Term
|
Definition
| growth slows down a little but continues steadily |
|
|
Term
| average weight and height of a 6 year old |
|
Definition
|
|
Term
| how much weight and how many inches does the average preschool child gain in a year? |
|
Definition
| 5-7 lbs a year and 2 inches |
|
|
Term
| Why do bones and muscles strengthen during preschool age? |
|
Definition
| Preschoolers use muscles more |
|
|
Term
| Growth Hormone deficiency definition |
|
Definition
| absence of a growth hormone produced by the pituitary gland |
|
|
Term
| growth hormone deficiency |
|
Definition
absence of a growth hormone produced by the pituitary gland
genetic or prenatal
10-15,000 have it
w/out treatment it's unlikely kids will grow past 5 feet |
|
|
Term
| causes of growth hormone deficiency |
|
Definition
physical problem that develops in childhood
maternal smoking while pregnant
emotional difficulty
chronic illness
physical abuse/neglect |
|
|
Term
| treatment of growth hormone deficiency |
|
Definition
| several years of regular hormone injections |
|
|
Term
|
Definition
| increased interconnections & myeliniation of neurons |
|
|
Term
| how big is the brain when a child is 3? |
|
Definition
| 3/4 the size of an adult brain |
|
|
Term
| how big is the brain when a child is 6? |
|
Definition
| 90% of the size of an adult brain |
|
|
Term
| what is the left half of the brain responsible for? |
|
Definition
| verbal competence, lists, analysis, numbers |
|
|
Term
| what is the right half of the brain responsible for? |
|
Definition
| rhythm, spatial awareness, color imagination, day dreaming, dimention |
|
|
Term
|
Definition
| Connects the 2 hemispheres |
|
|
Term
|
Definition
increase in the # & size of nerve endings and receptors.
more effective communication
increase in dopamine
increased myelination |
|
|
Term
| Structural changes to the cerebellum |
|
Definition
aids in balance & control of body movements
allows kids to play hopscotch, throw a ball and print letters |
|
|
Term
|
Definition
| maintains alertness and consciousness |
|
|
Term
|
Definition
| play a vital role in memory & in images of space to help find their way |
|
|
Term
|
Definition
play a vital role in memory & in images of space to help find their way
expansion of autobiographical memories |
|
|
Term
|
Definition
Plays a central role in processing emotional information
birthdays are exciting
mom leaving is scary |
|
|
Term
| What does increased myelination lead to? |
|
Definition
| improvements in attention, concentration, memory, logical thinking and imagination |
|
|
Term
| development of the prefrontal cortex |
|
Definition
more dopamine
aiding in the suppression of impulse in favor of thoughtful responses
not fully developed until 20s |
|
|
Term
| what does brain development permit in sensory processing? |
|
Definition
better control of eye movement
improved ability to focus & scan |
|
|
Term
|
Definition
| only see figures as parts and can't see whole until middle childhood |
|
|
Term
| what does myelination of neurons improve? |
|
Definition
| balance & coordination: gross motor skills |
|
|
Term
| what leads to individual differences in gross motor skills? |
|
Definition
| temperament, genetics, & environment |
|
|
Term
| Fine motor skills development |
|
Definition
|
|
Term
| what age does hand-eye coordination become developed? |
|
Definition
|
|
Term
|
Definition
| lets the brain reorganize |
|
|
Term
| how much sleep should preschoolers get a day? |
|
Definition
|
|
Term
| positives of interrupted sleep |
|
Definition
better social skills
less attention problems |
|
|
Term
| Negatives of not getting enough sleep |
|
Definition
overweight
injuries
attention problems |
|
|
Term
|
Definition
not easily comforted
can't say why their upset
don't remember having a bad dream |
|
|
Term
|
Definition
frequently higher in boys
20-30% have this
takes kids over an hour to fall asleep |
|
|
Term
|
Definition
making the room & bed comfy
consistent routine
consistent sleep & awake times
getting enough sleep
slowing down before bed |
|
|
Term
| Preschooler nutritional needs |
|
Definition
need less food than they did
