Term
| What are some improvements in children’s gross motor abilities during childhood (ages 6 to 8 years)? |
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Definition
| Flexibility, balance, agility, force, reaction time |
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Term
| What are some improvements in children’s fine motor abilities during childhood (ages 6 to 8 years)? |
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Definition
| Writing with legibility, drawing more organized, detailed and represent depth |
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Term
| How does body size change during this age range? |
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Definition
| Slow and gradual development |
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Term
| How has improved health and nutrition affected children’s physical development in this age range? |
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Definition
| Larger and earlier physical maturity; malnutrition impairs physical and mental development |
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Term
| Ways that children’s processing of information is better at 6-8 than during preschool years? (include speed, efficiency, attention, planning, memory, regulating thinking) |
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Definition
-Think faster and with efficiency, attention more selective/sustained, adaptable
- Better at planning and using memory strategies
- Better at inhibiting, focusing, regulating own thinking |
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Term
| Which of Piaget’s stages of cognitive development are children in at this age (6 to 8 years)? |
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Definition
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Term
| According to Piaget, how is children’s thinking at this age different than in the previous stage during preschool years |
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Definition
-Children think logically about concrete things, more able to coordinate multiple dimensions and meaning
o Humor based on double meanings
o Conservation (understand now) |
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Term
| Following Piaget’s ideas about how children think at this age, why do 6 to 8-year-olds understand humor and jokes while preschoolers do not? |
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Definition
| Have more logical, flexible and organized thought and are able to classify and use cognitive mapping |
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Term
| Why do children understand “conservation” tasks now? |
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Definition
| - Ability to recognize and focus on several aspects of a problem and relating them |
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Term
| What are some developments in children’s language during the 6 to 8 year age range? |
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Definition
- Vocabulary grows through reading
- More complex grammar
- Better at holding conversations
- More organized in story telling/relating information verbally |
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Term
| How does learning to read influence children’s vocabulary development? |
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Definition
| expands vocabulary and allows wide range of knowledge and introduction of new words |
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Term
| Which of Erikson’s psychosocial stages are children in when they are ages 6 to 8 years? |
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Definition
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Term
| What did Erikson mean by children developing “industry” at this age? What are they developing? |
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Definition
| Sense of competence and responsibility |
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Term
| If children develop “inferiority” at this stage, what does that mean? What would contribute to this? |
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Definition
| Children show little confidence in their own ability and are pessimistic about their own skills |
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Term
| In what ways does a school-age child’s self concept differ from the self concept of a preschooler? |
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Definition
| Makes social comparisons, personality and competencies develop, describes positive and negative traits, and emphasizes abilities and skills |
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Term
| How does a school-age child’s self esteem differ from that of a preschooler? |
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Definition
| Becomes more realistic, based off feedback from culture and academic performance along with many other topics, compare themselves to peers |
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Term
| As children’s ability to take the perspective of others increases during this age range, how does this influence their understanding of others’ emotions? |
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Definition
| Empathy increases, sensitivity to others increases, perspective-taking improves greatly |
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Term
| 7. What are children’s friendships like at this age? How is this different than during preschool ages |
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Definition
| Mutual friendships based on trust, they select friends based on similarities and are more flexible in gender typing |
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Term
| What reflexes do infants have at birth? Describe five of these |
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Definition
-Eye blink
-Rooting
-Sucking
-Stepping
-Palmar grasp |
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Term
| 2. Describe the perceptual abilities of infants at birth (touch, hearing, smell, taste, vision). |
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Definition
- Start to organize sounds and distinguish noises
- Can focus visually, have color discrimination, and can scan the environment/track moving objects, depth perception |
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Term
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Definition
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Term
| Can infants imitate other people at birth or in the first few months of life? |
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Definition
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Term
| What kind of neurons (in the brain) enable infants to imitate |
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Definition
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Term
| Describe infants’ attention in the first year. |
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Definition
| Pay attention to novel events, attracted to faces |
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Term
| What are some typical gross motor developments in children’s first year? Second year? |
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Definition
- Crawl, sit up, reach, grasp – First year
- Walk, climb stairs, scribble – Second year |
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Term
| Describe infants’ development of reaching. |
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Definition
| Ulnar grasp (close against palm) become pincer grasp (use finger) |
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Term
| Which of Piaget’s stages of cognitive development are children in during their first two years? |
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Definition
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Term
| How do infants and toddlers build mental “schemes” according to Piaget? |
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Definition
| Through sensory and motor exploration |
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Term
| What does Piaget mean by “circular reactions”? |
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Definition
| Stumbling upon a new experience caused by the baby’s own motor activity |
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Term
| What is the difference between primary and secondary circular reactions in Piaget’s theory? |
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Definition
- Primary: create new schemas, accidentally use thumb then intentionally re-use
- Secondary: more focused on the world and begin to intentionally do things to receive a response |
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Term
| What can children do during Piaget’s sensorimotor substage of “coordination of secondary schemes”? |
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Definition
| - Clearly show intentional actions, a rattle makes a sound when shaken |
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Term
| How old are children during Piaget’s sensorimotor substage of “tertiary circular reactions”? Why is this substage sometimes referred to as the beginning of the child as “little scientist”. |
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Definition
| Begin trial and error experimentation, try different sounds or actions to get attention of a caregiver |
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Term
