Unit 4: Early Child
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| Early childhood | years 2-6.
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| Myelination | aids in the development of the corpus callosum: connector of both brain hemispheres.
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| Brain | has specialized functions and damage to brain can result in loss of those functions.
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| Plasticity | the tendency of new parts of the brain to take up the functions of injured parts.
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| Rough-and-tumble play | helps develop physical and social skills (running, chasing, fleeing, wrestling, hitting an object with hand, laughing and making faces)
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| Fine motor skills | involve small muscles used in manipulation and coordination.
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| 4 stages of drawing | placement, shape, design, pictorial
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| immunizations and antibiotics | reduce major illnesses.
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| Accidents | the leading cause of death
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| Sleep | need 11 to 13 hours in a 24-hour period
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| Somnambulism | sleepwalking, is more common among children than adults.
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| Toilet training | occurs between ages 3-4.
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| Enuresis | failure to control the bladder
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| Encopresis | lack of control over the bowels
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| Pre-operational Stage | mental manipulations of information, and at this stage, young children’s logic is at best “under construction.”
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| Symbolic play | may seem immature, but requires cognitive sophistication
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| Egocentrism | one-dimensional thinking where the child is at the center and unable to perceive the world around them
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| Precausal Thinking | inaccurate type of thinking about natural causes of events
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| Animistic Thinking | attributing life and intentions to inanimate objects
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| Scaffolding | temporary support provided by a parent or teacher to learning children, which decreases as children become more proficient.
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| Zone of Proximal Development | area in which children develop new cognitive skills as a function of working with more skilled people, who teach and guide them.
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| Sesame Street | is most successful educational program.
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| Appearance – Reality Distinction | development of the understanding between real events on one hand, and mental events or fantasies on the other.
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| Memory | is facilitated by children talking about the event
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| Fast-mapping | attaching new word to the appropriate concept
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| Whole-object assumption | words refer to whole objects and not to their parts or characteristics
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| Pragmatics | children adjust their speech depending on the social situation
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| Interactionist view | language precedes and follows cognition
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| Parenting | is classified into 2 dimensions.
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| Warm parents | are affectionate (kisses and hugs), caring, supportive and communicate enjoyment
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| Cold parents | may not enjoy children and have few feelings of affection,
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| 3 types of enforcement | Inductive, power-assertive, threaten-to-withdraw-love
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| Authoritative | they are highly restrictive and make strong demands for maturity, including reasoning and showing strong support and love.
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| Authoritarian | value obedience for its own sake with strict guidelines about right and wrong without question.
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| Permissive-indulgent | low in their attempts to control children and in their demands for mature behavior; they’re easygoing, unconventional and very high nurturing.
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| Rejecting-neglecting | low in demands for mature behavior and low in attempts to control behavior; they are low in support and responsiveness.
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| Regression | baby-like behaviors that follow the birth of a new child
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| Functional play | beginning of sensorimotor) repetitive motor activity, such as rolling a ball, running, laughing
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| Symbolic play | create settings, characters and scripts
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| Constructive play | drawing & building
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| Formal games play | rules & invention
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| Altruism | behavior intended to benefit another without expectation of reward
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| Empathy | sensitivity to the feelings of others
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| Aggression | behavior intended to hurt or injure another person
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| Self-concept | sense of self
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| Categorical self | self-definitions that refer to concrete external traits (baby, child, adult, boy, girl)
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| Initiative v. Guilt (Erikson's Stage) | Children strive to achieve independence from their parents and master adult behaviors.
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| Stereotype | fixed, conventional idea about a group
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| Gender roles | broader, cultural expectations about behavior “masculine” “feminine”
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| Hippocampus | contributes to differentiation in gendered behavior.
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| Social Cognitive Theory | both the roles of rewards and punishments in gender typing and the ways in which children learn from observing others help children decide which behaviors are appropriate for them.
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| Cognitive Developmental Theory | children form concepts and then mold behavior to fit their concepts
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