front 1 Sleep declines from __ - ___ hours as a newborn to about ____ - ____ hours by second birthday. | back 1 16 - 18; 12 - 13 |
front 2 Sleeping through the night can be impacted by: | back 2 Resurgence of teething ( molars); Awareness of separate sleeping arrangements |
front 3 Gross Development: 11 months | back 3 walk without support |
front 4 Gross Development: 15 months | back 4 stand and begin to climb |
front 5 Gross Development: 18 months | back 5 some running |
front 6 Gross Development: 24 months | back 6 can kick with more dexterity |
front 7 When can children show right or left preference? | back 7 12 months |
front 8 4 signs of readiness for toilet training: | back 8 staying dry for an hour or two; regular bowel movements at the same time each day; increased anticipation of event shown through looks or words; directly asks too use toilet or wear underwear |
front 9 When should toilet training usually occur? | back 9 18 and 19 months of age |
front 10 Stage 5: tertiary circular reactions (define) | back 10 intentionally try out different behaviors, action is intentional from the beginning, action performed repeatedly, little scientists |
front 11 Stage 6: Mental Representations | back 11 think about all the possibilities and select actions that is most likely to achieve desired outcome |
front 12 A and B not error | back 12 If child finds an object under blanket A, and then a second blanket B is added and they observe the object being hidden under blanket B, they nevertheless tend to look under blanket A, where they found the object the first time. Toddlers learn to avoid this and search for the object where it was last hidden. |
front 13 Deferred imitation | back 13 ability to repeat actions observed at an earlier time; Begins at 18 months; Hippocampus is responsible |
front 14 Vygotsky’s theory | back 14 Lev Vygotsky viewed cognitive development as both a social and cultural process; Social because children learn through interaction with others; Cultural because what children need to know is determined by the culture they live in |
front 15 Zone of Proximal Development (ZPD) | back 15 range of skills child can perform IF guided but can’t accomplish alone |
front 16 Scaffolding | back 16 degree on assistance provided |
front 17 Infinite generativity | back 17 Combine symbols in infinite ways |
front 18 4 ways humans are biologically built for uniqueness in language | back 18 Unique vocal apparatus (chimps lack this, we are able to make a wide range of sounds due the the pharynx); broca's (production and wernicke's (comprehension) area, genes, evolutionary advantage to our predecessors |
front 19 holophrase | back 19 single word that is used to represent a whole sentence |
front 20 over extensions | back 20 use of a single word to represent a variety of related objects "nu-nu" |
front 21 under extensions | back 21 applying a general word to a specific object "kitty" |
front 22 Naming explosion | back 22 begin to see the use of fast mapping and telegraphic speech |
front 23 fast mapping | back 23 learning and remembering a word for an object after just one time of being told what the object is called |
front 24 telegraphic speech | back 24 two word phrases that strip away connecting words such as the & and |
front 25 During the third year... | back 25 toddler becomes more adept to language, diminished frequency of overextension and underextension, shows understanding of rules of language(past, present, future), may show over regularization (over applying of grammatical rules) |
front 26 high income word comparison | back 26 high income families talk to their children more than low income families making the children's vocabulary stronger |
front 27 Maternal responsiveness | back 27 affirmations, expansions and imitations correlated positively with early milestones |
front 28 Broca's area | back 28 portion of the left frontal lobe; specialized for language production |
front 29 Wernicke's area | back 29 portion of the left temporal lobe; specialized for language comprehension |
front 30 Cultural differences in toddler tantrums | back 30 In the US and UK: tantrums are thought of as inevitable and a way of life
|
front 31 Self awareness | back 31 reflects an understanding of the distinction between self and the external world |
front 32 self recognition | back 32 recognizing image of self "dot" on nose test |
front 33 Self reflection | back 33 think about themselves as they would think about others "I, me, mine" |
front 34 Sex | back 34 biological status of being male or female |
front 35 Gender | back 35 cultural categories of male or female |
