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NUR 110 Exam 1
Lifespan and Development
| Term | Definition |
|---|---|
| Development | the pattern of movement or change that begins at conception and continues through the human lifespan; involves growth, maintenance, and regulation of loss |
| Traditional approach | emphasizes extensive change from birth to adolescence, little to no change in adulthood, and a decline in old age |
| Lifespan approach | emphasizes developmental change throughout childhood and adulthood |
| Lifespan | based on oldest age documented (122 years old) |
| Life expectancy | average number of years that a person can expect to live (79 years old) |
| Development | co-construction of biology, culture, and the individual (brain shapes culture/no age period dominates development); lifelong, multidimensional (biological, cognitive, socioemotional), multidirectional, plastic, multidisciplinary, and contextual |
| Contemporary concerns | health and well-being (developmental stages), parenting and education (parents working, homeschooling/standardized education), sociocultural contexts/diversity (culture, ethnicity, socioeconomic status, gender), social policy (poverty) |
| Nature of development: Socioemotional | changes in relationships with other people, changes in emotions, and changes in personality |
| Conceptions of age: Chronological age | number of years alive |
| Conceptions of age: Biological age | age in terms of one's health |
| Conceptions of age: Psychological age (mental age) | adaptive capacities compared to others of the same age (how we deal/don't deal with stress) |
| Conceptions of age: Social age | connectedness with others (social networks to communicate), social roles, better social relationships (live longer) |
| Nature of development: Biological | changes in an individual's physical nature (genes inherited, changes in brain or height/weight/motor skills/nutrition/exercise/hormones) |
| Nature of development: Cognitive | changes in thought process, intelligence, and language |
| Developmental issues: Stability and Change | stability: the degree to which early traits/characteristics persist change: the degree to which early traits/characteristics change as you persist |
| Developmental issues: Continuity and Discontinuity | whether developmental is gradual or if it discontinues/stops through the different stages |
| 5 Theoretical Orientations to Development | psychoanalytic, cognitive, behavioral/social cognitive, ethological, ecological |
| Developmental issues: Nature vs. Nurture | nature: biological inheritance (what you're born with) nurture: environmental influences (where you grew up/resources), what is available to everyone (medical care/medication/insurance/education), who you surround yourself with (home life/culture) |
| 5 Theoretical Orientations to Development | psychoanalytic (emphasize unconscious/emotion), cognitive (emphasize conscious thoughts), behavioral/social cognitive (behavior learned through experience/emphasizes continuity in development), ethological (behavior influenced by biology), ecological |
| Developmental period | time frame in person's life characterized by certain features |
| Prenatal period | time from conception to birth; tremendous growth; 9 month span |
| Infancy | developmental period from birth to 18-24 months; extreme dependence on adults |
| Freud's Theory | as children grow up, their focus of pleasure and sexual impulses shifts from the mouth to anus to genitals |
| Psychosexual development | oral - pleasure = mouth (birth-1.5) anal - pleasure = anus (1.5-3) phallic - pleasure = genitals (3-6) latency - represses sexual interest, develops social/intellectual skills (6-puberty) genital - time of sexual reawakening, pleasure from outsider |
| Erikson's Psychosocial Theory | 8 stages of development unfold through life; at each stage a unique developmental task confronts individuals with a crisis that must be resolved (successfully resolved = healthier development) children able to identify themselves/understand others |
| Erikson - Trust vs. Mistrust | infancy (1); trust sets the stage for a lifelong expectation that the world will be a good and pleasant place to live |
| Erikson - Autonomy vs. Shame/Doubt | late infancy/toddlerhood (1-3); after gaining trust in caregivers, begin to discover behavior is their own; assert sense of independence/realize will; develop sense of shame/doubt if restrained too much/punished harshly |
| Erikson - Initiative vs. Guilt | preschool years (3-5); encounter widening social world and face new challenges that require active, purposeful, responsible behavior; guilt arises if child is irresponsible and made to feel anxious |
