (Vygotsky)
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young children are affected by the wishes and emotions of others
children are curious and observant and pick up on a lot from social encounters
parents are first mentors
children learn b/c their mentors present challenges, offer assistance without taking over, add crucial info, and enc…
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Guided Participation
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process by which people learn from others who guide their experiences and explorations
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Zone of Proximal Development (ZPD)
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Vtgotsky's term for the skills, cognitive as well as physical, that a person can exercise only with assistance, not yet independently
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Scaffolding
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temporary support that is tailored to a learner's needs and abilities and aimed at helping the learner master the next task in a given learning process
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Over-imitation
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imitating actions that are irrelevant or inefficient
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Private Speech
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the internal dialogue that occurs when people talk to themselves (silently or out loud) adults should encourage this
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Social Mediation
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human interaction that expands and advances understanding, often through words that one person uses to explain something to another
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Words
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tools that enable children b/w 2-6 to: count objects, remember accurately, and verbalize standard experiences
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Children's Theories
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children do not just learn words and ideas; they develop theories
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Theory-theory
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the idea that children attempt to explain everything they see and hear by constructing theories
children don't want logical definitions; they would rather have explanations
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Theory of mind
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person's theory of what other people might be thinking In order to have a theory of mind, children must realize that other people are not necessarily thinking the same thoughts that they themselves are. That realization is seldom possible before age 4.
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fast-mapping
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speedy and sometimes imprecise way in which children learn new words by tentatively placing them in mental categories according to their perceived meanings
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logical extension of language
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after learning a word, children use it to describe other objects in the same category
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overregularization
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when children apply the rules of grammar when they should not
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language shift
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becoming more fluent in the school language than in their home language
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balanced bilingual
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a person who is fluent in two languages, not favoring one over the other
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Developmental/Child Centered Programs
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emphasize children's need to follow their own interests; allow children to discover ideas at their own pace; encourage artistic expression;
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Montessori Schools
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schools that offer early-childhood education based on the philosophy of Maria Montessori, which emphasizes careful work and tasks that each young child can do
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Reggio Emilia
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famous program of early-childhood education that encourages each child's creativity in a carefully designed setting
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Teacher-Directed Programs
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unlike child-centered schools, they stress academics; learning names of letter, numbers, shapes, and colors according to a set time table; taught to sit quietly and listen to teacher; praise and reinforcements given for good behavior and time-outs to punish misbehavior
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"Head Start" (Intervention Program)
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serves children who are thought to need a head start on their formal education; goals of health and cognition
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emotional regulation
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ability to control when and how emotions are expressed (angry but not explosive;frightened but not terrified)
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Initiative vs. Guilt (Erikson)
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Erikson's third psychosocial crisis, in which children undertake new skills and activities and feel guilty when they do not succeed at them
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self-concept
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person's understanding of who he or she is, in relation to self-esteem, appearance, personality, and various traits
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intrinsic motivation
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people do something for the joy of doing it; a drive or reason to pursue a goal, that comes from inside a person, (the need to feel smart or competent)
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extrinsic motivation
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comes from the outside, when people do something to gain praise or reinforcement (musician who plays for the reward of applause)
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psychopathology
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an illness or disorder of the mind
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Externalizing Problems
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difficulty with emotional regulation that involves expressing powerful feelings through uncontrolled physical or verbal outbursts (lashing out at people or breaking things
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Internalizing problems
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difficulty with emotional regulation that involves turning one's emotional distress inward, as by feeling excessively guilty, ashamed, or worthless
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Solitary Play
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child plays alone, unaware of any other children playing nearby
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Onlooker Play
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child watches other children play
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Parallel play
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children play with similar toys in similar ways, but not together
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Associative Play
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children interact, observing one another and sharing material but their play is not yet mutual
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Cooperative Play
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children play together
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Rough-and-Tumble Play
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most common form of active play; play that mimics aggression through wrestling, chasing, or hitting with no intent to harm
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Sociodramatic Play
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major type of active play; pretend play in which children act out various roles and themes in stories that they create
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Authoritarian parenting
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approach to child rearing characterized by high behavioral standards, strict punishment, and little communication
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Permissive Parenting
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approach to child rearing characterized by high nurturance and communication but little discipline, guidance, and control
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Authoritative parenting
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approach to child rearing in which parents set limits but listen to the child and are flexible
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neglectful/uninvolved parenting
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approach to child rearing; unaware of what is going on in their children's lives
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The "nature" perspective of morality
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morality is genetic, an outgrowth of natural bonding, attachment, and cognitive maturation
