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edf 3340 test 1
| Question | Answer |
|---|---|
| what are the 5 characteristics of human development? | multidirectional, multicontextual, multicultural, multidisciplinary, plastic |
| race, ethnicity, and culture are social constructions and which human development characteristic? | multicultural development |
| what human development characteristic includes biological, cognitive, psychosocial? | multidisciplinary development |
| what human characteristic is the idea that abilities, personality, and other human can change over time? | plasticity |
| like _____, human traits can be molded and maintain some durability. | plastic |
| what is difference-equals-deficit error? | the human tendency to notice differences and then jump to a conclusion that something is missing |
| norms | an average or usual event or experience; a common occurence based on observable data |
| what are the 6 developmental perspectives? | psychoanalytic, behaviorist, cognitive, sociocultural, evolutionary |
| what is stage theory? | psychoanalytic theory and cognitive theory |
| what is not stage theory? | behaviorist, evolutionary, sociocultural, and information processing |
| what theory views a child development as stages between developmental needs and social? | psychoanalytic theory |
| what theory focuses on the unconscious effect on development? | psychoanalytic theory |
| who was psychosexual stage? | freud |
| who was psychosocial stage? | erikson |
| what is freud's psychosexual oral stage and what year? | birth to 1 year; lips, tongue and gum. sucking and feeding |
| what is freud's psychosexual anal stage and what year? | 1 to 3 years; pleasurable sensation in the babies body. toilet training is most important |
| what is freud's psychosexual phallic stage and what year? | 3 to 6 years; penis and genital stimulation |
| what is freud's psychosexual latency stage and what year? | 6 to 11 years; dormant sexual feelings |
| what is freud's psychosexual genital stage and what year? | adolescence; seeking sexual stimulation |
| what stage includes classical conditioning, operant, and social learning? | behaviorism |
| classical conditioning | through association, neutral stimulus becomes conditioned stimulus |
| operant conditioning | through reinforcement, weak or rare response becomes strong, frequent response |
| social learning | through modeling, observed behaviors become copied behaviors |
| what stage was created by piaget and included sensorimotor, preoperation, concrete operational, formal operational? | cognitive theory |
| what is the cognitive theory when relating to information processing? | input is picked up by 5 senses, proceeds to brain reactions, connections, and stored memories and concludes with output |
| what theory is created by vygotsky and development is a dynamic interaction between a person and surrounding society? | sociocultural theory |
| what theory is every species has two long standing biologically based drives: survival and reproduction? | evolutionary theory |
| what is created once the egg (23 chromosomes) and sperm (23 chromosomes) go together to become 46 chromosomes in 23 pairs? | zygote |
| what happens after zygote and has 46 chromosomes in 23 pairs | embryo |
| what is one of the 46 molecules (in 23 pairs) of DNA that virtually each cell of the human body contains called? | chromosome |
| gene | a small section of a chromosome; the basic unit for the transmission of heredity |
| what does a gene consist of? | a string of chemicals that provide instructions for the cell to manufacture certain proteins |
| what is self-replicating material that is present in nearly all living organisms? | DNA |
| what is the total sum of genes transferred from parents to offspring? | genotype |
| what is referring to environmental factors that affect genes and genetic expression? | epigenetic |
| percentile | a number that indicates rank compared to other similar people of the same age |
| what is one of billions of nerve cells called? | neuron |
| communication with CNS begins with? | neurons |
| what is the fastest growing organ? | brain |
| what is the crinkled outer layer of the brain? | cortex |
| what is the auditory and visual cortex? | hearing happens at before birth in womb and visual is least mature at birth because you cannot see anything in the womb |
| what is the frontal cortex? | assists in planning, self control, and self regulation |
| axon | a fiber that extends from a neuron and TRANSMITS electrochemical impulses from that neuron to the dendrites of the neuron |
| dendrites | the fiber that extends from a neuron and RECEIVES electrochemical impulses transmitted from other neurons via their axon |
| _________ announce, __________ detect | axon, dendrites |
| transient exuberance | great but temporary increase in number of dendrites that occurs in the infant's brain during the first 2 years of life |
| what is it called when unused dendrites whither? | pruning |
| what is REM sleep? | the stage of sleep where most dreams happen |
| what is a certain basic common experience for normal development? | experience expectant brain function (affection between mom and baby) |
| what is the particular, variable experiences that may or may not develop in a particular infant? | experience dependent function (glasses) |
