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Lifespan WK5 CH7
| Question | Answer |
|---|---|
| Height and Weight | Average growth is 2.5 inches and 5 to 7 pounds per year during early childhood |
| Two most important contributors to height differences | ethnic origin and nutrition |
| Brain growth slows during early childhood | Brain has reached 95% of adult volume by age 6 |
| Myelination | Rapid growth takes place in frontal lobe areas; Planning, organizing new actions, maintaining attention |
| Corpus Callosum | Hand eye coordination |
| Gross motor skills development | Simple run-and-jump movements at age 3 Child becomes more adventurous at age 4 Child is self-assured and often takes hair-raising risks at age 5 |
| Fine motor skills development | Can pick up tiniest objects at age 3, but still a little clumsy Improved fine motor coordination at age 4 Has better eye, hand, and body coordination by age 5 |
| Leading causes of death in U.S. children are: | Motor vehicle accidents Cancer Cardiovascular disease |
| Piaget’s Preoperational Stage (2 to 7 years): | begin to represent the world with words, images, and drawings; egocentrism and magical beliefs |
| Preoperational | child does not yet perform operations, or reversible mental actions Children can only do mentally what they can do physically |
| Symbolic Function Substage (2 to 4 years): | Child gains the ability to mentally represent an object that is not present. Remembering an item and seeking it out. |
| Egocentrism | the inability to distinguish between one’s own perspective and someone else’s perspective. “It’s all about me.” |
| Animism | the belief that inanimate objects have lifelike qualities and are capable of action; "The sidewalk is being mean to me." |
| Intuitive Thought Substage (4 to 7 years): | Children begin to use primitive reasoning and want to know the answers to questions “but why?” |
| Centration | centering attention on one characteristic to the exclusion of all others |
| Conservation | altering a substance’s appearance does not change its basic properties |
| Vygotsky’s Theory | Children think and understand primarily through social interaction |
| Zone of proximal development (ZPD) | range of tasks that are too difficult for the child alone but that can be learned with guidance |
| Scaffolding | changing level of support during a teaching session |
| VYGOTSKY & PRIVATE SPEECH | Talking aloud with no intended listener Children who use private speech more are typically more socially competent Keeps us focused! use of language for self-regulation Normal and common in childhood |
| IMAGINARY COMPANIONS | Girls more likely to have them; boys more likely to impersonate imaginary characters |
| Salient versus relevant dimensions | preschoolers will pay attention to flashy, attractive stimuli even when it is not relevant; Planfulness: preschoolers do not tend to engage in systematic plans for analysis |
| Short-term memory | individuals can retain information up to 30 seconds with no rehearsal; Young children can remember a great amount of information when given the right cues and prompts |
| Language development - Fast Mapping | Child learns the meaning of a word after hearing only once or twice Dramatically increases vocabulary. Children’s brains are hardwired to learn language with ease up to age twelve. |
| Education for Disadvantaged Children | Project Head Start: Federally funded, created in 1965 Not all programs in the U.S. are of equal quality Seeks to intervene where there is a lack of enriched early childhood educational experiences |
Created by:
MarieG
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