require balanced nutrition
affects skeletal growth, body shape & susceptibility to disease |
|
|
Term
|
Definition
body weight more than 20% above the average
brought on by biological & social factors
more out of food consumption
45% of childrens meals exceed trans fats |
|
|
Term
| when do children biologically have control over their bowel and bladder? |
|
Definition
|
|
Term
| when do they show interest in potty training? |
|
Definition
|
|
Term
| signs of readiness for potty training |
|
Definition
staying dry at least 2 hours at a time during the day
waking up dry after naps
regular & predictable bowel movements
facial/verbal expressions of voiding
a desire to stop wearing diapers |
|
|
Term
| how to help kids transition into using the toilet |
|
Definition
kid toilets
pullups
wear underwear during the day and pullups at night
use foot stool |
|
|
Term
| Minor Colds/Respiratory Systems:Positives |
|
Definition
builds up immunity
allows children to understand their bodies better
allows children to learn coping skills
help them understand what others are going through
teaches children to be more sympathetic & better caretakers |
|
|
Term
|
Definition
most frequent major illness
bone marrow produces excessive amounts of WBCs
results in severe anemia & possibly death
70% survival rate |
|
|
Term
|
Definition
usually contracted from mother
ultimately fatal & produces significant developmental delays
prenatal transmission declining
get shunned by others
severe disruptions in family from parental death |
|
|
Term
| what is the most hazardous health threat to children under 6? |
|
Definition
|
|
Term
|
Definition
14 million at risk
Socioeconomic Status influence: more at risk because their older homes have more lead paint based products |
|
|
Term
| Side affects of lead poisoning |
|
Definition
lower intelligence
problems in verbal & auditory processing
hyperactivity
distractability
antisocial behavior (aggression)
higher levels of exposure results in illness & death |
|
|
Term
| how many children in the us are skilled by parents/caretakers every day? |
|
Definition
|
|
Term
| how man preschool children are injured by parents/caretakers each year? |
|
Definition
|
|
Term
Child abuse & Psychological maltreatment
NEGLECT |
|
Definition
52% of all maltreatment
failure to provide for a child's physical, educational, or emotional needs
Not feeding, sending to school, attending |
|
|
Term
|
Definition
26% of all abuse
physically harming a child |
|
|
Term
|
Definition
7% of all abuse
fondling a child's genitals, intercourse, incest, rape sodomy, exhibition, and commercial explotation |
|
|
Term
|
Definition
4% of child abuse
acts or omissions by caregivers that cause serious behavioral, cognitive, emotional, or mental disorders |
|
|
Term
| Problems with reporting child abuse |
|
Definition
|
|
Term
| child factors of reporting abuse |
|
Definition
secrecy & powerlessness of children
wanting to belong to the family
affection & attention coexists w/ abuse
intensity of violence tends to increase |
|
|
Term
| Other factors with problems of reporting abuse |
|
Definition
lack of CPS follow up
accidental deaths
CPS announces when they come |
|
|
Term
| Developmental consequences of child abuse |
|
Definition
insecure-disorganized attachment
difficulty with emotional regulation
lack core positive beliefs
peer difficulties
increased risk of psychological disorder
suicidal thoughts
dissociation |
|
|
Term
|
Definition
| ability to adapt to changes in the environment by managing your emotional reactions |
|
|
Term
|
Definition
| Altered state of consciousness when someone feels they aren't attached to their body |
|
|
Term
|
Definition
| the ability to overcome circumstances that place a child at high risk for psychological or physical damage |
|
|
Term
| how do resilient children act? |
|
Definition
| affectionate, easy going, good communicators, intelligent |
|
|
Term
|
Definition
2-7 years old
language development
Play is the main topic
child learns to use symbols (words & images) to represent objects but does not reason logically The child has the ability to pretend. The child is egocentric.