| what is the inborn drive to remedy develop deficits? | self righting |
| what is the response of the sensory system when it detects a stimulus? | sensation |
| what is the mental processing of sensory information when the brain interprets a sensation? | perception |
| ________ follows perception, when people think about what they have seen. | cognition |
| what is gross motor skills? | physical abilities involving large body movements, such as walking and jumping |
| what are fine motor skills? | physical abilities involving small body movements, moving hands and fingers |
| what are 3 interacting elements underlying motor skills? | muscle strength, brain maturation, and practice |
| what are 4 successes in childhood immunization? | smallpox, polio, measles, and rotavirus |
| what is the most lethal disease for children in the past? | smallpox |
| what is piaget's term for the way infants think? (by using their senses and motor skills) | sensorimotor intelligence |
| what are primary circular reactions? | when infant senses motion, sucking, noise or other stimuli and tries to understand them |
| what are secondary circular reactions? | infants respond to other people, toys, or other stimuli |
| what is object permanence? | the realization that people and objects exist even when they cannot be seen, touched, or heard |
| what is tertiary circular reaction? | infants explore a range of new activities, varying responses as a way of learning |
| what is affordance? | an opportunity for perception and interaction that is offered by a person, place, or object |
| what is temperament? | biologically based of individual differences in approach style and environmental response |
| temperament is _____________ and personality traits are ___________. | genetic, learned |
| temperament traits may lead to ____________ differences. | personality |
| what is synchrony? | coordinated, rapid and smooth exchange of responses between a caregiver and an infant |
| what is social referencing? | seeking information about how to react in an unfamiliar situation by observing someone else's behavior |
| what is attachment? | an affectional tie that infants form with caregiver, involves lasting emotional bond that one person has with another |
| describe the microsystem of bronfenbrenner's ecological systems theory | microsystem (parent), mesosystem (parent-coach relationship), exosystem (parents job), macrosystem (values, norms), chronosytem (death) |
| what is the importance of developmental theories and how are they used? | help us understand human growth and development; explain human development, parenting and education, professional practice, ethical considerations, etc |
| how is the epigenetic model applied to classrooms and schools? | understanding individual differences of children, environmental enrichment of the school, early intervention, nutrition and health, parent and community engagement, etc. |
| how do nature and nurture interact to shape people? | genetic variations, changes in gene expression, achieving developmental milestones, and developmental plasticity |
| what are the stages of prenatal development and changing risks in each stage? | germinal stage: failure of implantation, embryonic stage: exposure to teratogens, fetal stage: preterm birth |
| what is the importance of sleep in the first two years and how do those patterns change? | it is important for brain development, physical growth, emotional regulation, immune function, and establishing routines. 0-3 months: 14-17 hrs, 3-12 months: 6-8 hrs, 1-2 years: 10-12 hrs |
| what are the implications of transient exuberance for early care/learning environments? | brain creates many more synapses than it will need; early care/learning environments should provide various sensory experiences |
| what are the implications of pruning for early care/learning environments | the process of removing or deleting unnecessary synapses; early care/learning environments should focus on providing meaningful and repeated experiences |
| what are the implications of self-righting for caregivers? | create a learning environment, help build resilience, assess child's capabilities, praise children for effort, provide emotional support, evaluate interactions with children |
| how does the development of vision over the first six months changes the baby’s experience of the world? | 0-2 months: limited visual activity, 2-6 months: can now track objects |
| how does the development of hearing over the first six months changes the baby’s experience of the world? | 0-2 months: sensitive to sounds, can recognize parents 2-6 months: attuned to a wider range of sounds |
| how does the development of taste and smell over the first six months changes the baby’s experience of the world? | 0-2 months: well developed sense of taste; can differentiate between sour/sweet, etc 2-6 months: continues to develop |
| how does the development of touch over the first six months changes the baby’s experience of the world? | 0-2 months: highly sensitive; respond to gentle caresses and skin to skin contact 2-6 months: become more active; start reaching for things |
| how does the development of fine motor skills in the first two years changes the child’s experience of the world? | grasping and manipulating objects, eye-hand coordination, manipulative skills, independence in self-feeding |