| Erikson - Industry vs. Inferiority | elementary school years (6-puberty); need to direct energy toward mastering knowledge and intellectual skills; may feel incompetent and unproductive |
| Erikson - Identity vs. Identity Confusion | adolescent years (10-20); face finding out who they are/what they're about/where they're going in life; explore roles in healthy manner and arrive at positive path to follow (if not - identity confusion) |
| Erikson - Intimacy vs. Isolation | early adulthood (20-30); face developmental task of forming intimate relationships (if not - isolation results) |
| Erikson - Generativity vs. Stagnation | middle adulthood (40-50); a concern for helping the younger generation to develop and lead useful lives (doing nothing - stagnation) |
| Erikson - Integrity vs. Despair | late adulthood (60s-on); reflect on past; if life well spent then integrity achieved; if not retrospective glances yield doubt/gloom/despair |
| Piaget's Cognitive Developmental Theory | children go through 4 stages of development as they actively construct their understanding of the world; organization and adaptation; go through 4 stages in understanding the world (each age-related state consists of a distinct way of thinking) |
| Piaget - Sensorimotor Stage | birth-2; infants construct an understanding of the world by coordinating sensory experiences (seeing/hearing) with physical motoric actions |
| Piaget - Preoperational Stage | 2-7; go beyond connecting sensory information with physical action; represent world with words/images/drawings; unable to perform operations (internalized mental actions that allow children to do mentally what they previously could only do physically) |
| Piaget - Concrete Operational Stage | 7-11; perform operations that involve objects and can reason logically when reasoning can be applied to specific/concrete examples |
| Piaget - Formal Operational Stage | 11-15 and continues through adulthood; move beyond concrete experiences and think in abstract and more logical terms; develop images or more ideal circumstances; entertain possibilities for the future and are fascinated with what they can become |
| Vygotsky's Sociocultural Cognitive Theory | emphasizes how culture and social interaction guide cognitive development; learn to use inventions of society (language/mathematics/memory strategies); social interaction with more skilled adults/peers indispensable in learning to use tools (adaptation) |
| Skinner's Operant Conditioning | consequences of behavior produce changes in probability of behavior's occurrence; behavior rewarded more likely to recur; behavior punished less likely to recur; pattern of behavioral changes brought about by rewards/punishment |
| Bandura's Social Cognitive Theory | behavior, environment, and person (sense of being in control)/cognition (forethought) are key factors in development; observational learning (imitation/modeling); cognitively represent the behavior of others and may adopt this behavior themselves |
| Brofenbrenner's Ecological Theory | development reflects the influence of several environmental systems (microsystem, mesosystem, exosystem, macrosystem, and chronosystem) |
| Brofenbrenner - Microsystem | setting where individual lives (family/peers/school/neighborhood); most direct interactions with social agents take place |
| Brofenbrenner - Mesosystem | relations between microsystems/connections between contexts (family experiences vs. school experiences) |
| Brofenbrenner - Exosystem | links between individual's immediate context and a social setting in which the individual doesn't play an active role (experience at home influenced by mother's experiences at work) |
| Brofenbrenner - Macrosystem | culture in which individuals live (behavior patterns, beliefs, products of a group of people passed on) |
| Brofenbrenner - Chronosystem | patterning of environmental events and transitions over the life course as well as sociohistorical circumstances (divorce) |
| Kohlberg's Cognitive Developmental Theory | 3 levels of moral development; morality becomes more mature (judgments of behaviors go beyond superficial reasons) |
| Kohlberg - Preconventional Reasoning | lowest level; moral reasoning is strongly influenced by external punishment or reward (what's in it for them); children respect power of adults; effort made to secure benefit for themself |
| Kohlberg - Conventional Reasoning | intermediate level; individuals develop expectations about social roles; secure approval/maintain friendly relations; for a nation/community to work effectively they need to be protected by laws that everyone follows (social order) |
| Kohlberg - Postconventional Reasoning | highest level; conventional considerations judged against moral concerns such as liberty/justice/equality with the idea that morality can improve the laws, fix them, and guide conventional institutions in the direction of a better world; mutual benefit |
