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Human Growth
Exam #2
| Question | Answer |
|---|---|
| What happens to children's appetite between ages 2 and 6? | Appetite decreases between ages 2 and 6 because young children naturally grow more slowly than they did as infants. |
| Why should children go to the dentist before they get permanent teeth? | |
| % of adult brain's weight at age 2 | 75% |
| Corpus callosum | grows and myelinates rapidly during early childhood. and facilitates communication between the two brain hemispheres. |
| Why is myelination important? | A gradual increase in myelination makes 5-year-olds much quicker at thinking than 3-year-olds, who are quicker than toddlers. |
| ADHD-brain abnormalities | Imbalance between the left and right sides of the prefrontal cortex and abnormal growth of the corpus callosum seem to underlie ADHD |
| Piaget's 2nd stage | Preoperational thought: the child's verbal ability permits symbolic thinking. |
| Centration | Characteristic of preoperational thought, whereby a young child focuses (centers) on one idea, excluding all others |
| Focus on appearance | Characteristic of preoperational thought, whereby a young child ignores all attributes that are not apparent |
| 3 year olds and impulse control | Impulsiveness and perseveration are opposite manifestations of the same underlying cause: immaturity of the prefrontal cortex. No young child is perfect at regulating attention; impulsivity and perseveration are evident. |
| Logical Extension | Closely related to fast-mapping. Occurs when children use a word to describe other objects in the same category |
| Longitudinal research comparing children who did and did not attend an intensive early intervention program | Providing direct cognitive training, with specific instruction in various school-readiness skills, was useful. -Reduced need for later developmental services -Increased adult employment -More tax revenues -Reduced crime |
| Erickson's 3rd stage | Initiative versus guilt: Children undertake new skills and activities and feel guilty when they do not succeed at them. |
| Main psychosocial accomplishment between 2 and 6 | Emotional regulation (effortful control): Ability to control when and how emotions are expressed |
| Who do young children play best with? | Their peers |
| What area of the brain is rough and tumble play associated with? | May positively affect prefrontal cortex development. |
| Sociodramatic Play | Allows children to act out various roles and themes in stories that they create. |
| Authoritarian parenting | High behavioral standards, strict punishment, and little communication. conscientious, obedient, and quiet but no happy.Feel guilty or depressed and blame themselves when things do not go well. Rebel as adolescents and leave home before age 20 |
| Permissive parenting | High nurturance and communication but little discipline, guidance, or control unhappy and lack self-control. inadequate emotional regulation. immature and lack friendships. Continue to live at home, still dependent, in early adulthood |
| Authoritative parenting | Parents set limits and enforce rules but are flexible and listen to their children. Be successful, articulate, happy with themselves, and generous with others. Be well-liked by teachers and peers. |
| Neglectful/uninvolved parenting | Parents are indifferent toward their children and unaware of what is going on in their children's lives. Be immature, sad, and lonely. Be at lifelong risks of injury and abuse. |
| Empathy | Understanding emotions and concerns of another person, especially when they differ from one's own |
| Research findings of children who were physically punished | increases obedience temporarily, but increases the possibility of later aggression. |
| Time-out | Disciplinary technique in which a child is separated from other people and activities for a specified time |
| Harm reduction | Reducing the potential negative consequences of behavior |
| Foster care | When a child is removed from home and entrusted to another adults |
| Why has obesity increased? | Many 6- to 11-year-olds eat too much, exercise too little, and become overweight or obese as a result. |
| Pester Power | the ability of children to nag adults, especially to influence their parents to make certain purchases. |
| Factors that contribute to the development of asthma | sensitivity to allergens, early respiratory infections, and compromised lung function increases wheezing and shortness of breath, making asthma more likely |
| Concrete operational thought | Piaget's term for the ability to reason logically about direct experiences and perceptions. |
| What children need to develop skills and knowledge | Their families, Preschool programs, First grade |
| Selective Attention | focusing on a particular object for a period of time while simultaneously ignoring irrelevant information that is also occurring. |
| Immersion | A strategy in which instruction in all school subjects occurs in the second (usually the majority) language that a child is learning |
| Signs of ASD | poor social understanding, impaired language, and unusual patterns of play |
| ADHD | person is inattentive, impulsive, and overactive and has great difficulty concentrating for more than a few moments |
| Self-concept | Ideas about self that include intelligence, personality, abilities, gender, and ethnic background |
| Industry versus inferiority | tension between productivity and incompetence |
| Resilience | Capacity to adapt well to significant adversity and to overcome serious stress |
| Family function | The way a family works to meet the needs of its members. Function is more important than structure, but harder to measure. |
| Aggressive-rejected children | Disliked by peers because of antagonistic, confrontational behavior |
| Withdrawn-rejected children | Disliked by peers because of their timid, withdrawn, and anxious behavior |
Created by:
bianca573avila
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