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The "nurture perspective of morality
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culture is crucial, as children learn the values of their community
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empathy (moral emotion)
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understanding of other people's feelings and concerns
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antipathy (moral emotion)
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feelings of dislike or even hatred for another person
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prosocial behavior (created from empathy)
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feelings and actions that are helpful and kind but are of no obvious benefit to oneself (sharing food or toy, expressing concern)
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antisocial behavior (created from antipathy)
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deliberate hurtfulness or destructiveness aimed at another person (verbal insults, physical assaults, social exclusion)
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instrumental aggression
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common among young children; behavior that hurts someone else because the aggression wants to get or keep a possession or a privilege
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reactive aggression
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common among young children; impulsive retaliation for another person's intentional or accidental action, verbal or physical
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relational aggression
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usually verbal; nonphysical acts such as insults or social rejection, aimed at harming the social connection b/w the victim and other people
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bullying aggression
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unprovoked, repeated physical or verbal attack, especially on victims who are unlikely to defend themselves; done to dominate someone else; fairly common in young children
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Physical Punishment
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punishment that succeeds at the moment but cause children to likely become bullies, delinquents, and abusive adults; increases the possibility of long-term aggression
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Psychosocial Control
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disciplinary technique that involves threatening to withdraw love and support and that relies on a child's feelings of guilt and gratitude to the parents; can depress children's achievements, creativity, and social acceptance
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Induction
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parents talk extensively with the offending child, getting the child to understand why his or her behavior was wrong
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sex differences
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biological differences b/w males and females in organs, hormones, and body type
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gender differences
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differences in the roles and behavior of males and females that are prescribed by the culture
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Phallic Stage (Freud)
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3-6 years old and central focus is the phallus, or penis
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Oedipus Complex (Freud)
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desire of young boys to replace their father and win their mother's romantic love
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superego
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judgmental part of the personality that internalizes the moral standards of the parents
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electra complex (Freud)
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phallic stage in girls; desire of girls to replace their mother and win their father's romantic love
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indentification
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attempt to defend one's self-concept by taking on the behaviors and attitudes of someone else (same-sex parent)
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gender schema
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a child's understanding of sex differences
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middle childhood
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about age 6-11;the period after early childhood and before adolescence; healthiest period of the entire life span
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Body Mass Index (BMI)
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person's weight in kilograms divided by the square of height in meters
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childhood overweight (MC)
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having a BMI above the 85th percentile for age
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childhood obesity (MC)
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having a BMI above the 95th percentile
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Asthma (MC)
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chronic inflammatory disorder of the airways that makes breathing difficult
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reaction time (MC)
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time it takes to respond to a stimulus either physically or cognitively; aids in advance planning and impulse control
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selective attention (MC)
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ability to concentrate on some stimuli while ignoring others; improves at age 7; allows children to listen, take concise notes, and ignore distractions
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automatization (MC)
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process by which a sequence of thoughts and actions is repeated until it becomes automatic or routine
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aptitude
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the potential to master a specific skill or to learn a certain body of knowledge
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IQ test
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measures intellectual aptitude or ability to learn in school
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Achievement tests
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compare scores to norms established for each grade
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Flynn effect
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rise in average IQ scores that has occurred over the decades in many nations
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multiple intelligences
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idea that human intelligence is comprised of a varied set of abilities rather than a single, ell-encompassing one
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Robert Sternberg's 3 distinct types of intelligence
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1. Academic- measured by IQ
2. Creative- imaginative endeavors
3. Practical- everyday problem solving
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developmental psychopathology
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field that uses insights into typical development to understand and remediate developmental disorders
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comorbid
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refers to the presence of two or more unrelated disease conditions at the same time in the same person
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4 principles of developmental psychopathology
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1. Abnormality is normal
2. Disability changes year by year
3. Life may be better or worse in adulthood
4. Diagnosis and treatment reflect the social context
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Attention-Deficit/Hyperactivity Disorder
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condition in which a person not only has great difficulty concentrating for more than a few moments but also is inattentive, impulsive, and overactive
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Bipolar Disorder
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condition characterized by extreme mood swings, not caused by outside experiences
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Learning Disability
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marked delay in a particular area of learning that is not caused by an apparent physical disability
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Dyslexia
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most common learning disability; unusual difficulty with reading, thought to be the result of some neurological underdevelopment
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Autism
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developmental disorder characterized by an inability to relate to other people normally, extreme self-absorption, and an inability to acquire normal speech
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autistic spectrum disorder
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any of several disorders characterized by inadequate social skills, impaired communication, and unusual play