| Methods for Collecting Data | observation: lab-controlled setting, everyday world-naturalistic and no manipulation surveys/interview: questions used to obtain opinions/beliefs about topic standardized test: uniform procedures for admin/scoring, can compare to others |
| Methods for Collecting Data | case study: in-depth look at single individual, provides info about one's experiences physiological measures: hormone levels monitored, neuroimaging (fMRI, EEG), HR, eye movement, gene assessment |
| Types of Research - Descriptive | observes and records behavior |
| Types of Research - Correlational | describes the strength of the relationship between 2+ events/characteristics (more strongly events are correlated, more effectively we can predict one from the other); correlation coefficient = +1.00 or -1.00 (higher coefficient, stronger the association) |
| Types of Research - Experimental | carefully regulated procedure; 1+ factors believed to influence behavior being studied are manipulated while all other factors are held constant; if behavior changes it's due to manipulated factor (cause-effect) |
| Types of Research - Experimental | IV: manipulated factor DV: factor changes as a result experimental group: experience is manipulated control group: comparison group that resembles group and is treated the same but not manipulated random assignment: assigned to groups by chance |
| Types of Research - Cross-Sectional | simultaneously compares individuals of different ages |
| Types of Research - Longitudinal | same individuals studied over a period of time (several years or more) |
| Types of Research - Cohort Effects | differences due to time of birth, era, or generation but not to actual age |
| Ethnic gloss | involves using an ethnic label such as African American/Latinx in a superficial way that portrays an ethnic group as being more homogenous than it really is; refer to ethnocultural groups in an overgeneralized way that ignores their unique characteristics |
| Ethical Research | informed consent: all participants must know what their research participation will involve/what risks might develop; have right to withdraw confidentiality: researchers must keep data gathered confidential and anonymous when possible |
| Ethical Research | debriefing: after study participants should be informed of its purpose and methods used deception: may deceive participants about details of study but must ensure that deception will not cause harm and participants will be debriefed ASAP after |
| Ethical Research and Bias | minimize gender bias (conclusions drawn about women because of way men acted) or cultural/ethnic bias (excluding minority groups) research groups should vary in gender/racial groups |
| Chromosomal abnormalities - Down Syndrome | extra chromosome causes mild to severe retardation and physical abnormalities treatment: surgery, early intervention, infant stimulation, special learning programs |
| Chromosomal abnormalities - Klinefelter Syndrome (XXY) | an extra X chromosome causes physical abnormalities treatment: hormone therapy |
| Chromosomal abnormalities - Fragile X Syndrome | an abnormality in the X chromosome can cause mental retardation, learning disabilities, or short attention span treatment: special education, speech/language therapy |
| Chromosomal abnormalities - Turner Syndrome (XO) | women may be infertile; missing X chromosome in females can cause mental retardation, sexual underdevelopment, and a webbed neck treatment: hormone therapy |
| Chromosomal abnormalities - XYY Syndrome | males can become more violent/aggressive; an extra Y chromosome can cause above average height no treatment |
| Prenatal diagnostic testing - Ultrasound Sonography | starts 7 weeks; noninvasive prenatal medical procedure where high-frequency sound waves are directed into pregnant woman's abdomen transforming into visual representation of fetus's inner structures detects structural abnormalities, sex, multiple babies |
| Prenatal diagnostic testing - Fetal MRI | uses powerful magnet/radio waves to generate detailed images of the body's organs/structures; used to obtain clearer image can detect fetal malformations |
| Prenatal diagnostic testing - Chorionic Villus Sampling | 10-12th week; tiny tissue sample from placenta removed and analyzed can detect genetic defects/chromosomal abnormalities |
| Prenatal diagnostic testing - Amniocentesis | 15-18th week; sample of amniotic fluid withdrawn by syringe and tested for chromosomal or metabolic disorders |
| Prenatal diagnostic testing - Maternal Blood Screening | 16-18th week; identifies pregnancies that have an elevated risk for birth defects (spina bifida/Down Syndrome/congenital heart disease risk); triple screen noninvasive testing detects genetic abnormalities using cell-free DNA in blood |