Preform actions to master language |
|
|
Term
Characteristics of the peroperational stage
SUB STAGE: SYMBOLIC FUNCTION |
|
Definition
ability to use symbols, words, or an object to represent something isn't physically present
increases play, pretending & symbolic functions
can use an object to represent another object |
|
|
Term
Development of make-believe play
(Preoperational stage substage) |
|
Definition
Play detaches from real-life conditions associated with it: object pretending with doesn't have to look like desired object
play becomes less self-centered
play includes more complex combinations of schemes: taking an order |
|
|
Term
| Benefits of make-believe play |
|
Definition
increases social competences: interacts internationally
improves cognitive capacities
improves social cognition: perspective taking
parents need to be encouraging of play but not in control |
|
|
Term
| cognitive benefits of make-believe play |
|
Definition
|
|
Term
| Nurture Shock: Make-believe play |
|
Definition
huge part of tools classrooms
play plans: make one & children have to stick to it
role play: pretending to be someone or something else
games: makes kids pay close attention, think, and learn self-control |
|
|
Term
| results of tools classrooms |
|
Definition
test scores improved significantly
behavior ratings improved
--> being less aggressive
--> less externalizing symptoms |
|
|
Term
| positives of tools classroom |
|
Definition
| child directed, enhancing creativity, self control, motivation, sustain interests, makes tasks more enjoyable so kids can do them longer, higher order thinking, organization, executive functions: planning, disagreements |
|
|
Term
Intuitive Thought
(Characteristic of preoperational stage) |
|
Definition
based on intuition
children shift from depending on magical beliefs to using rational beliefs to explain situations or events they haven't encountered yet |
|
|
Term
| Dual relationships (characteristics of preoperational stage) |
|
Definition
| something can be both an object itself as well as a symbol for something else |
|
|
Term
|
Definition
| the ability to think about thinking |
|
|
Term
|
Definition
realize they can actively control & influence their brains
develop problem solving strategies
monitor comprehension
evaluate progress |
|
|
Term
| Ego-centrism (Limitations of preoperational thought) |
|
Definition
lack of awareness that others see things from different physical perspectives
failure to realize that others may hold thoughts, feelings, & points of view different from their own |
|
|
Term
| Centration (Limitations of preoperational thought) |
|
Definition
concentration on one limited aspect of a stimulus & ignoring other aspects
ex) blocks organized by color but not by size |
|
|
Term
| Conservation (Limitations of preoperational thought) |
|
Definition
| knowledge that quantity is unrelated to the arrangement & physical apperaance of objects |
|
|
Term
| Information-processing ages 2-5 |
|
Definition
process info with greater sophistication
longer attention spans
recognize previously encountered info
recall old info & reconstruct it in the present |
|
|
Term
| Vygotsky's view of cognitive development |
|
Definition
importance of social & cultural context
foundations
-zone of proximal development |
|
|
Term
| Zone of proximal development |
|
Definition
appropriately challenging the child
private speech helps with challenges
-inner dialogue, talking to themselves, more they use the better off they are with challenges
scaffolding
-structure & support from someone else
-help them problem solve w/out giving away the answers |
|
|
Term
|
Definition
internal dialogue
-have kids say things out loud
-encourages the child
-reduces impulsivity
children are scoring each other's work
choosing their own work
-increases motivation
-motivated brains operate better |
|
|
Term
|
Definition
Children learn to pay attention to & memorize lists of words or facts
larger overall capacity to process information
-make connections between new & old info
knowledge base continues to grow & becomes better organized |
|
|
Term
|
Definition
learn 5 new words a day
understand more words than they can say |
|
|
Term
| by age 6 how many words on average are in a child's vocab? |
|
Definition
|
|
Term
|
Definition
| the ways words & phrases are combined to make sentences, doubles each month |
