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59 Cards in this Set
- Front
- Back
Physical changes during early childhood |
2.5 inches in height and 5-7 pounds a year |
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Brain changes |
density, not size, prefrontal cortex |
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myelination |
axons covered and insulated with fat cells |
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corpus callosum |
connects hemispheres, myelination in it |
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Which hemisphere has more growth? |
left hemisphere because of language development |
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Gross Motor Skills |
hopping, jumping, running (age 3). Same movements but more adventurous (age 4). Very adventurous (age 5). |
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Fine Motor Skills |
unprecise movements (age 3). more precise (age 4). hand eye coordination developing (age 5). |
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Leading cause of children's death in U.S. |
accidents, cancer, cardiovascular disease |
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Piaget's Preoperational Stage |
2-7 yrs, children begin to represent the world with words, images, and drawings. 1. Egocentrism 2. Magical Beliefs 3. Animism 4. Centration 5. Conservation 6. Do not perform operations (reversible) |
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Vygotsky's Sociocultural Theory |
social constructivist approach, emphasizes social constructs of learning, scaffolding, inner speech develops, zone of proximal development |
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Zone of Proximal Development |
tasks that are too difficult for the child to master alone but can be learned with assistance |
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Scaffolding |
changing the level of support |
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When does inner speech develop? |
Age 3-7 |
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Executive Attention |
planning actions, allocating attention on goals, detecting and correcting errors |
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Sustained Attention |
focused and extended engagement with an object, task, event, etc. |
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Salient |
stimuli that stand out |
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Planfulness |
systematically compare details across pictures |
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Berko and Language Development Study |
study to test children's understanding of morphological rules, made nonsense words plural |
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Morphological Rules |
units of measuring involved in word formation, plural and possessive forms |
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Phonological Awareness |
sounds system of language, how sounds are used and combined, vowel and consonant sounds |
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Pragmatics |
Appropriate use of language in different contexts, rules of conversation and politeness, talk about things that aren't here. |
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Semantics |
Meaning of words and sentences, vocal development |
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Montessori Approach |
children are given considerable freedom and spontaneity |
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Child-Centered Kindergarden |
emphasizes education of the whole child, organized around child's needs, interests, process of learning, hands on |
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Gender Identity |
Sense of being male or female, by age 3 |
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Gender Roles |
Sets of expectations for Males and Females, during preschool years children increasingly act in ways that match their culture's gender roles |
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Gender Constancy |
Understanding males or females are biological and cannot be changed (6 or 7 years) |
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Gender Typing |
process by which a child becomes aware of their gender |
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Social Cognitive Theory of Gender |
child's gender development occurs through observation and imitation of what others say or do, and through being rewarded and punished for gender-appropriate behavior |
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Psychoanalytic Theory of Gender |
stems from Freud, preschool child develops a sexual attraction to opposite-sex parent |
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Gender Schema Theory |
children learn about what if means to be M or F from the culture they live in. Children adjust their behavior to fit in with gender norms and expectations of their culture. |
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Sandra Bem |
encourage kids to be androgens to avoid viewing the world in terms of gender schemas. Let children choose their own toyes |
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Transgender Children |
gender identity, expression, or behavior does not typically follow their sex. As young as age 3 |
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Emotional Development Changes |
Develop self-conscious emotions, number of terms to describe emotions increases, ability to regulate emotions |
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Self-understanding |
the representation of self, early childhood uses materialistic characteristics to describe self, age 4 or five start to use psychological terms, usually unrealistically positive |
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Paiget's Approach to Moral Development |
1. Pre-moral: birth-4, no concern for rules 2. heteronomous morality: 4-7, view rules as unstable, ignore intension, consider consequences 3. Immanent justice: break a rule leads directly to punishment |
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Baumrind's Styles of Parenting |
Authoritative: high warmth, some control, high on autonomy granting Authoritarian: low on warmth, high on control, low on autonomy granting Indulgent: high on warmth, low on control, not many rules, low on autonomy because there is no punishment -democratic -rejecting (neglecting) |
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Physical Changes During Middle and Late Childhood |
Slow consistent growth before adolescence, proportional changes, baby fat decreases, children double their strength |
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Total Brain Volume Changes-Mid to late childhood |
Total brain volume stabilizes by the end of it but significant changes in various structures and regions of the brain continue to occur. Prefrontal Cortex |
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Males or Females overall growth-Mid to Late |
Females grow faster at this age |
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Gross Motor Skills in Mid-Late Child. |
hopping, jumping, running, throwing, kicking |
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Fine Motor Skills in Mid-Late Child. |
drawing, writing |
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Contributes to Obesity During Mid-Late |
large portion sizes, less recess and gym, school food, more "on-the-go" foods, advertising, low cost and convenience of fast foods, parents diet and genetics, lack of health education |
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ADHD and treatments |
inattention, hyperactivity, impulsivity Medication, behavior techniques |
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Autism Spectrum Disorder |
lack of interest in social relations, difficulties with communication, sensory overloads, repetitive behavior |
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Piaget's Concrete Operational Stage |
7-11 yrs, children can perform concrete operations and reason logically as long as reasoning can be applied to specific or concrete examples, capable of seriation and transitivity |
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Seriation |
concrete operation that involves ordering stimuli along a quantitative dimension (such as length) |
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Transitivity |
ability to logically combine relations to understand certain conclusions |
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Classification |
ability to divide items or concepts into subsets or to consider interrelationships |
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Short and Long Term Memory in Mid-Late |
Short term memory doesn't increase much after age 7. Long term memory increases |
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Metalinguistic Awareness |
Knowledge about language |
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Self Understanding Changes in Mid-Late |
Increasingly describe themselves with psychological characteristics, more likely to recognize social aspects of the self, increasing reference to social comparison |
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Difference between self-esteem and self-concept |
Self concept is a person's knowledge about oneself while self esteem is a persons attitude about oneself. |
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Positive and Negative Effects of High Self Esteem |
Have greater initiative, but that can produce positive or negative outcomes. Also prone to prosocial and antisocial actions. Also may have difficulty handling competition and criticism. |
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Self Efficiency |
belief that one can master a situation and produce favorable outcomes |
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Low and High Self Efficiency and Learning |
low may avoid many learning tasks, especially those that are challenging. High are more likely to expend effort and persist longer. |
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Self Regulation During Mid-Late |
Increased capacity for it, deliberate efforts to manage one's behavior, emotions, and thoughts. Due to developmental changes in prefrontal cortex |
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Emotional Development Mid-Late |
developmental changes and better coping with stress |
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Kohlberg's Stages of Preconventional Learning (6) |
1. Heternonomous morality 2. Individualism, instrumental purpose, and exchange 3. Mutual Interpersonal expectations, relationships, and interpersonal conformity 4. Social systems morality 5. Social contract or utility and individual rights 6. Universal ethical principles |