front 36 attachment | back 36 an emotional bond that promotes protection and survival |
front 37 secure attachment | back 37 mom is secure base, cry upom separation, return to mom upon return happily; can rely on mothers |
front 38 insecure avoid-ant attachment | back 38 No interaction with mom, no response upon separation or return ; seek to get down upn return; unsure mother will return |
front 39 insecure resistant attachment | back 39 less likely to return or explore, shows distress upon separation; shows ambivalence upon return; unsure mother will return |
front 40 disorganized disoriented | back 40 extremely unusual behavior, dazed when mom leaves and fear upon return - autism/ down syndrome - usually bad mothers |
front 41 attachment theory is influenced by | back 41 maternal sensitivity and responsiveness |
front 42 When do children start to lose teeth? | back 42 begins at age 6 and ens at 14 |
front 43 Pre-operational stage | back 43 child begins to internalize images and use symbols; inability to perform operations; not yet able to perform mental operations, that is, cognitive procedures that follow certain logical rules |
front 44 Children lack the abilities to handle the following operations: | back 44 Conservation, Classification, egocentric-ism, Animism |
front 45 Conservation | back 45 Mental ability to understand that the quantity of a substance or material remains the same even if its appearance changes; Children lack the ability to understand conservation |
front 46 Centration | back 46 focusing on aspect of a problem while excluding others |
front 47 Reversibility | back 47 reverse an action mentally |
front 48 Classification | back 48 ability to understand that objects can be part of more than one cognitive group, for example an object can be classified with red objects as well as round objects |
front 49 Egocentric ism | back 49 cognitive inability to distinguish between one's own perspective and another's |
front 50 animism | back 50 tendency to attribute human thoughts and feelings to inanimate objects and forces |
front 51 Symbolic function sub stage (2 to 4) | back 51 capable of representational thought and using symbols; thinking in terms of symbols; Language and play can represent this stage |
front 52 Intuitive thought sub stage (4 to 7 years) | back 52 capable of asking questions showing curiosity but not why they know things;Thinking about cause and effect; They do not know why they know something, they just know it |
front 53 Explain outcome of head start program | back 53 IQ of children in Head start is higher than children who did not participate in the program but had similar backgrounds. After 2 years in public school, the original gains begin to fade. (Poor, low quality public schools) Head start children are less likely to repeat a grade or enter special education. |
front 54 Factors associated with preschool quality | back 54 Education and training of teachers; Class size and child teacher ratio; Age appropriate materials and activities; Teacher child interactions |
front 55 Cultural variances in preschool education | back 55 China and the US: learning basic academic skills is a primary goal; In japan and most of Europe: academic skills are a low priority; instead they focus on social skills |
front 56 Ages of gender identity: | back 56 Ages 3–4 gender identity intensifies;Ages 6–7 gender constancy is attained |
front 57 Self-socialization | back 57 maintaining consistency between behavior and schema |
front 58 Schema | back 58 gender based cognitive structure for organizing and processing information, compromising expectations for males and female’s appearance and behavior. |
front 59 Constancy | back 59 understanding that maleness and femaleness are biological and cannot change |
front 60 Factors influencing children’s increasing emotional regulation | back 60 In the brain, the frontal cortex is developing which promotes this process, because this is the part of the brain most involved in emotional self- regulation.; Children learn strategies for regulating their emotions |
front 61 undercontrol | back 61 trait of having inadequate emotional self-regulation; no self control; can't control anger |
front 62 Undercontrol - future problems | back 62 at risk for externalizing problems such as aggression and conflict with others in early childhood and beyond |
front 63 Over control | back 63 trait of having excessive emotional self-regulation; holds feelings in; can't express emotions |
front 64 over control leads to: | back 64 internalizing problems like anxiety and depression |
