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