chapters 7-10 dev psych – Flashcards
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what ages falls under "early childhood"
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2-6 years old
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best practices for eating habits in early childhood
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repeated unpressured exposer -ex: brussel sprouts are put on a childs plate every night at dinner and eventually they will see their parents, siblings eating them and will eventually try them. Bribery -If you eat this brussel sprout you can have dessert
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nutrition in early development
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picky eaters, eat less because growth slows, require a high quality diet. They tend to imitate eating habits of those around them. A nutrition deficient diet can result in shorter stature, attention and memory abilities, low IQ, and more susceptible to diseases
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immunizations
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causes childhood diseases to decrease but some kids are not given access to healthcare therefore they can't get vaccinated. A lot of other issues is the cost, schedules, and misconceptions about vaccinations.
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malnutrition
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makes you more susceptible to disease, the disease in turn limits your appetite and hurts digestion causing more malnutrition.
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sex differences
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boys -greater muscle and longer limbs girls -better fine-motor development and in certain gross motor development that depend on balance and agility
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sex differences in motor skills in early childhood
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Boys have greater social pressures to be more active and physically skilled which explains why even though at this point in time there is very small genetically based physical differences between boys and girls.
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Piaget's sensory motor period
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spans the first two years of life. Infants and toddlers "think" with their eyes, ears, hands, and other sensorimotor equipment. They cannot yet carry out many activities in their head.
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Piaget's preopporational period
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2-7 years old, the most obvious change from sensorimotor stage is an extraordinary increase in representational, or symbolic, activity. They are on the brink of being able to problem solve. They start to participate in more make believe play and strengthen their already developed schemes. They begin to use real world situations in their make believe play. Begin to understand other forms of representation such as photographs, models, and maps.
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limitations of thinking
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things they can't really do
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egocentrism
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failure to distinguish others symbolic viewpoints from one's own
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conservation
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refers to the idea that certain physical characteristics of objects remain the same even when their outward appearance changers. ex: being able to tell that the amount of water does not change if it is poured from a cup to a bowl
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hierarchal classification
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the organization of objects into classes and subclasses on the basis of similarities and differences
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dual representation
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viewing a symbolic object as both an object and a symbol; masters around age 3 ex: maps, drawings
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animist thinking
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belief that an inanimate object had life-life qualities
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centration
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focus on one aspect and neglect all others
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magical thinking in early childhood
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children really believe in magical beings like goblins and fairies
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irreversibility
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an inability to mentally go through a series of steps in a problem and then reverse direction, returning to the starting point.
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priviate speech
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children's self-directed speech, talking out loud. It fosters self-reflection, memory skills, and problem solving. ex: overhearing a child talking themselves through an activity of an action figure
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theory of the mind
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-the ability to attribute mental states- beliefs, intents, desires, pretending, knowledges to oneself and other to understand that others have beliefs, desires, intentions, and perspectives different than your own. -awareness of mental life (infancy to 3) -mastery of false beliefs (age4)= influenced by cultural and societal factors; do not represent reality accurately
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age range of middle childhood
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7-11 years
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concrete opperational stage
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7-11 years old; thought is much more flexible, logical, and organized; they can now pass intelligent conversation
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reversibility
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the capacity to think through a series of steps and then mentally reverse direction, returning to the starting point.
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decentration
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being able to focus on multiple aspect of a problem
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classification
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children can pass the class inclusion problem. Meaning they can focus on three relations at once, like classification hierarchies. Putting items into classes/subclasses. ex: Children begin to collect Pokémon and baseball cards during this time.
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seriation
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the ability to order items along a quantitative dimensions, such as length or weight ex: placing strings in order from longest to shortest
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transitive seriation
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seriating mentally (In the cabbbessssszzza) mentally classifying and ordering things ^
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spatial reasoning
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mental representation Ex: cognitive maps: mental representations of familiar large scale spaces, such as their neighborhood or school.
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limitations to concrete opporational thought
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mental representation works poorly with abstract ideas
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continuum of acquisition
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gradual mastery of logical concepts, master the concrete operational task gradually, step by step
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basic trust vs mistrust
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is resolved when parents provide quality caregiving to their children.
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autonomy vs shame and doubt
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resolved favorably when parents provide young children with suitable guidance and reasonable choices.
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initiative vs guilt
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sense of purposefulness, eagerness to try new tasks, strides in conscience development.
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what can extreme parental criticism or punishment lead to?
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an overly strict superego, which interferes with initiative. The child may interpret that their actions of wanting to act a certain way or play with certain things or watch certain things is morally wrong and unacceptable in society. This is what would cause the guilt part of the theory. Can be resolved through patient, reasonable adult guidance and play experiences with peers.
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guilt
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caused by excessive threats, criticism, and punishment
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industry vs inferiority
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the psychological conflict of middle childhood, which is resolved positively when children develop a sense of competence at useful skills and tasks. Inferiority is the negative aspect of this stage: it develops in middle childhood when teachers and parents destroy children's competence with negative responses.
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self concept
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The set of attributes, abilities, attitudes, and values that an individual defines who he or she is. At this time the self-concept is based on appearances, possessions, and behavior (3-5 year old) by 3 ½, preschoolers are able to describe themselves in terms of their emotions and attitudes. Children start to assert rights to objects. Example: MINE BITCH. DON'T TAKE MY ****ING BARBIE. This helps define boundaries of self
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influences on development of empathy and sympathy
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Children develop self-conscious emotion by the age of 3, self-conscious emotions are feelings that involve injury or enhancement of their sense of self. They depend heavily on adult's messages to know when to feel proud or ashamed or guilty about something.
