Child Life Exam - Developmental Theory

Front 1

Play as a modality: what is play useful for (5 things)?

Back 1

assessment, planning, intervention, relationship-building, advocacy

Front 2

Parten

Back 2

solitary, onlooker, parallel, associative, cooperative

Front 3

Piaget

Back 3

sensorimotor, (symbolic representational25 of Thompson- but not a stage?)- this is p., pre-op, concrete operational, formal op

Front 4

Info processing theory

Back 4

children are active agents; promote process rather than gathering of info

Front 5

Vygotskian theory key words p 27

Back 5

cultural context, scaffolding, zone of proximal development,

Front 6

Soc Learning Theory p27

Back 6

active participant in environment and larger systems

Front 7

Central concepts to social learning theory p27

Back 7

attention, retention imitaion and reinforcement

Front 8

observational learning (from learning theory) p. 26:

Back 8

transmission of info resulting in change in behavior after modeling

Front 9

attachment theory p 28

Back 9

central role of parent child relationship

Front 10

from attachment theory what is the result of an insecure attachment

Back 10

inconsistent or dismissive responses

Front 11

Erikson (p29, 30)

Back 11

psychosocial development

Front 12

birth to a year

Back 12

trust vs
mistrust

Front 13

1-3 yrs

Back 13

autonomy vs doubt

Front 14

4-5 years

Back 14

initiative vs. Guilt

Front 15

6-12 years

Back 15

industry vs inferiority

Front 16

13-17 yrs - Erikson stage

Back 16

identity vs role confusion

Front 17

trust vs mistrust issues

Back 17

separation; unfamiliar routines and environment and people

Front 18

autonomy vs doubt issues

Back 18

reduced autonomy; lack of opportunities for self control; separation anxiety

Front 19

initiative vs guilt

Back 19

limitations on sense of control and independence; magical thinking and egocentric thought (results in misunderstanding and fear

Front 20

industry vs inferiority

Back 20

separation from nbormal activities associated with life; concrete literal though results in misunderstandings/reduced self esteem

Front 21

identity vs role confusion issues

Back 21

limitations related to privacy; peer rel, independent activity and decisions; concern with others and body image

Front 22

temperament theory

Back 22

organizing framework to describe individual characteristics of child observed in relation to specific characteristics of the environment

Front 23

Individual differences in temperament theory:

Back 23

genetic, adaptability, irritability, activity level, emotionality and fearfulness

Front 24

stress and coping theory (p 31)

Back 24

changing cog and beh efforst to manage specific external or internal demands that are beyond a persons appraised resources

Front 25

2 types of strategies according to stress and coping theory

Back 25

emotion based and problem based

Front 26

Systems theories (p. 31)

Back 26

interaction b/w child family and environment

Front 27

family systems theory has to do with...

Back 27

members, relationships, maintaining balance in face of change

Front 28

Family systems theory helps child life specialist to...

Back 28

observe the transactional nature of family responses to situational events and plan interventions to meet the unique needs of individual families.

Front 29

Ecological theory

Back 29

relations and transitions among microsystems (not just child but connections)

Front 30

According to ecological theory, it is the ______of and the_____ the environment that influence development.

Back 30

perceptions of and transactions with

Front 31

exosystem (p.33)

Back 31

systems separate from individual but have an effect on microsystem (parent's work, pharmacy)

Front 32

macrosystem

Back 32

greater social system of culture adn subcultures