|
|
Term
| growing vocab and & emerging grasp of grammar |
|
Definition
progress from 2-worded phrases to longer expressions
use plurals & possessive forms of nouns
use past tense
use articles
answer complex questions |
|
|
Term
|
Definition
| new words as associated with their meaning after only 1 or 2 presentations |
|
|
Term
|
Definition
| systems of rules that determine how our thoughts can be expressed |
|
|
Term
|
Definition
| focus on what is no explicitly stated & on how we interpret utterances in situational contexts |
|
|
Term
| what are the different early education programs |
|
Definition
child-care centers
preschools: designed to enrich child's development |
|
|
Term
| Graduates of head start (best us program) tend to: |
|
Definition
immediate IQ gains
be better prepared for future schooling
less likely to be in special education programs
higher academic performance @ end of high school |
|
|
Term
| on average how many hours a week do preschoolers watch tv? |
|
Definition
|
|
Term
| what percentage of preschoolers between 4 & 6 use a computer for an hour a day independently? |
|
Definition
|
|
Term
| why has child obesity increased in the us? |
|
Definition
| children spend more time watching TV than being physically active |
|
|
Term
|
Definition
| changes in moral understandings individual have about themselves and others |
|
|
Term
| initiative-vs-guilt stage ( Eriksons stage) |
|
Definition
children begin to assert their power & control over the world though directing play, planning activities, accomplishing tasks & facing challenges
occurs around 3-6 years old |
|
|
Term
| when caregivers encourage exploration what happens? |
|
Definition
sense of initiative reinforced
get a sense of purpose |
|
|
Term
| what happens when a caregiver discourages/dismisses exploration |
|
Definition
child is shamed, embarrassed, and overdependent
children get a sense of guilt |
|
|
Term
|
Definition
| preschoolers begin to form their identity, or their set of beliefs about what they believe define them |
|
|
Term
|
Definition
|
|
Term
|
Definition
developed by age 3
concrete way of viewing them selves as this or that
boy or girl/child or adult |
|
|
Term
| what can their temperament affect? |
|
Definition
| how they view themselves & their ability to successfully complete tasks |
|
|
Term
|
Definition
more discouraged, more likely to quit, more likely to have lower self esteem
biologically determined |
|
|
Term
|
Definition
better able to cope with challenges, think of themselves as successful, higher self esteem
biologically predetermined |
|
|
Term
| at what age can preschoolers distinguish between members of different races & begin to understand the significance of race in society |
|
Definition
|
|
Term
|
Definition
| the phenomenon in which minority children indicate preferences for majority values or people |
|
|
Term
|
Definition
the sense of being male or female is well established in young children
-social stereotypes
-strong gender expectations held by preschoolers |
|
|
Term
| The development of friendships |
|
Definition
around 3 they develop
consists of companionship, play, entertainment
shared activities |
|
|
Term
| older preschoolers view on friendships |
|
Definition
see friendship as a continuing state
pay more attention to concepts like trust, support, & shared interests |
|
|
Term
|
Definition
simple repetitive activities
ex) fill up a cup, pour it out, repeat |
|
|
Term
|
Definition
test developing cognitive skills
practice motor skills
problem solve
learn to plan
ex) legos |
|
|
Term
|
Definition
Children play with similar toys in a similar manner, but don't interact with each other
-painting |
|
|
Term
|
Definition
| children watch others play |
|
|
Term
|
Definition
| 2+ children actually interact with one another by sharing or borrowing toys or materials although they don't do the same thing |
|
|
Term
|
Definition
| children genuinely play with one another taking turns playing games or devising contests |
|
|
Term
|
Definition
| refers to knowledge & beliefs about the mental world |
|
|
Term
| Theory of mind during preschool |
|
Definition
explanations for why people think & behave
see the world from others' perspectives
recognize that appearances may be deceptive |
|
|
Term
| at what age can children understand that someone who appears happy may actually be sad |
