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Unit 3
Developmental psychology
| Term | Definition |
|---|---|
| the brain | slows during early childhood |
| gross motor skills | require an effort to stay upright and move around |
| fine motor skills | improved at age 4, body coordination by age 5 |
| sleep | 10-13 hours each night without interruption |
| obesity prevention | 5 or more serving of fruits and vegetables, 2 or less hours of screen time, minimum 1 hour of physical activity, zero sugar sweetened beverages |
| leading causes of death in young children | accidents, homicide, congenital malformations, deformations and chromosomal abnormalities, and cancer |
| preoperational stage | Piaget's second stage, from about 2 to 7 years of age |
| symbolic function substage | the child gains the ability to mentally represent an object that is not present |
| egocentrism | the inability to distinguish between one's own perspective and someone else's |
| animism | the belief that inanimate objects have lifelike qualities and are capable of action |
| intuitive thought substage | children use primitive reasoning and want to know the answers to many questions |
| centration | a centering of attention on one characteristic to the exclusion of all others |
| conservation | the awareness that altering an object or substance's appearance does not change its basic properties |
| zone of proximal development | the range of tasks too difficult for the child alone but that can be learned with guidance |
| scaffolding | changing the level of support and instruction provided |
| attention | the ability to focus mental resources on select information improves significantly in the preschool years |
| executive attention | a good predictor of self-regulation that involves action planning, allocating attention to goals, error detection and compensation, monitoring progress on tasks, and dealing with novel or difficult circumstances |
| sustained attention | focused and extended engagement with an object, task, event, or other aspect of the environment |
| short-term memory | individuals can retain information up to 30 seconds with no rehearsal |
| autobiographical memory | involves memory of significant events and experiences in one's life |
| executive function | consists of higher-level cognitive processes linked to the development of the brain's prefrontal cortex |
| theory of mind | awareness of one's own mental processes and the mental processes of others |
| early precursors of literacy and academic success | language skills, phonological and syntactic knowledge, letter identification, and conceptual knowledge of print conversations and functions |
| child-centered kindergarten | emphasizes education of the whole child and concern for their physical, cognitive, and socioemotional development |
| Montessori approach | children are given freedom and spontaneity in choosing activities |
| developmentally appropriate practice | focuses on the typical developmental patterns of children and the uniqueness of each child |
| project head start | a compensatory program designed to provide children from low-income families the opportunity to acquire the skills and experiences important for success in school |
| self-understanding | the representation of self, the substance and content of self-conceptions |
| understanding others | children start perceiving others in terms of psychological traits |
| expressing emotions | these are influenced by parents' responses to children's behavior |
| understanding emotions | linked to an increase in prosocial behavior, children begin to understand that the same event can elicit different feelings in different people |
| regulating emotions | plays a key role in children's ability to manage the demands and conflicts they face in interacting with others |
| emotion-coaching parents | monitor their children's emotions; view negative emotions as opportunities for teaching, assist them in labeling emotions, and coach them in how to deal effectively with emotions |
| emotion-dismissing parents | view their role as to deny, ignore, or change negative emotions |
| emotion regulation and peer relations | emotions play a role in the success of a child's peer relationship |
| moral development | involves thoughts, feelings, and behavior regarding rules and conventions about what people should do in their interactions with other people |
| heteronomous morality | from approximately 4 to 7 years of age; justice and rules are conceived as unchangeable properties of the world, removed from the control of people |
| autonomous morality | older children become aware that rules and laws are created by people, and that when judging an action, one should consider the actions intentions as well as the consequences |
| moral behavior | the process of reinforcement, punishment, and imitation explain the development |
| gender | the characteristics of people as males and females |
| gender identity | the sense of being male or female, which most children acquire by the age of 3 |
| gender role | a cultural set of expectations that prescribe how females and males should think, act, and feel |
| gender typing | the acquisition of a traditional masculine or feminine role |
| hormones and chromosomes | play a key role in the development of female physical sex characteristics |
| social role theory | gender differences result from the contrasting roles of women and men |
| psychanalytic theory of gender | the preschool child develops a sexual attraction to the opposite-sex parent |
| social cognitive theory of gender | children's gender development occurs through observation and imitation of others' words and actions |
| mothers' socialization strategies | encourage daughters to be obedient and responsible, and restrict daughters' autonomy |
| fathers' socialization strategies | give more attention to sons and put forth more effort to promote sons' intellectual development |
| peer influences significance | peers extensively reward and punishment gender behavior |
| gender schema theory | children gradually develop gender schemas of what is gender-appropriate and gender-inappropriate in their culture |
| authoritarian parenting | restrictive, punitive style |
| authoritative parenting | encourages children to be independent but still places limits and controls on their actions |
| neglectful parenting | parent is uninvolved in the child's life |
| indulgent parenting | parents are highly involved with their children but place few demands or controls on them |
| authoritative parenting in context | most benefits to the child and to the family as a whole |
| coparenting | the support that parents provide one another in raising a child |
| types of child maltreatment | physical abuse, child neglect, sexual abuse, and emotional abuse |
| working parents | more than one of every two US mothers with a child under the age of 5 in the labor force |
| children in divorced families | 40% of children born to married parents in the US will experience their child's divorce |
| gay and lesbian parents | share child care more than heterosexual couples |
| play functions | an important aspect of development, helps children master anxieties and conflicts |
| play therapy | allow children to work off frustrations and to analyze conflicts and ways of coping |
| senorimotor play | when infants derive pleasure from exercising their existing sensorimotor schemes |
| practice play | involves the repetition of behavior when new skills are being learned or when mastery is required |
| pretense/symbolic play | transforms the physical environment into symbols |
| social play | involves interaction with peers |
| constructive play | combines sensorimotor/practice play with symbolic representation |
| games | activities that are engaged in for pleasure and that have rules |
Created by:
taylor.post