Preschool physical

factors that contribute to height and weight

gender, during preschool years boys start to become taller and heavier than girls

economics - better nutrition and health care in developed countries, in US children below poverty line are more likely to be shorter than children in affluent homes

preschool physical

obesity

nutrition - preschoolers need less food, encouraging them to eat more than they should could lead to obesity

causes - sugary drinks, advertising, food options in child care, lack of activity, lack of desirable places to play, limited access to healthy affordable foods, inceasing portion sizes, low breastfeeding rate, tv and media, fast food, lower exercise, busy households, culture, genetics

body weight more than 20% higher than the average weight for a person of a given age and height

should have diets low in fat, high in iron

native americans are most obese, asians are least

preschool physical

health risks in preschoolers

7-10 colds and other minor respiratory illnesses a year from 3-5

greatest risk is from accidents - result of high levels of physical activity, curiosity, lack of judgement (boys who are more likely to take risks have a higher rate of injury) (poorer children in inner-city are 2x more likely to die of injury)

lead, lead poisoning, car accident, drowning, fire/burn, suffocation, bike, pedestrian, fall, fireman

preschool physical

guidelines for physical activity

1. accumulate at least 60 minutes of sructured physical activity each day

2. preschoolers should engage in at least 60 minutes - and up to sererval hours - of unstructured physical activity each day, and should not be sedentary for more than 60 minutes at a time except when sleeping

3. should be encouraged to develop competence in fundamental motor skils that will serve as building blocks for future motor skillfullness and physical activity

4. preschoolers should have access to indoor and outdoor areas that meet or exceed recommended safety standards for performing large-muscle ativities

5. caregivers are responsible for understanding the importance of physical activity nd for promoting movement skills by providing opportunities for structures and unstructured physical activity

most preschoolers are sedentary too often

 preschool physical

Factors relating to activity level in preschoolers

gender (males>female)

age (3 yrs >4/5 years)

BMI (negative relationship)

Race (black>white)

Preschool type (commercial > head start > religious)

preschool physical

signs to begin toilet training

-stays dry at least 2 hours at a time during the day or is dry after naps

-bowel movements become regular and predictable

-you can tell when your child is about to urinate or have a bowel movement

-your child can follow simple instructions

-your child can walk to and from the bathroom and help undress

-your child seems uncomfortable with soiled diapers and wants to be changed

-your child asks to use the toilet or potty chair

-your child asks to wear "big-kid" underwear

preschool cognitive

piagets preoperational stage

ages 2-7

focuses on the mistakes and what they're doing wrong, not what they can do

symbolic function: uses symbols, words, objects to represent something that isn't present

mental representation from end of sensorimotor period + symbolic function = advances in language and reasoning

seeing moms car keys may prompt a questions "go to store?" the keys are a symbol of a car ride

picture of a cat isnt a real cat

centration - conventration on one limited aspect of a stimulus - typically is superficial elements - cat with a dog mask ought to bark like a dog

conservation - knowledge that quantitiy is unrelated to the arrangement and physical appearance of objects. if you pour liquid into a taller container they say it has more.

egocentric thought - thinking that does not take into account the viewpoints of others (lack of awareness that others see things from a different physical perspecive and failure to realize that others may hold thoughts, feelings, and points of view that differ from theirs). often why preschoolers talk to themselves. video of dfferent things on different sides of the volcanoe

preschool cognitive

zygotskys zone of proximal development and scaffolding

-emphasized the importance of culture and societal influences on development

-focus more on what the CAN do and what they CAN learn

zone of proximal development - a range of tasks too difficult to do alone but possible with help of adults or more skilled peers (things they can do alone, things they can do with help, things they cant do)

scaffolding - support for learning and problem solving that encourages independence and growth by using concepts the child already understands to promote learning a new concept, understand that one sneaker plus one sneaker is two sneakers

preschool cognitive

autobiographical memory

memory of particular events from one's own life, achieves little accuracy until then and increases gradually throughout the preschool years. the accuracy of memories is determined by when the memories are assessed. not all memories last into later life.

may not be wholly accurate

preschool cognitive

cultural tasks

we value what our cultural values. westerners play with trucks, trains, cars because we value transportation

cross cultural: talk, walk, care for others, kindness, take care of self

Cultural tasks are the Vygotsky things that cultures focus on teaching
their children. So industrialized cultures focus on reading, math,
etc. More agricultural cultures focus on things like weaving and
animal care. All focus on child rearing, food preparation, etc.