|
Definition
|
|
Term
|
Definition
low in warmth high in control
-very strict
-demand obedience
-children are withdrawn, little sociability, not very friendly |
|
|
Term
|
Definition
low in warmth high in control
-very strict
-demand obedience
-children are withdrawn, little sociability, not very friendly |
|
|
Term
|
Definition
low in responsiveness, warmth, & control
-see their role as simply providing food & shelter
-children feel unloved & emotionally detached
-can create development issues |
|
|
Term
|
Definition
high warmth & high in control
-have structure & scaffolding and also show praise
-believe parents care about them because they are setting rules & being supportive |
|
|
Term
|
Definition
high in warmth low in control
-very relaxed
-provide inconsistent feedbacks
-children are dependent & lack self control |
|
|
Term
| what does more interconnections among neurons allow? |
|
Definition
allows for more complex thinking
more complicated communication between neurons
allows rapid growth of cognitive skills |
|
|
Term
|
Definition
| process in which certain functions are located more in one hemisphere than the other |
|
|
Term
|
Definition
| 2 halves of the brain begin to become increasingly differentiated & specialized |
|
|
Term
| what does the left side of the brain do? |
|
Definition
considers information sequentially
-one piece of data at a time |
|
|
Term
| what does the right side of the brain do? |
|
Definition
considers info in a global way
-focuses as it as a whole |
|
|
Term
| what happens if one hemisphere is damaged? |
|
Definition
| when damaged at a particular type of info part of the brain the other half can pick up the slack |
|
|
Term
|
Definition
| judgments of objects may reflect the way their eyes move when perceiving figures |
|
|
Term
| how do 3 & 4 year olds look at objects? |
|
Definition
look mostly at the insides of 2-D objects
concentrating on internal details
ignore perimeter |
|
|
Term
| how do 4 & 5 year old look at objects? |
|
Definition
| look at the surrounding boundaries of the object |
|
|
Term
| how do 6 & 7 year olds look at objects? |
|
Definition
| look at outside systematically with less inside scanning |
|
|
Term
| how do 2-4 year olds react to hospitalization |
|
Definition
creates anxiety because of separation from parents
fear of hospital staff |
|
|
Term
| how do older preschoolers react to hospitalization? |
|
Definition
makes them upset because they to some degree see their hospitalization as desertion/rejection of their family
can lead to new fears of the dark or hospital staff |
|
|
Term
| what is happening to preschoolers with physiological disorders |
|
Definition
| increasing number of preschoolers are being treated with drugs for psychological disorders |
|
|
Term
| what percentage of children are affected by depression? |
|
Definition
|
|
Term
| what does the physiological disorders include? |
|
Definition
| phobias, anxiety disorders, behavioral disorders |
|
|
Term
| why are physiological disorder diagnosis increasing? |
|
Definition
| parents and teachers are looking for the quick fix in what could be normal difficulty |
|
|
Term
| what is the greatest risk for preschoolers? |
|
Definition
|
|
Term
| when children are __ they are __x as likely to die form an accident than from an illness |
|
Definition
|
|
Term
|
Definition
| the physical and psychological maltreatment/neglect of children |
|
|
Term
| in what type of families is physical abuse most common? |
|
Definition
high stress families
ex) poverty, single parents, higher than average marital conflict
more likely when there is a history of violence between spouses |
|
|
Term
| how children of physical abuse act |
|
Definition
| fussy, resistant to control, can't adapt to new situations, headaches, stomachaches, bed wetting, more anxious, developmental delays |
|
|
Term
| cycle of violence hypothesis |
|
Definition
| theory that abuse & neglect that children suffer predispose them as adults to abuse & neglect their own children |
|
|
Term
|
Definition
| harm to children's behavioral, cognitive, emotional, or physical functioning caused by parents or other caregivers verbally though their actions of through neglect |
|
|
Term
| what do psychological abusive parents do? |
|
Definition