| Prenatal diagnostic testing - Fetal Sex Determination | noninvasive diagnosis of plasma able to determine baby's sex at 4.5 weeks |
| Prenatal development - Germinal Period | first 2 weeks after conception; creation of fertilized egg/zygote, cell division, attachment of zygote to uterine wall; rapid cell division (1 week - differentiation begins) implantation: attachment of zygote to uterine wall (10-14 days after conception) |
| Prenatal development - Embryonic Period | 2-8 weeks after conception; rate of cell differentiation intensifies, support systems for cells form (amnion/umbilical cord/placenta), organs appear; mass of cells = embryo organogenesis: process of organ formation during first 2 months of development |
| Prenatal development - Fetal Period | 2 months-birth; growth and development continue; 3 months can feel fetal movement; 5 months baby prefers specific position; 6 months fetus becomes viable outside womb; last couple months baby develops fatty tissues/organs start functioning at good pace |
| Prenatal development - Brain | 100 billion neurons at birth; neural tube fails to close; folic acid prescribed (prevents neural tube defects) anencephaly: brain/skull/part of head/brain fails to grow; dies in utero/during birth/shortly after spina bifida: varying degrees of paralysis |
| Prenatal development - Brain | when neural tube closes: neurogenesis: generation of new neurons neuronal migration: cells move outward from their point of origin to appropriate locations (6-24 weeks after conception) |
| Stages of birth - Stage 1 | average 6-12 hours; uterine contractions 15-20 mins apart and last up to a minute; water has broken |
| Stages of birth - Stage 2 | begins when baby's head starts to move through the cervix and birth canal and ends when the baby completely emerges from mother's body |
| Stages of birth - Stage 3 | afterbirth - umbilical cord, placenta, and other membranes are detached and expelled (important to make sure everything is out to avoid infections) |
| Childbirth settings | 99% in hospitals 8% attended by midwife doulas provide continuous physical, emotional, and educational for mothers before, during, and after childbirth home births, water births |
| Methods of childbirth - Medications | analgesia (narcotics - Demerol) anesthesia (epidural block) oxytocin (synthetic hormones used to stimulate contractions) |
| Methods of childbirth - Natural childbirth | nothing used at all |
| Methods of childbirth - Prepared childbirth | childbirth classes (Lamaze - learn pain management, breathing techniques) |
| Methods of childbirth - Water birth | giving birth in tub of warm water |
| Methods of childbirth - Massage/Music therapy | massage reduces pain during labor |
| Methods of childbirth - Acupuncture | reduces pain by inserting very fine needles into specific locations in the body |
| Methods of childbirth - Hypnosis | |
| Methods of childbirth - Cesarean delivery (C-section) | happens if baby in breech position VBAC - vaginal birth after C-section (can have baby vaginally after having one via C-section) depends on mom's health and if there were complications |
| Newborn assessment | measuring neonatal health and responsiveness Apgar scale: assessed at 1 min and 5 mins after birth; score of 0, 1, or 2 given for HR, body color, muscle tone, respiratory effort, and reflex irritability; 10 = highest; 3/less = emergency, 7-10 ideal |
| Apgar Scale | HR: 0 = absent, 1 = slow, 2 = fast Respiratory: 0 = no breathing, 1 = irregular/slow, 2 = good breathing with normal crying Muscle tone: 0 = limp/flaccid, 1 = weak/inactive/some flexion, 2 = strong/active/motion |
| Apgar Scale | Body color: 0 = blue/pale, 1 = body pink but extremities not, 2 = entire body pink Reflex: 0 = no response, 1 = grimace, 2 = coughing/sneezing/crying |
| Brazelton Neonatal Behavioral Assessment Scale (NBAS) | assesses newborn's neurological development, reflexes, and reactions to people/objects |
| Neonatal Intensive Care Unit Network Neurobehavioral Scale (NNNS) | assess newborn's behavior, neurological and stress responses, and regulatory capacities |
| Preterm and Small for Date Infants | low birth weight infants weigh <5.5 lbs at birth preterm infants born 3+ weeks before full term kangaroo care/massage therapy: treatment that involves skin to skin contact (recommended 2-3 hrs a day) bonding: forms connection; first days crucial |
| Postpartum assessment and concerns | BUBBLE: examine breasts, make sure uterus isn't boggy (firm), empty bladder, bowel movements (prescribe proper meds), lochia (discharge; ensure drains; give pads), episiotomy (assess stitches/vaginal tear and spray to clean) emotional fluctuations common |