| What can children do during Piaget’s substage of “beginnings of thought—mental combinations”? How is this different than children’s abilities in previous substages? |
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Definition
| Develop symbols to represent events or objects, move towards understanding the world through mental operations |
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Term
| What is object permanence? When do infants develop this? How might this cognitive development influence the development of attachment? |
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Definition
| Child’s understanding that objects continue to exist even though they cant be seen or heard, peek a boo (6-12 months) |
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Term
| Describe infants’ attention in the second year. How is it different than in the first year? |
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Definition
| Focused attention, not distracted by novelty of a new item |
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Term
| Describe young infants’ ability to remember their own actions. What is this type of memory called? |
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Definition
| Recall memory begins: memory |
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Term
| 12. How do infants communicate during their first year? |
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Definition
- Coo
- Babble
- Turn-taking games, joint attention |
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Term
| What is “joint attention”? How does this ability help children learn language? |
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Definition
| looking together at same object while saying the name |
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Term
| Describe infants/toddlers communicative abilities in the second year. |
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Definition
| - Combine 2 words and have 200 word vocabulary |
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Term
| When do children first say words or use signs to communicate? What are some typical first words? |
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Definition
| - second half of first year, 6-12 months, momma dada ball |
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Term
| When do children start putting 2 words together to make short phrases? What is an example of a two-word phrase that a toddler might say? |
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Definition
| - 2 years, more cookie, go car |
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Term
| What is child directed speech? How does this help children develop language? |
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Definition
| - Form of communication made up of short sentences with pigh-pitched, exaggerated expression, clear pronunciation, and gestures (how parents speak to toddlers) |
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Term
| Which of Erikson’s psychosocial stages are children in during their first year? Which one during their second year? |
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Definition
- Trust vs. Mistrust
- Autonomy vs. Shame and doubt |
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Term
| What does Erikson mean by “basic trust” ? In what way do young infants develop trust? |
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Definition
- Balance of care, given food, water, cared for
- Gain trust through parents, grow out of warmth and caring parents |
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Term
| What does Erikson mean by “autonomy”? Give an example of a toddler who is developing autonomy. |
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Definition
| - Ability to do things on their own |
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Term
| When might an infant develop mistrust? |
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Definition
| - Uncaring or unresponsive parent, continually doubt own ability |
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Term
| Why might a toddler develop shame or doubt, according to Erikson? |
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Definition
| - If they are criticized and attacked by parents, never given love |
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Term
| Describe some basic or primary emotions that infants develop during their first 6 months. |
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Definition
| - Happiness, anger, sadness, fear |
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Term
| How do toddlers’ emotions change at about 18 months? Why? |
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Definition
| - Self-awareness allows children to feel shame, embarrassment, guilt, envy, and pride |
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Term
| What are some ways that infants begin to understand the emotions of others? |
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Definition
- Emotional Contagion
- Recognize other’s facial expressions
- Social referencing |
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Term
| What is social referencing? Describe a situation where an infant or toddler might do this. |
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Definition
- Infant looks to the facial expression of parents to see how to react in new situations or when they are unsure
- If an infant falls, and looks to see the reaction of the parent, whether to cry or laugh, fearful expression = be careful |
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Term
| What do we mean by “temperament”? |
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Definition
| - A child’s behavioral style |
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Term
| What are the three main types of temperament according to Chess and Thomas? What are the characteristics of each? |
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Definition
- Easy: easygoing, even tempered, tolerant of change
- Difficult: Slower to develop routines, more irritable, more difficulty adjusting to change
- Slow to warm up: Resists new situations, mild reactions, slow to adapt to change |
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Term
| Can shyness be biologically based? |
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Definition
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Term
| What are the physical or biological reactions of shy people in social situations? |
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Definition
- High heart rates, stress, hormones, and stress symptoms
- Higher right hemisphere frontal cortex activity
- React negatively and withdraw from new stimuli |
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Term
| What are the physical or biological reactions sociable people |
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Definition
- React positively, approach new things
- Low heart rates, stress hormones, and stress symptoms
- Higher left hemisphere frontal cortex activity |
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Term
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Definition
- Close relationship or bond with an individual
- Gives child a sense of security |
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Term
| Describe the process or phases that infants go through as they develop attachments |
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Definition
- Pre-attachment: infants tune into people that are (OKAY) Birth – 3 months
- Attachment in the making: Infant is more selective, responds to smiles and more familiar people, 2-7 months
- Clear-cut attachment: Infant wants to be near person he/she is attached to, cries when separated, 7-24 months |
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Term
| What is separation anxiety? Why do infants experience this? Give an example. |
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Definition
| Becomes upset when their trusted caregiver leaves |
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Term
| What is stranger anxiety? Why do infants feel this? |
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Definition
| Unfamiliar parent becomes less trusted than caregiver |
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Term
| Who is an infant likely to become attached to? Can fathers and grandparents form attachments with infants? |
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Definition
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Term
| What is “self awareness”? When does it typically emerge in young children? How do researchers assess whether children have developed self-awareness? |
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Definition
- 1.5-2 years
- Effortful control of emotions, sometimes don’t listen to parents, delay of gratification shows self-control |
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Term
| Why do children develop some self-control at about 18 months? (What else develops at this time?) |
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Definition
| - Self awareness/compliance |
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Term
| In addition to the above, what caregiving qualities help toddlers develop self-control or the willingness to comply with adult requests? |
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Definition
- Warm, sensitive caregiving increases compliance
- Support
- Give advance notice of change |
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