preschool cognitive

language development

syntax: the way in which an individual combines words and phrases to form sentences , doubles each month, by 3 the combinations reach into the thousands

fast mapping: new words are associated with their meaning after only a brief encounter, by age 6 the average child has a vocab of 14,000 words, at a rate of one new word every two hours

can extend grammer rules to words theyve never seen before, and how to use correct forms of verbs

private speech: speech by children that is spoken and directed to themselves, performs and important function.

pragmatics: the aspect of language that relates to communicating effectively and appropriately with others - turn taking, sticking to a topic, what should be and should not be said

social speech: speech directd at another person and meant to be understood by that person, want others to listen, become frustrated when they cannot be understood

preschool cognitive

preschool activities

play, tv, school, eating, personal care, day care, housechores, sports, visiting, other passive, art, church, talking, outdoors, studying

preschool cognitive

types of play

functional: move car back and forth - simple repetitive motor movements with or without objects - before age 2

constructive: build blocks - creating or construction something 3-6 years

make believe: toys talk to eachother - acting out everyday or imaginary roles 2-6

preschool cognitive

television

1st rate tv show: behaviors worth imitating, constructive solutions to conflict, strong male and female characters, positive social role models, characteristics from around the world, lessons that foster a love of learning, humor that appeals to parents and children, characters from different age groups, few or no commercial messages

you should ask your child questions about what they are playing/watching, dont let this time substitute physical activity, introduce your child to software and websites that fan his creativity, get your child playing digital games alongside others, find opportunities for your child to make decisions and try something new, keep one child or group from dominating content chioces

preschool cognitive

school readiness

socioeconomic status, health, mothers education, single parent households, parent mental health, home and community environment, preschool, physical development, social and emotional development, language and communication skills, cognition, general knowledge

learning disabilities: speaks later, pronunciation problems, difficulty rhyming words, extremely restless, difficulty following directions, fine motor skills slow to develop, trouble with numbers and shapes

preschool psychosocial

erikson's initiative vs. guilt

initiative: a sense of ambition and responsibility from acting independently, develops when parents support their child's new sense of purpose and provide opportunity for independence

guilt: because of feeling of needing to be over controlled of the self, excessive morality in response to negative feedback from excessive negative feedback from acting independently, fears of not succeeding, results when parents demand too much self-control, don't help children deal with valid guilty feelings constructively - need to make amends rather than minimizing or excusing behavior

preschool psychosocial

self-concepting & self-esteem

self-concept (a person's identity, or set of beliefs about what one is like as an individual)

preschoolers are have the most amount of self concept about their actions

girls had higher appearance self-esteem than boys

young boys had higher physical self-esteem than older girls

as a whole, not much research on self-esteem in preschoolers exists and what does exist suggests preschoolers have positive illusions

preschool psychosocial

parenting styles

Authoritarian - low responsiveness/involvement, high demand

Authoritative - high responsiveness/involvement, high demand

uninvolved - low responsiveness/involvement, low demand

permissive - high responsiveness/involvement, low demand

preschool psychosocial

piaget's theory of moral development

heteronomous morality: rules are invariant and unchangeavle, 4-7

refers to changes in peoples sense of justice and of what is right and wrong, and in their behavior related to moral issues.

piaget said it proceeds in stages, 1.heteronomous morality,

2. incipient cooperation 7-10 games are more social

3. autonomous cooperation about 10, become fully aware of formal game rules and they can be modified if players agree

preschool psychosocial

modeling good and bad behavior

social learning - modeling (we learn by observing people around us)

-abstract modeling (learning to apply rules across situations)

down side of modeling: bobo doll

preschool psychosocial

self-regulation

marshmellow video

Know the definition of self-regulation as an individual difference in
self-control that preschoolers have to develop over time.

preschool psychosocial

imaginary friends

an invisible character, named and referred to in conversation with other persons or played with directly for a period of time, at least several months, having an air of reality for the child, but no apparant objective basis. this excludes that type of imaginative play in which an object is personified, or in which the child himself assumes the role of some person in his environment