| Homan's sign | assessment used to make sure patient doesn't develop a DVT (blood clot); check calves/limbs |
| Postpartum depression | sadness, anxiety, and despair that lasts for 2+ months treatments: antidepressants, psychotherapy, exercise support by fathers lowers postpartum depression |
| Prenatal care | screening for manageable conditions/treatable diseases educational, social, nutritional services Centering pregnancy (group of 10 people with obstetrician to share resources/info) home visitation (well baby check up) |
| Gene-linked abnormalities - Cystic Fibrosis | glandular disfunction that interferes with mucus production, breathing and digestion are hampered, shortened lifespan treatment: oxygen/physical therapy, synthetic enzymes, antibiotics |
| Gene-linked abnormalities - Diabetes | body doesn't produce enough insulin treatment: insulin |
| Gene-linked abnormalities - Hemophilia | delayed blood clotting causes internal and external bleeding treatment: blood transfusions/injections |
| Gene-linked abnormalities - Huntington disease | CNS deteriorates producing problems in muscle coordination and mental deterioration no treatment |
| Gene-linked abnormalities - Phenylketonuria | metabolic disorder that causes mental retardation treatment: special diet |
| Gene-linked abnormalities - Sickle-Cell Anemia | blood disorder that limits body's oxygen supply; causes joint swelling as well as heart and kidney failure treatment: penicillin, pain meds, antibiotics, blood transfusions |
| Gene-linked abnormalities - Spina Bifida | neural tube disorder that causes brain/spine abnormalities treatment: corrective surgery at birth, orthopedic devices, physical/medical therapy |
| Gene-linked abnormalities - Tay-Sachs Disease | deceleration of mental and physical development caused by an accumulation of lipids in the NS treatment: medication, special diet |
| Genetic principles | dominant-recessive genes principle sex-linked genes genetic imprinting (expression of gene different if mother/father passed it on) polygenic inheritance (characteristics are from interaction of many different genes) |
| Infancy - Patterns of growth | cephalocaudal pattern: sequence in which the earliest growth always occurs from the top down; grow fastest first 2 years proximodistal pattern: sequence in which growth starts in the center of the body and moves out toward extremities |
| Infancy - Patterns of growth | average newborn is 20 in long (btw 18-22 in) and 7.5 lbs (btw 5.5-10 lbs) at 2 infants weigh 26-32 lbs and are half their adult height |
| The brain | extensive brain development after birth/through infancy head should be protected (Shaken Baby Syndrome - brain swelling/hemorrhaging from child abuse trauma) want to stimulate brain repeated experience wires/rewires the brain brain flexible/resilient |
| Sleep | typical newborn sleeps 16-17 hours a day vary in preferred times common problem = night waking (excessive parental involvement in sleep related interactions) |
| REM sleep | eyes flutter beneath closes eyelids (soothes baby, decreases by 3 months) sleep cycle begins with REM sleep; may provide added self-stimulation; promotes brain development |
| Shared sleeping | varies in cultures; American Academy of Peds discourages potential benefits: promotes breastfeeding and quicker response to crying, allows mothers to detect dangerous breathing pauses |
| SIDS | infant stops breathing and dies without apparent cause; highest cause of infant death (2-4 months) should lie baby on back NOT abdomen; clear crib decreases overheating, increases air flow and development |
| Nutrition | 50 cal per day for each lb they weigh; fruits/veggies by end of 1st year; poor dietary patterns = obesity (breastfeeding reduces risk) |
| Malnutrition | early weaning Marasmus: severe protein-calorie deficiency resulting in wasting away of body tissues Kwashiorkor: severe protein deficiency that causes abdomen/feet to swell with water WICK helps moms get supplies for babies/kids |
| Breastfeeding vs. Bottle Feeding | breastfeed solely first 6 months benefits: GI, decrease respiratory infections/allergies/asthma, strengthens immune system, less likely to get type I Diabetes as child/type II as adult, fit cardiovascular system |
| Reflexes | built-in reactions to stimuli (autonomic) grasp (2-5 months, close fist around finger on palm), babinski (2, curl toes when sole is touched), rooting (3-4 months, turn head for nipple when face touched) |
| Gross motor skills (6 months) | large muscle activities, positively connected with communication skills development of posture learning to walk (by 1st bday) locomotion/postural control closely linked milestones reached depend on caregiver support |
| Gross motor skills (2 years) | more skilled/mobile, 13-18 months can pull toy/climb stairs, 18-24 months can walk quickly/balance on feet/walk backward/stand/kick ball |