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sympathy
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feelings of concern or sorrow for another persons plight
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empathy
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feelings of same or similar feelings to another person
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nonsocial activity
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unoccupied, onlooker behavior and solitary player (these are the kids that end up shooting the school up)
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parallel play
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in which a child plays near other children with similar materials and does not try to influence them
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associative play
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children engage in separate activities but exchange toys and comment on one another's behaviors
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cooperative play
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a more advanced type of interaction, children orient toward a common goal, such as acting out a make believe theme.
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functional play
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simple, repetitive motor movements
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constructive play
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creating or constructing something
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make believe play
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acting out something outside of reality
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friendship
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Children begin to realize that a friend is someone who likes you, plays with you, and shares toys with you. Friends provide social support, but at this time friendships change frequently. Punishment
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what effects do harsh punishments or threats have on a child's development?
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they are more likely to develop serious lasting mental health problems like depression, aggression, antisocial behavior, and poor academic performance in childhood. In adulthood, they can develop depression, alcohol abuse, criminality, and partner and child abuse.
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alternatives to punishment
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time out, withdrawing privileges, positive discipline ( Consistency in punishment, maintaining a warm parent child relationship, and providing explanations for the misdeed)
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proactive agression
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In which children act in order to fill a need or desire- obtain an object, privilege, space, or social reward - such as adult or peer attention- and unemotionally attack a person to achieve their goal.
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agression
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an act aimed at hurting someone boys are more likely to be physically aggressive while girls tend to be more verbally and relationally aggressive
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gender typing
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refers to an association of objects, activities, roles, or traits with one set or the other in ways that conform to cultural stereotypes.
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18 months gender typing
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children began to categorize differences in things by genders, such as sharp or rough objects are for boys and vice versa.
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age 2 gender typing
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children use gender words ("boy," "girl") appropriately and associate gender categories with certain activities and behavior.
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preschoolers gender typing
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associate objects, games, occupations, and behaviors (physical and relational aggression) with one sex or the other. -Actions reflect preschoolers' beliefs, play preferences, and personality traits. -By age five girls and boys are separated completely into equal but separate genders. Example: girls watch Dora the explorer, and boys watch bob the builder
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gender constancy
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a full understanding of the biologically based permanence of their gender—and then use this idea to guide their behavior. When a child understands not only what their gender is but that the two genders are different.
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authoritative child rearing
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the most successful approach involves high acceptance and involvement, adaptive control, and some autonomy
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authoritarian child rearing
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low acceptance and involvement, low autonomy, high control cold and rejecting; degrades child; demands followed by punishment; no regard for child's point of view
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permissive child rearing
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warm and accepting but uninvolved; few or no demands of the child; lets child make decisions before they are ready; try to be child's friend before parent
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uninvolved
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emotionally detached/ withdrawn; no demands; indifferent to child's choices ex: jeremy Skinners mom
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physical changes in middle childhood
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continual slow regular growth; girls are shorter/lighter until age 9; lower portion grows fastest; bones lengthen; muscles very flexible; all permanent teeth arrive
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nutrition in middle childhood
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Obesity because a problem at this time because kids nutrition is not being watched as closely by their parents. Junk food becomes more easily accessible
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metacognition
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improved ability to reflect on their own mental life. Their attention, concentration, and inhibition increase. Beginning to make mental inferences (the process of deriving the strict logical consequences of assumed promises) Private speech becomes less out loud and more internalized.
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stereotype threat
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The fear of being judged on the basis of negative stereotypes, can trigger anxiety that interferes with performance (basically people will internalize stereotypes)
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self descriptions
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During the school years, children refine their self-concept, organizing their observations of behaviors and internal states into general dispositions. They emphasize competencies rather than specific behaviors. "I'm truthful, but I am easily angered" They can clearly describe their personality, including both positive and negative traits, rather than describing themselves in all-or-none ways.
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social comparisons in school aged children
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judgments of their appearance, abilities, and behavior in relation to those of others. And their self-concept is increasingly vested in their friends.
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self esteem in middle childhood
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Viewing the self in terms of stable dispositions permits school age children to combine these self-evaluations into a general psychological image of themselves perceived self-appearance correlates higher with overall self-esteem.
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the four self esteems
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academic, social, and physical appearance, and physical competence
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self conscious emotions in middle childhood
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pride and guilt become clearly governed by personal responsibility and no longer depend on adult monitoring.
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gender identity
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develops around 3-4th grade; children start to identify with either masculine or feminine traits Children start to understand that gender identity is more societal based than biologically based. Children start noticing the value of masculine traits
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maternal employment benefits
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higher self esteem; positive family and peer relations; fewer gender stereotypes; better grades; more father involvement
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maternal employment drawbacks
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less time for children; risk of ineffective parenting
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thyroxine
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A growth hormone that is made by the thyroid gland and its one the most important thyroid hormones.
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effortful control
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age 3-4 children verbalize a variety of strategies for adjusting their emotional arousal to a more comfortable level i.e. covering their eye to block a scary or nasty sight, talking to themselves, or changing a goal (i.e. stating, "I don't want to play this game" ).
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Elizabeth spends most of her time with a specific set of girls. Within this group, there are specific standards of behavior, a specialized dress code, other similar interests, and identified leaders. Elizabeth is most likely
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part of a peer group
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As school-age children move into adolescence, self-concept is increasingly vested in
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feedback from close friends
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From middle childhood on, individual differences in self-esteem
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become increasingly stable
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Beginning in middle childhood, children's self-descriptions start to emphasize both negative and positive characteristics.
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true
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During middle childhood, children's emotional understanding develops as they become aware that people cannot feel more than one emotion at a time.
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false
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Inhibiting impulses and shifting attention through _____________ are vital in managing emotion during early childhood.
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effortful control
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Joe plays with a funnel at one end of the sand table, while Jenna makes a building at the other end. The children talk and pass tools back and forth. They are engaging in __________ play.
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associative
