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terms and more
| Question | Answer |
|---|---|
| Acuity | the ability to see clearly in each eye |
| Contrast Sensitivity | the ability to see objects with varying degrees of contrast from their background |
| Color Sensitivity | the ability to see colors |
| Infancy | a stage of development in the first year |
| Skeletal system | the framework of the body that has cartilage, bones, and teeth |
| Failure to thrive | failure to grow at a healthy rate |
| Body proportions | the relative size of body parts |
| Ossification | hardening of bones caused by depositing calcium and phosphorus |
| Deciduous teeth | non permanent/baby teeth |
| Reflexes | automatic, unlearned movements in response to stimuli |
| Motor development | use and control of muscles that direct body movements |
| Gross-motor skills | using the trunk, arms, and legs to roll over, sit, crawl, stand, and walk (large muscles) |
| Fine-motor skills | being able to control small muscles |
| Cephalocaudal development | progression of development beginning with the head to feet |
| Crawl | pulling with the arms, but not lifting your stomach off the floor |
| Creep | lifting your stomach off the floor and using hands and knees to move |
| Cruising | walking by holding onto something for support |
| Developmental milestones | physical, intellectual, social-emotional tasks that many children learn by a certain age |
| Proximodistal development | direction of development from the center of the body to the extremities |
| Perceptual Learning | the process of making sense out of sensory stimuli |
| Perception | the outcome of perceptual learning-involving organizing information and how fast, and the way someone reacts to different sensory experiences |
| Cognition | the act or process of knowing or understanding |
| Intellectual Development | how and what people learn and how they express what they know through language (cognitive development) |
| Eye Movements and Coordination | the ability to move both eyes together so a person sees the world as a fused picture |
| Binocular Vision | using both eyes in unison equally and accurately to fuse in the brain the two images (one from each eye) into one image |
| 3-D Vision | the ability to see the world in three dimensions |
| Explicit Memory | the conscious, intentional recalling of experiences and facts |
| Implicit Memory | the unconscious awareness of memory of how to perform tasks |
| Concept | an idea formed by combining what is known about a person, object, place, quality, or event |
| Object Constancy | knowing the object remains the same even of they appear different |
| Object Concept | understanding that objects, people, and events are separate from a person's interactions with them |
| Object Identity | knowledge that an object stays the same from one time to the next |
| Object Permanence | knowledge that people, objects, and places still exist even when they are no longer seen, felt, or heard |
| Depth Perception | the ability to tell how far away something is |
| Parentese | an infant directed, sing-song, and high pitched speech, when speaking to babies |
| Coo | happy vowel like sounds made in the back of the throat |
| Babbling | using the tongue at the front of the mouth to make a consonant vowel sound |
| Passive Vocabulary | words that children understand but do not speak |
| Active Vocabulary | words children understand and speak |
| Baby agenda | learning certain concepts and skills happen around the same time for most babies regardless of culture |
| Coordination | working together muscles to form movements |
| Enriched environment | an environment that offers babies chances to learn |
| Sensory stimulation | using the senses to learn about the environment |
| Scaffolding | the varying levels of instructional support given to help children learn a new concept or skill |
| Zone of Proximal Development Intellectual Development | Instruction supports at the right moment |
Created by:
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