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Least Restrictive Environment
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legal requirement that children with special needs be assigned to the most general educational context in which they can be expected to learn
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response to intervention
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educational strategy intended to help children in early grades who demonstrate below-average achievement by means of special intervention
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Individual Education Plan
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document that specifies educational goals and plans for a child with special needs
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Concrete Operational Thought (Piaget)
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ability to reason logically about direct experiences and perceptions
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Classification
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logical principle that things can be organized into groups according to some characteristic they have in common
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Transitive inference (Piaget)
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the ability to figure out the unspoken link b/w one fact and another
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Seriation (Piaget)
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knowledge that things can be arranged in a logical series
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Sensory Memory
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first component of the human info-processing system; incoming stimulus is stored for a split second to allow it to be processed (sensory register) improves until about age 10
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Working Memory
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(short-term memory) component of info-processing system; current, conscious mental activity occurs; improves every year from 4-15 years old
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Long-term memory
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component of info-processing system; virtually limitless amounts of info can be stored indefinitely (minutes, hours, days, months, years)
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retrieval
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how readily past learning can be brought into working memory
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knowledge base
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body of knowledge that makes it easier to master new info in that area
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control processes
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mechanisms (selective attention, metacognition, emotional regulation) that combine memory, processing speed, and knowledge to regulate the analysis and flow of info within the info-processing system
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metacognition
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"thinking about thinking" ability to evaluate a cognitive task in order to determine how best to accomplish it, and then to monitor and adjust one's performance on that task
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Pragmatics
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practical use of language that includes the ability to adjust language communication according to audience and context
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hidden curriculum
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unnofficial, unstated, or implicit rules and priorities that influence the academic curriculum and every other aspect of learning in a school
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immersion
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strategy in which instruction in all school subjects occurs in the second language that a child is learning
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ESL (English as a Second Language)
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approach to teaching English in which all children who do not speak English are placed together in an intensive course to learn basic English so that they can be educated in the same classroom as native English speakers
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No Child Left Behind Act
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federal law that promotes high national standards for public schools; required states to qualify for federal educational funding by administering standardized tests to measure school achievement
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National Assessment of Educational Progress (NAEP)
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ongoing and nationally representative measure of U.S. children's achievement in reading, math, and other subjects over time
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Industry vs. Inferiority (Erikson)
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4th of Eriksons psychosocial crises during which children attempt to master many skills, developing a sense of themselves as either productive or useless, industrious or inferior
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Latency (Freud)
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Freud's term for middle-childhood when emotional drives are quiet and unconscious sexual conflicts are submereged
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social comparison
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comparing one's attributes to those of other people
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Effortful Control
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ability to regulate one's emotions and actions through effort, not simply through natural inclination (unrealistic self-esteem)
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resilience
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capacity to adapt well to significant adversity and to overcome serious stress
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3 parts of resilience
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1. It is dynamic- not stable trait
2. It is a positive adaptation to stress
3. Adversity must be significant
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Family structure
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legal and genetic relationships among relatives living in the same home
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Family function
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how a family cares for its members
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Family needs of Middle Childhood Children (5)
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1. Material Necessities- food, clothing, shelter
2. Learning- guide and support education
3. Self-respect- provide opportunities for success
4. Peer Relationships- families can welcome friendships
5. Harmony and Stability- families protect and predictable routines
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Single-parent family
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family with only one parent and their biological children under age 18
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extended family
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family of three or more generations living in one household
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Polygamous family
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family of one man with several wives and biological children
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culture of children
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the particular habits, styles, and values that reflects the set of rules and rituals that characterize children as distinct from adult society
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aggressive-rejected
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rejected by peers because of antagonistic, confrontational behavior
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withdrawn-rejected
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rejected by peers b/c of timid, withdrawn, and anxious behavior
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social cognition
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ability to understand social interactions, including the causes and consequences of human behavior
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bully-victim
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someone who attacks others and who is attacked as well
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3 forces that drive growing interest in moral issues in middle childhood
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1. Peer Culture
2. Personal Experience
3. Empathy
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Preconventional moral reasoning (Kohlberg)
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Kohlberg's first level of moral reasoning emphasizing rewards and punishments
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conventional moral reasoning (Kohlberg)
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Kohlberg's second level of moral reasoning emphasizing social rules
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Postconventional moral reasoning (Kohlberg)
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Kohlberg's 3rd level of moral reasoning emphasizing moral principles
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PSY 223: EXAM 1