78% of kids, imaginary friends are typically human, male, and children

-may create them due to lonliness or extroversion, typically firstborns

-girls create imaginary friends who are inferior so they can take care of them, boy create ones who are superior who serve as models

childhood physical

body image

children 8-10, more than half girls, and more than third of boys are dissatisfied with their bodies

associated with eating disorders, smoking, depression, and low self-esteem

media - tv, magazines, and other media, portray unattainable body types

boys want to be bigger and more muscular, girls want to be thinner

childhood physical

ages of physical capabilities

6 years: girls are superior in accuracy of movement, boys are more superior in more forceful, less complex acts

-can throw with proper weight and step, acquire the ability to skip

7 years: can balance on one foot with eyes closed, can walk on a two inch wide balance beem without falling off, can hop and jump accurately onto small squares accurately (hopscotch), can do juming jack exercises

8 years: can grip objects with 12 lbs of pressure, can engage in rhythmic hopping in a 2-2, 2-3, or 3-3 pattern, girls can throw a small ball 33 feet, boys can throw it 59 feet, number of games participated in at this age is the greatest

9 years: girls can jump 8.5 inches, boys can jump 10 inches, boys can run 16.6 feet per second and throw a small ball 41 feet, girls can run 16 feet per second a throw a small ball 41 feet

10 years: can judge and intercept directions of small balls thrown from a distance, both can run 17 feet per second

11 years: boys and do a standing jump of 5 feet, girls 4.5 feet

12 years: can achieve high jump of 3 feet

childhood physical

CDC physical activity level recomendations

60 minutes or more of physical activity a day

3 types recommended

aerobic activity - moderate to vigorous activity should be the main part of 60 minutes with vigorous activity at least 3 times a week (hiking, skateboarding, walking, biking, running, sports)

muscle strengthening - at least 3 days a week (tug of war, push ups, climbing, sit ups, monkey bars, gymnastics)

bone strengthening - at least 3 days a week (running, sports, hop scotch, jumping rope)

childhood physical

ADHD - symptoms, stats, management

can have attention defiit or hyperactivity disorder or both

-attention must have 6 of the following for at least 6 months: doesnt give close attention to details or makes careless mistakes, has trouble keeping attention on tasks or play activities, often does not seem to listen when spoken to directly, does not follow through on directions and fails to finish schoolwork, often has trouble organizing activities, often avoids dislikes or doesnt want to do things that take a lot of mental effort or a long period of time, is easily distracted, forgetful in daily activities

-hyperactivity must have at least 6 of the following for at least 6 months: fidgets with hands or feet or cant sit still when expected to, often gets up from seat when remaining in seat is expected, often excessively runs about or climbs when its not appropriate, often has trouble playing or doing leisure activities quietly, often on the go and acts as if driven by a motor, talks excessively

ADHD diagnosis: must have either attention or hyperactivity symptoms for at least 6 months

some symptoms should have started before age 7

impairment from symptoms present in at least two situations

impairs functioning

symptoms not explained by other disorder such as: anxiety, schizophrenia, mania, dissociative disorder, personality disorder, developmental disorder

causes: genes, teratogens, malnutrition, disease, neurobiological abnormalities, environmental factors (diet, allergies, lead), famiy problems

stats: 9.5% aged 4-17, up to 22% of those whos parents have it, boys are 13.2% and girls only 5.6%

treatment: drugs, behavioral (create routine, get organized, avoid distrations, limit choices, change interactions, use goals and rewards, discipline effectively, help discover a talent, diet

childhod physical

autism - symptoms, stats, management

begin before the age of 3 and last a lifetime

they usually seem to develop normally until about 18 to 24 months when they stop learning new skills and even lose skills they once had

-Social Symptoms: does not respond to name by 12 months, avoids eye contact, prefers to play alone, does not share interests, only interacts to achieve a desired goal,flat or inappropriate facial expessions, does not understand personal space or boundaries, avoids or resists physical contact, is not comforted by others during stress, trouble understanding others feelingsor talking about own feelings

-Communication Symptoms: delayed speech and language skills, repeats words or phrases over and over (echolalia), reverses pronouns, gives unrelated answers to questions, does not point or respond to pinting, uses few or no gestures, talks in a flat robot like sing song voice, does not pretend to play, does not uderstand jokes sarcasm or teasing

-Unsusal interests and behavior symptoms: lines up toys the same way everytime, likes parts of objects,very organized, gets upset by minor changes, has obsessive interests, has to follow certain routines, flaps hands rocks bodies or spins self in circles