| how does the development of gross motor skills in the first two years changes the child’s experience of the world? | lifting the head and rolling, sitting and crawling, pulling to stand and walking, exploration and independence |
| what is the relationship between culture and the development of motor skills? | culture plays a significant role in shaping the way children acquire and use motor skills ex: parenting practices and expectations, play and activities, tools and technology |
| what are examples of public health initiatives and how have they helped improved children’s health outcomes over time? | immunization programs: reduced the incidence of diseases, breastfeeding promotion and support: improved infant health outcomes, safe sleep campaigns: significant reduction in sudden infant death syndrome, etc |
| Piaget’s sensorimotor stage of development and what children do during the different sub-stages 1 - 4 | reflexes (birth to 1 mo): sucking, grasping, primary circular reactions (1 to 4 mo): repetitive behaviors like thumb sucking, secondary circular reactions (4 to 8 mo): shaking a rattle, coordination of SCR (8 to 12 mo): planning movement to achieve goal |
| Piaget’s sensorimotor stage of development and what children do during the different sub-stages 4-6 | tertiary circular reactions 12 to 18 mo): experimentation and exploration, mental representation 18 to 24 mo): used to plan and solve problems |
| how have changes in the availability of technology have changed our views of Piaget’s theory? | access to information and learning resources, digital play and learning environments, online collaboration and social interaction, individualized learning and adaptive technologies, digital literacy and abstract thinking, concerns about overstimulation |
| how have changes in infant memory support increased learning over the first two years of life? | research on infant memory, parent-infant interaction, attachment and security, early exposure to language, educational toys and materials, early childhood education programs, digital learning resources |
| explain how temperament and early attachment styles are related, and why they are important for future development. | both of these influence how children interact with caregivers, peers, etc. It is important for future development because of social and emotional development, coping strategies, resilience, and interpersonal relationships. |
| describe the pros and cons of infant day care | pros: socialization, structured learning, supervision and safety, consistency cons: cost, infections and illnesses, limited one-on-one attention, adjustment period, potential for stress. |
| how do the pros and cons of infant day care vary across demographic characteristics such as gender or socioeconomic status? | gender: socialization opportunities provided by daycare are known to benefit boys socioeconomic status: impact the choice and quality of daycare |
| what is the importance of developmental theories and how are they used? | help us understand human growth and development; explain human development, parenting and education |
| how is the epigenetic model applied to classrooms and schools? | understanding individual differences of children, parent and community engagement, etc |
| how do nature and nurture interact to shape people? | genetic variations, changes in gene expression, achieving developmental milestones, etc |
| what are the stages of prenatal development and risks? | germinal stage: failure of implantation embryonic stage: exposure to teratogens fetal stage: preterm birth |
| what is the importance of sleep in the first two years and how do those patterns change? | for brains development, physical growth, emotional regulation, etc; 0-3 mo: 14-17 hrs, 3-12 mo: 6-8 hrs, 1-2 years: 10-12 hrs |
| what are the implications of transient exuberance for early care/learning environments? | brain creates more synapses than it needs; learning environments should provide various sensory experiences |
| what are the implications of pruning for early care/learning environments? | process of removing synapses; learning environments should provide meaningful and repeated experiences |
| what are the implications of self-righting for caregivers? | creating a learning environment, building resilience, assess child’s capabilities, provide emotional support,etc. |
| how does the development of vision over the first 6 months change the baby’s experience of the world? | 0-2 mo: limited visual activity 2-6 mo: can now track objects |
| how does the development of hearing over the first 6 months change the baby’s experience of the world? | 0-2 mo: sensitive to sounds, can recognize parents 2-6 mo: attuned to wider range of sounds |
| how does the development of taste and smell in the first 6 months change the baby’s experience of the world? | 0-2 mo: well developed 2-6 mo: continues to develop |
| development of touch first 6 mo | 0-2 mo: respond to gentle touch & skin to skin 2-6 mo: start reaching |
| fine motor skills | grasping and manipulating objects, eye hand coordination, self feeding |
| gross motor skills | lifting head and rolling, sitting and crawling, pulling to stand and walking, exploration and independence |
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