| frighten, belittle, humiliate, intimidate, harass children. Make them feel like a disappointment, failure, burden threaten with abandonment & death older children may be exposed to work to & give money to parents |
|
|
Term
|
Definition
| ignoring one's children or being emotionally unresponsive to them |
|
|
Term
| consequences of neglecting children |
|
Definition
| low self-esteem, lying, misbehavior, under achievement in school, criminal behavior, aggression, murder, depression, suicide |
|
|
Term
| what are the permanent changes to the brain from physical and psychological abuse |
|
Definition
reduction in size of amygdala & hippocampus
fear & terror over excites the lymbic system |
|
|
Term
|
Definition
| the ability to overcome circumstances that place a child at high risk for psychological & physical damage |
|
|
Term
| resilient children temperaments |
|
Definition
evoke positives responses form a wide variety of caregivers
affectionate, easy going, good-natured, easily soothed as infants, independent & intelligent |
|
|
Term
|
Definition
| a clear performance for use of one hand over the other |
|
|
Term
stages of art:
1. scribbling |
|
Definition
| end product is random scrawls |
|
|
Term
|
Definition
age of 3
appearance of shapes like squares, circles, x's, and +'s |
|
|
Term
|
Definition
| ability to combine more than one simple shape into a more complex one |
|
|
Term
stages of art:
4. pictoral |
|
Definition
ages of 4 & 5
drawings of approximate recognizable objects |
|
|
Term
|
Definition
| changes in peoples sense of justice and of what is right and wrong, and in their behavior relation to moral issues |
|
|
Term
|
Definition
| behaving in a way that helps others |
|
|
Term
| learn morality through reinforcement & modeling |
|
Definition
more likely to mimic warm responsive adults
learn society's norms
abstract modeling |
|
|
Term
| learn morality through reinforcement & modeling |
|
Definition
more likely to mimic warm responsive adults
learn society's norms
abstract modeling |
|
|
Term
|
Definition
| process of adapting more generalized rules and behaviors |
|
|
Term
|
Definition
open, direct & obvious in your manner of fighting
-name calling
-boys typically show higher levels of overt & physical aggression than girls |
|
|
Term
|
Definition
motivated by the desire to obtain a concrete goal
-wanting to play with a desirable toy that another child is enjoying |
|
|
Term
|
Definition
girls show higher levels of relational aggression
-non physical
-intended to hurt someone psychologically
-ex) name-calling, w/holding friendhsip |
|
|
Term
| Roots of aggression according to Freud |
|
Definition
| we all heave a death drive which leads us to act aggressively |
|
|
Term
| roots of aggression according to Lorenz |
|
Definition
| humans like all animals share a fighting instinct |
|
|
Term
| roots of aggression according to sociobiologists |
|
Definition
| aggression facilitates the goal of strengthening the species & the gene pool |
|
|
Term
| the roots of aggression according to the social-learning theory |
|
Definition
| aggression is based on prior learning |
|
|
Term
| the roots of aggression according to the cognitive theory |
|
Definition
| aggression stems from the manner in which children interpret others' actions & situations |
|
|
Term
| as ___ skills improve as aggression decreases |
|
Definition
|
|
Term
| protective factors for aggression |
|
Definition
emotion self-regulation
safe neighborhood
secure attachment |
|
|
Term
|
Definition
management of emotional experience to achieve a goal
-can be up or down regulated |
|
|
Term
|
Definition
| behaviors that caregivers engage in to increase or decrease emotional development |
|
|
Term
| emotion socialization supportive |
|
Definition
| provide comfort, sympathize, have a dialogue, recognize the emotion and value it |
|
|
Term
| emotion socialization non supportive |
|
Definition
minimizing the emotion
punishing |
|
|
Term
| emotion regulation: bidirectional process |
|
Definition
| children's emotion regultion as an infulence on parents |
|
|
Term
|
Definition
| being in the present & paying attention to what you're doing and not judging it |
|
|
Term
|
Definition
bringing awareness to a particular attention to an object
-ex) breath |
|
|
Term
|
Definition
| increased activity in cortical areas responsible for empathy and compassion |
|
|