-other symptoms: hyperactivity, impulsivity, short attention span, aggression, causing self injury, temper tantrums, unusual eating and sleeping habits,unusual mood or emotional reactions, lack of fearor more fear than expected, unusual reactions to the way things sound smell taste look or feel

Autistic Disorder: people with autistic disorder usually have significant language delays, social and communication challenges, and unusual behaviors and interests. many also have intellectual disability

Asperger Syndrom: usually have some milder symptoms of autistic disorder, might have social challenges and unusual behaviors and interests, do not typically have trouble with language or intellectual disability

-causes and risk factors: genes, sibling or parent with an ASD, about 10% of children with an ASD have an indentifiable genetic disorder, such as fragile X, tuberous sclerosis, down syndrome and other chromosomal disorders, teratogens during pregnancy such as thalidomide and valporic acid

-Stats: 1 in 110, 4x more likely in boys, increase in diagnosis is likely linked to greater awareness,

-management: early intervention to teach, specific types of treatment, behavioral and communication therapy, diet changes, medication, complementary and alternative medicine, second life - teach them about real life activities to create real life activities to reduce anxiety, uses virtual world for real world benefits

childhood cognitive

Piagets concrete operational stage

7-11 years, thoughts become logical, flexible, and organized and can pass conservation tasks

transitivity - ability to recognize the relationships among things

reversibility - transformations to an object can be reversed

classification - relations among things, collections often become important

seriation - ordering items along a quantitative dimension such as lenght or wieght

spatial reasoning - begin to understand directions and maps and perform mental rotations

childhood cognitive

information processing

encoding - act ofperceiving and understanding information

storage - actively processing information in short - term or working memory systems for current use and in long term memory for later use

retrieval - act of accessing memories stored in long-term memory

-basic processing capacity of the mental system increases

-processing speed of basic operations increases

-attention improves more thorough and better adapted to ask demands

-inhibition increases with ability to prevent internal and distracting stimuli from capturing attention improves

-strategy execution is more effective

-amount and structure of knowlege base increases making new, related info more meaningful

-metacognitive processes develop such that awareness, understanding, and self regualtion of cognition improves

Childhood Cognitive

Vygotsky in the classroom

-reciprocal teaching: a teacher and two to four students form a cooperative learning group to learn, typicaaly a reading passage

-cooperative learning: small group of classmates of different skills work towards a common goal

childhood cognitive

i.      Intelligence (testing, crystalized vs. fluid, IQ, creativity, cultural differences, Gardner, etc.)

Alfred Binet - first test in 1904 to see if students needed special schooling

Cultural differences: western culture (reasoning and thinking skills), kenya (participation in family and social life), uganda (someone who knows what to do and follows through with appropriate action), iatmul people of papua new guinea (remember names of 10k-20k clans), carolina islands (celestial navigation)

-g generalized intelligence, broken down in two ways (vebal, quantitative, and spatial     fluid (processing speed, working memory, long term memory, reasoning, math) vs. crystallized (math, verbal knowledge, geography, history, music, literature, ary, sciences, government, law, computers, practical skills))

IQ - 100 x (mental age/chronological age), mean 100, sd 15ish, average college grad iq of 120

Gardners types of inelligence

-musical

-bodily kinesthetic

-logistical mathematical

-linguistic

-spatial

-interpersonal

-intrapersonal

-naturalist

-creativity: ther generation of creative ideas

-originality: idea is uncommon response to situatuion (novely, surprise, complexity)

-adaptiveness: ideas must provide the solution to some significant problem or achieve some important goal (truth, beauty, excellence, virtuosity)

-both are focused on degree of each present and maximizing both maximizes creativity

childhood cognitive

learning styles

visual - numerous detailed notes, sit in front, often close eyes to visualize and remember things, find something to watch if theyre bored, like to see what they are learning, find passive settings ideal

personality - sit where they can hear but dont need to pay attention, may not coordinate colors of clothes but can explain why they are wearing what they have on, read outloud, hum or talk to themsleves/others when bored

physical - need to be active and take frequent breaks, speak with hands a gestures, remember what was done but difficult to remember what was said, enjoy field trips, sit near door, touch and experience things

childhood psychosocial

eriksons industry vs. inferiority

industry: developing the capacity to work and cooperate with others - brings mastery, competence, self-esteem, morality

inferiority: negative experiences lead to feelings of incompetence, failure, inadequacy

brings withdrawal, shame, more negative experiences

childhood psychosocial

Kohlbergs stages of moral development

preconventional - punishment and obedience (fear of authority and avoidence of punishment), rewards (satistying personal needs)