front 65 Authoritative parents: | back 65 parents who are high in demandingness and high in responsiveness; clear rules and expectations yet they explain the reasons for their rules; up for compromise, loving and warm |
front 66 authoritarian | back 66 high is demandingness; low in responsiveness; require obedience; punish without compromise; may be hostile at times |
front 67 permissive | back 67 low in demandingness; high in responsiveness; few expectations; rarely enforce rules; love warmth and freedom |
front 68 disengaged parents | back 68 low demandingness and responsiveness; no expectations or love |
front 69 Authoritative outcomes: | back 69 independent, creative, self-assured, socially skilled |
front 70 authoritarian outcomes | back 70 dependent, passive, conforming |
front 71 permissive outcome | back 71 irresponsible, conforming, immature |
front 72 disengaged outcome | back 72 impulsive, behavior problems, early sex and drugs |
front 73 filial piety (asian culture) | back 73 belief that children should respect obey and revere their parents throughout life |
front 74 respeto/familismo | back 74 culture that emphasizes love, closeness, and mutual obligations among family members |
front 75 Middle Childhood: Physical growth | back 75 slow and steady; boys slightly taller and more muscular; lowest bmi; nearsightedness rises |
front 76 Malnutrition effects | back 76 high nutrients = smart, determined, happy and vice versa |
front 77 Overweight | back 77 BMI over 18 |
front 78 Obesity | back 78 BMI over 21 |
front 79 Obesity due to | back 79 diet, tv, genetics, single parent homes |
front 80 Obesity can lead to: | back 80 ridicule; emotional and behavioral problems; diabetes; obese adults |
front 81 Myopia | back 81 nearsightedness, 1/4 children develop it |
front 82 myopia due to: | back 82 children reading, writing, and using computers; partly genetic |
front 83 intelligence | back 83 capacity for acquiring knowledge, reasoning, and solving problems |
front 84 Intelligence tests: | back 84 WISC/ WAIS |
front 85 Eight theories of intelligence | back 85 linguistic, logical mathematical, spatial, musical, bodily kinesthetic, interpersonal, intrapersonal, naturalist |
front 86 Spatial | back 86 ability to think 3 dimension ally |
front 87 bodily - kinesthetic | back 87 ability to be aware of body movement - dancers and athletes |
front 88 interpersonal | back 88 strong empathetic abilities |
front 89 intrapersonal | back 89 self-understanding |
front 90 naturalist | back 90 understanding of natural phenomena |
front 91 Sternberg's theory focused on what three forms of intelligence | back 91 analytic, creative, practical |
front 92 analytical intelligence | back 92 involves acquiring, storing, analyzing and retrieving information |
front 93 creative intelligence | back 93 ability to combine info to produce new insights, ideas, and problem solving strategies |
front 94 practical intelligence | back 94 apply info to everyday life; evaluation of social situations |
front 95 Factors of intelligence | back 95 Nature and nurture; |
front 96 flynn effect | back 96 steep rise in the median IQ score in Western countries during the 20th century |
front 97 infantile amnesia | back 97 inability to remember anything that happened prior to age 2; due to the sense of self not being developed until about this age |
front 98 Characteristics of middle childhood's emotional regulation | back 98 high emotional well-being, emotional self-regulation grows, new contexts demand more self-control and cooperation (do what they're told, listen and cooperate), ambivalence, empathy |
front 99 self-concept | back 99 how we view and evaluate ourselves |
front 100 self-esteem | back 100 a person's all around sense of worth and well-being |
front 101 independent self | back 101 individualistic cultures; encourages self-reflection bout self; be an independent person; high self esteem |
front 102 interdependent self | back 102 collectivist culture, encourages importance of group, family first, interest of others come first |
front 103 In middle childhood interactions seen in opposite gender play tend to be | back 103 antagonist or quasi romantic |
front 104 Sibling rivalry arises during: | back 104 middle childhood |
front 105 Affects of divorce include: | back 105 externalizing behaviors: impulsive conflicts with the family; internalizing problems: depression, anxiety, phobias, and sleep disturbances |
front 106 Family processes affected by divorce | back 106 mother's parenting becomes punitive; mother and son's relationship turn into coercive cycle; involved fathers have fewer post divorces problems |