| Fine motor skills (1 year) | pincer grasp (grabbing utensil to eat) sensory/perceptual development (takes year to see, clearer and colored) hearing: learn sounds by last 2 months of pregnancy (recognize mother's voice at birth), 3 months perception improves, 6 months localize sound |
| Fine motor skills (1 year) | touch/pain: respond to touch and feel pain (circumcision) smell: differentiate odors by 6 days taste: sensitivity to taste present before birth, 2 hours after make different facial expressions when tasting things (sweet/bitter/sour) |
| Reflexes | babkin (3-4 months, responds to pressure in both palms by closing eyes/opening mouth), sucking (before/after birth, sucks when object placed in mouth), stepping (2 months, when arms held and feet touch solid surface begin to step/dance) |
| Reflexes | moro/startle (5-6 months, react to sudden noise/movement by arching back and waving limbs), tonic/neck (5-7 months, responds to neck/back being touched by bending one arm and pointing the other) |
| Object permanence | object still exists even when it's not directly in front of us |
| Conditioning | classical/operant conditioning (learn to behave a certain way to receive a reward - money for good grades) information retention (long-term memory easily retrieved) |
| Attention | focusing mental resources selective: 1 thing at a time divided: split attention/concentrate on 1+ activity sustained: focused attention (on object/person), length increases with age (3 months = 5-10 sec) executive: planning goals, self-reflection |
| Language development | form of communication (spoken/written/signed); consists of words used by community and rules for varying/combining them infinite generativity: ability to produce endless number of meaningful sentences using finite set of words/rules |
| Language development in Infants | birth - crying 2-4 months - cooing begins 5 months - understand first word 6 months - babbling begins 7-11 months - language specific listener 8-12 months - use gestures, comprehension appears |
| Language development in Infants | 13 months - first word spoken 18 months - vocab spurt 18-24 months - uses 2 word utterances, rapid extension of understanding |
| Emotional development | feeling/affect that occurs when person is in state/interaction important to them (well-being) brain regions play role relationships and culture provide diversity in emotional experiences |
| Crying | crying = important mechanism newborns have basic cry: rhythmic pattern, stops (hungry/diaper change) anger cry: toy taken away, not what they want, loud noise, no sleep, taken from parents pain cry: high, loud, intense |
| Smiling | reflexive smile: no external stimuli involved social smile: involves external stimuli, occurs 4-6 weeks |
| Separation protest | crying when caregiver leaves; due to anxiety about being separated; peaks at 15 months; cultural variations |
| Trust | developing sense of self, 18 months separation anxiety/protest physical comfort and sensitive care key to building trust |
| Social orientation/understanding | face-face play, locomotion, intention/goal-directed behavior, joint attention/gaze following, social referencing (reading emotional cues), social sophistication/insight (reflected in perception of other's actions) |
| Attachment and development | close emotional bond Freud - provides oral satisfaction Harlow - contact comfort preferred Erikson - trust arises from physical comfort/sensitive care Bowlby - 4 phases of attachment social contexts: family (caregiving/childcare) |
| Physical changes (boys/girls) | girls - more fatty tissue boys - more muscle mass |
| Growth stunted by | genetic influences, prenatal hazards, early puberty, growth hormone deficiencies, medical conditions |
| Gross motor skills | age 3: simple movements, clumsy age 4: more adventurous, improved fine coordination age 5: more risky/dangerous, improved body coordination |
| Sleep | total needed = 10-13 hours narcolepsy, insomnia, nightmares interactions with parents increase sleep duration (bedtime stories) |
| Nutrition/Exercise | obesity: raises risk of medical and psychological problems malnutrition: iron deficiency 3-4 year olds should spend at least 3 hours a day exercising |
| Illness/Death | MVAs, cancer, cardiovascular disease, flu/pneumonia, septicemia, lower respiratory diseases, firearms, exposure to parental smoking, lead poisoning, inadequate medical care |
| Emotional development | emotional coaching: monitor child's emotions, address negative emotions and teach how to deal with them, promote positive emotions, learn to express in healthy way emotional dismissing: ignoring/denying child's negative emotions, can't regulate emotions |