Conventional - good boy (maintaining affection and approval), social order (a duty to uphold laws and rules)

Preconventional - social contract (fair procedures for changing laws to protect individual rights and the needs of the majority), universal ethical principle (abstract universal principles that are valid for all humanity)

childhood psychosocial

self-concept and self-esteem

self esteem - individuals overall and specific positive and negative self-evaluation

self concept: view of how others see them and how they fit into the world

childhood psychosocial

stages of friendship

1. basing friendship on others' behavior, 4-7, friends with those they share toys with, those they spend the most time with, dont consider other personal qualitites

2. basing friendship on trust, 8-10, consider personal qualities and rewards, mutual trust, violations of trust are taken seriously, must have formal apologies,

3. basing friendship on psychological closeness, 11-15, shift towards intimacy and loyalty, feelings of closeness, somewhat exclusive,

childhood psychosocial

popularity

childhood psychosocial

bullying

bullying - when a person or group tries to hurt someone who is weaker or who they think is weaker (imbalance of power, intent to cause harm, repetition)

direct bullying - hitting, name calling, teasing, taunting

indirect bullying - spreding rumors, working to target feels rejected

verbal, social, physical, cyber

adolescent psychosocial

erikson's identity vs. role confusion

commitment to early ideas of adult identity

roles

beliefs and values

adolescent psychosocial

fowler faith development

-intuitive-projective, 3-7 years, fantasy filled imitation of examples, actions, and stories of faith ok key adults

-mythic literal, 7-11, relatively literal interpretation of dictates of stories, beliefs, and practices of faith community

-synthetic conventional, adolescence, developmental of own personal ideology and internalizing of values

-individualistic reflective, young adulthood, rejection of literarl interpretations, understanding of relative value of beliefs

-conjunctive, midlife, attempting to transcend differences, make meaningful connections

-universalizing, exceptional only, universal values

adolescent psychosocial

marcia's identity statuses

foreclosure (high commitment, low exploration), no crisis, present commitment, accept others decisions about what is best for them -> son enters family business because it is expected

diffusion (low commitment, low exploration), no crisis, no commitment, shift from one thing to the next, carefree, cant form relationships, socially withdrawn

achievement (high commitment, high expectation), present crisis, present commitment, psychologoically healthier, higher in achievement motivation and moral reasoning

moratorium (high exploration, low commitment), present crisis, absent commitment, high anxiety, psychological conflict, typically settle on an identity but after a struggle

adolescent psychosocial

relationships with family and peers

adolescent psychosocial

popular, controversial, rejected, neglected adolescents

liked by mostly everyone

liked by some and disliked by others

disliked by all

overlooked by all

adolescent cognitive

piagets formal operations

characterized by abstract resoning and propositional reasoning

if A>B and B>C then A>C

adolescent physical

puberty (primary and secondary characteristics and ages, factors associated with individual and group differences, GnRH, precocious puberty)

primary - sex organs

secondary - visible on the outside

GnRH- gonadotrophin releasing hormone, generated in the hypothalamus, triggers the pituitary gland to release luteinizing hormones and follicle stimulating hormones

precocious - before age 8 in girls, before 9 in boys

caused by congenital adrenal hyperplasia, mccune-albright syndrome, gonadal or adrenal gland disorders or tumors, hCG secreting tumors, hypothalamic hamartome

rapid growth of bone can cause health problems, growth will stop too soon, psychological immaturity, bones breaking, brittle bones

heredity, nutrition, exercise, income, ethnicity, parental conflict

adolescent physical

eating disorders

anorexia 10 mil

6054 per year

has highest premature mortality rate of any psychiatric disorder

recovery has better outcomes than obesity or brest cancer

adolescent physical

teen sex

stats are getting a little better,

average age of first time: 16.9 for boys and 17.4 for females

average age of coming out is 16, down from 19-23 in the 1980s

-put them at risk for bullying

-rejection by friends or family

-20-40% of homeless youth are lgbt

can bring added support from freinds and families, acknowledges core aspect of identity

adolescent physical

brain development

final development of prefrontal cortex

dendritic branching

myelination

structural and functional change

connectivity changes