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PSYCh 150 Chapter 6
| Question | Answer |
|---|---|
| Body Growth And Change | % of increase in height & weight decreases within each year - girls -smaller & lighter than boys - both slim down as trunks lengthen - body fat declines slowly & steady girl - more fatty tissue , boy-more muscle heredity & environmental involved |
| Development of the Brain | - growth slows down during early childhood - 95 % of adult volume by 6 yrs - rapid, distinct brain growth spurts , <<frontal lobes - increase myelination and synaptic growth, # & size of dendrites - poverty and parenting quality affect development |
| Physical Development - Gross Motor Skills | - at 3 yrs of age, children enjoy simple movements hopping jumping and running back and forth - 4 yrs, children become more adventurous and even more at 5 yrs |
| Physical Development- Fine Motor Skills | - 4 years, fine motor coordination has improved substantially and become more precise, and more by 5 ( hand, arm, boy all move together under better command of the eye) |
| Physical Development- Sleep | WHO- world health organization - 3-4 yrs old should have 10-13 hours of good quality sleep and wake times |
| Physical development- exercise | WHO- 3-4 yrs old engage in 3 hours of physical activity prt day, 60 mins should be of moderate to vigorous intensity |
| Preoperational stage 2-7 years old | - represent world using words, images & drawings -DO NOT perform operations - symbolic thought goes beyond simple connections of sensory info and physical action - stable concepts, mental reasoning, egocentrism (cant differentiate between perspectives |
| Symbolic Function Substage (2-4yrs old) | -ability to mentally represent objects that are not present, & to picture, remember, & understand them. egocentrism (3 mountains task) ( cant distinguish between their perspective & others) animism- belief that inanimate objects have lifelike qualities |
| Intuitive Thought Substage (4-7 yrs old) | - begin to use primitive reasoning and want to know the answers to all sorts of questions "why" sure about their knowledge, unsure about how they know it |
| Limitations of Preoperational Thought- CENTRATION | the tendency to focus on one aspect of a situation or object while ignoring other relevant aspects. -A child might focus on the height of a container holding liquid, and conclude that a taller container holds more liquid. |
| Limitations of Preoperational Thought-Lack of Conservation | they can't tell that just because something looks different, it doesn't mean the actual quantity has changed; - ex. a child doesn't understand that something like the amount of liquid stays the same even if it's poured into a different shaped container |
| Vygotsky’s Theory of Cognitive Development | nurture- children develop their ways of thinking and understanding primarily through social interaction - cognitive development depends on tools given by society and minds shaped by cultural context - culture pass cognitive tools |
| Vygotsky - The Zone of Proximal Development (ZPD) | The gap between what a child can do independently and what they can do with help lower limit=level achieved by working independently upper limit= material they cant learn yet even wit assistance middle= can do w assistance |
| Vygotsky - Scaffolding | changing level of support - teachers adjust the level of support depending on the child current performance dialogue- important tool- childs concepts become mroe systematic, logical and rational |
| Vygotsky - Language and Thought | Private speech -for self-regulation—to plan, guide, &z monitor their behavior...more socially competent than those who don’t. As children age, can act without verbalizing, & self-talk becomes internalized into inner speech. |
| Information Processing attention -Advances in Executive attention | a good predictor of self-regulation, involves: action planning, allocating attention to goals, error detection and compensation, monitoring progress on tasks; & dealing with novel or difficult circumstances. |
| Salient versus relevant dimensions | more likely to pay attention to stimuli that stand out |
| Planfulness | when comparing, not examining all of the details before making a judgment |
| Information processing – Memory | improves considerably after infancy short term- increases during childhood long-term- (autobiographical) memory of significant events & experiences in ones life ( start at preschool yrs) |
| Information Processing – Executive Function | consists of higher-level cognitive processes linked to the development of the brain’s prefrontal cortex. advances in _ cognitive inhibition; cognitive flexibility; goal setting; and delay of gratification |
| INFORMATION PROCESSING- THEORY OF MIND Awareness of one’s own mental processes and the mental processes of others | 18 mon-3yrs understand perceptions, emotions, desires 3-5 understand false beliefs 5-7 see mind as constructor of knowledge & realize theres multiple interpretations to same event |
| Language development phonology and morphology | toddlers move to saying complex sentences 2-3 yrs Phonology & Morphology - 3 yrs- all vowel sounds and consenant begin using plural forms of nounes overgeneralization of rules |
| Language development syntax semantcics pragmantics | preschool childnren learn rules of syntax and semantics 18 months -6 years learn one new word every waking hour Fast mapping- initial connection with a word after limited exposure begin to engage in extendeddiscourse |
| Language development - books | enhances childrens communication skills - help initiate conversation, use what and why question |
| Sensorimotor play: | a type of play that involves young children exploring the world around them through their senses and motor movements |
| Practice play: | repetition of behavior when new skills are being learned or when mastery is required. |
| Pretense/symbolic play: | transforms the physical environment into symbols. |
| Social play: | involves interaction with peers. |
| Constructive play: | combines sensorimotor/practice play with symbolic representation. |
| Games: | activities that are engaged in for pleasure and that have rules. |
| Erikson’s Psychosocial Stage – Initiative vs. Guilt | If the child is placed in an environment where they can explore, make decisions, and initiate activities, they will develop initiative. If they are in an environment where initiation is repressed through criticism and control, they will develop guilt. |
| Self-understanding | the ability to gain insight into one's own characteristics, such as their behaviors, attitudes, strengths, and weaknesses Rarely engage in social comparison – how they compare with others |
| Understanding others | Start perceiving others in terms of psychological traits. They also begin to develop an understanding of joint commitments. |
| Expressing emotions | Emotions such as pride and guilt become more common; especially influenced by parents’ responses to children’s behavior |
| Understanding emotions | 2-4 increase terms used to describe emotions. learn causes of feelings 4-5- reflect on emotions/aware need to manage emotions for social standards 5- accurately identifies emotions produced by difficult circumstances |
| Regulation of emotion | effectively managing arousal to adapt and reach a goal |
| Emotion-coaching approach | parents monitor their children’s emotions, view their children’s negative emotions as opportunities for teaching, assist them in labeling emotions, and coach them in how to deal effectively with emotions |
| Emotion-dismissing approach | parents view their role as to deny, ignore or change negative emotions; linked with children’s poor emotion regulation |
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Nanyelynunez
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