| Vygotsky Zone of Proximal Development | assistance from adults for difficult tasks for children, can't do tasks alone, need help, grows cognitive skills private speech: self-regulation, talking to self (3-7 guides them in interactions) use in teaching |
| Gender Schema Theory/Gender Role Classification | learning rules of gender/appearance through culture gender stereotypes begins around 1-2 when they can pick gender |
| Social Cognitive Theory | development influenced by social/environmental interaction (observation/imitation/modeling/reward-punishment) children mimic behavior |
| Moral Development | changes in thoughts/feelings heteronomous morality: 4-7, already know reaction, think immediate punishment transition phase: 10+, aware of changes but not knowing all changes autonomous morality: learn rules created by others and learn to adapt |
| Preoperational Stage | represent world with words/images/drawings symbolic function substage (2-4): mentally represent object not there egocentrism and animism |
| Information processing | accuracy in children's long-term memory |
| Child's Theory of Mind | awareness of one's own mental process and that of others 18 months-3: understand perceptions/desires/emotions 3-5: understand false beliefs 5-9: appreciation of the mind 7+: understand beliefs/thoughts of others |
| Gender | gender identity: sense of being male/female gender roles: sets of expectations that prescribe how males/females should think/act/feel gender typing: acquisition of traditional masculine/feminine role |
| Styles of parenting - Authoritarian | very controlling; strict rules; children become obedient to please parents and avoid punishment; learn unhealthy behaviors (emotions suppressed) low self-esteem, poor social skills, mild achievement in school |
| Styles of parenting - Permissive | loving but no control; fulfill all child's wishes (indulgent); very involved but no punishment (kid has total freedom); unhealthy behaviors high self-esteem, impulsive, irregular emotions, trouble keeping friends, low interest in school |
| Styles of parenting - Authoritative | firm but loving (supportive); encourages/promotes independence; respects child's needs but provide structure (boundaries), appropriate behavior high self-esteem/assertive, regulate emotions, socially responsible, high achievement in school |
| Styles of parenting - Neglectful | ignore children (not present); children feel alone; full freedom but no attention; develop lack of trust low self-esteem, hate self/others, hide emotions or avoid feelings, withdrawn socially, perform poorly in school |
| Physical abuse | any inflicted injury if occurs first 5 years likely will be in special education |
| Sexual abuse | fondling or any touch/intercourse/sotomy 7% sexually abused |
| Child neglect | failure to provide child with basic needs (food, shelter, sanitation, clothing) |
| Emotional abuse | verbal/mental/psychological abuse increased incidence of PTSD someone constantly yelling at you/calling you names/putting you down medical abuse |
| Parental influences/relationships | influence through how they manage child's life, interactions with child, and opportunities they provide religion practiced, eating habits, exercise habits, hours of sleep |
| Peer-peer influences | type of peer interacted with, situation/location where they interact, culture lived in peer pressure (model behavior of others to reproduce those actions) friends, play functions, types of play (sensorimotor/practice play, pretense symbolic play), games |
| Early childhood education | Developmentally Appropriate Practice (DAP): having knowledge about each child and how they develop within particular age Head Start: federally qualified/funded program geared towards low socioeconomic status families/impoverished families; preschoolers |
| Early childhood education | Children Centered Kindergarten: emphasizes education of whole child; focuses on physical, cognitive, and social-emotional development Montessori approach: promotes teacher being facilitator; students more engaged in class, freedom/spontaneity |
| Learning disabilities | dyslexia: mixing up letters, impaired reading/writing dysgraphia: difficulty in handwriting, write slower dyscalculia: difficulty in math computation |
| ADHD | inattention, hyperactivity, impulsivity can be misdiagnosed based on other factors (home life) or cultural differences therapy/medications |
| Autism Spectrum Disorders | Autism: verbal/nonverbal, brain disorder/dysfunction; depends on functioning level (impaired social interactions/repetitive behaviors) Asperger's: high functioning, socially awkward (isolate) |
| Individuals with Disabilities Education Act (IEP) | individualized plan for child who has a disability (strategies used to help child and how they will assess) |
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