| Term | Definition |
| Body Growth and Change (length. weight) | slow, consistent growth in middle/late childhood
averages; 2-3inches, 5-7lbs per year
head/waist circumference decreases in relation to body height
bones continue to ossify, yield to pressure/pull more than mature bones |
| The Brain 6 | total brain volume stabilizes
cortical thickness increases
major changes in prefrontal cortex area
brain strengthens neurological circuits used regularly
synaptic pruning/myelination(focusing attention complete)
2 hemispheres take responsibilities |
| Motor Development (Gross/Fine Motor) | Gross;become smoother/↑coordinated
boys outperform
organized sport encourage development
fine motor;improve, ↑myleniation of CNS
use hands more skillfully
10-12yrs;manipulative skills =adults
complex,intricate,rapid movements
girls outperform |
| Piaget- Concrete Operational Stages (4 types) | 7-11yrs
intuitive reasoning --> logical reasoning
concrete operations;reversible actions on real, concrete objects
conservation
classification
seriation
transitivity |
| What can children understand in the concrete operational stage? (4) | conservation;don't conserve all quantities/all tasks simultaneously
classification;interrelationships among sets/subsets
seriation;ordering stimuli along a quantitative dimension(length)
transitivity;ability to logically combine relationships |
| Information Processing Theory (2) attention | Attention;drastically improve ability to sustain/control attention
pay more attention to task-relevant stimuli than salient stimuli |
| Memory (correlations, types) | ↑long term
↑memory = ↑knowledge/use of strategies
working;mental workbench, manipulate/assemble info when decisions, problem solving, comprehending language
autobiographical;↑age, more complete |
| Memory (improving memory) 7 | strategies;deliberate mental activities that↑info processing
advise elaborate on what is to be remembered
elaboration;more extensive processing of info
↑mental imagery
↑understanding↓memorize
repeat w variation,link early/often
memoryrelevant langua |
| Language Development (3) 7yrs | 7yrs;categorize vocabulary by parts of speech, categorizing becomes easier as vocabulary ↑
development of metalinguistic awareness(knowledge abt language, child think abt language, understand/define words) can catch grammar mistakes
progress in pragmati |
| Bilingualism and Second-Language Learning (sensitive periods) | vary across language systems;
adolescents/adults;new vocab>sound/grammar
10-12yrs↓ability to pronounce native-like accents
bilingualism=↑outcomes for language/cognitive development
subtractive bilingualism;immigrant child learn new langauge->monolingu |
| what plays a role in reading comprehension?
Reading (approaches) 2 | vocabulary
phonics approach;focus on phonics/basic rules for translating written symbols to sounds (emphasized)
involve simplified material
whole-language approach;parallel child's natural language learning
reading material should be whole/meaningful |
| Writing (stages) | 2-3yrs; early scribbles
4yrs;print first name
5yrs;reproduce letters/copy short words
they tend to invent spelling
= important as cognitive skills(organization/logical reasoning)
elementary/middle school -->↑sophisticated methods to organize ideas |
| Emotional Development (changes) 5 | ↑emotional understanding (>1 emotion can be experienced in a situation)
↑aware of events leading to emotional responses
↑ability to suppress negative emotional reactions
use self-initiated strategies to redirect feelings
capacity for genuine empathy |
| Emotional Development (coping with stress) 3, age | ↑ability to accurately appraise stressful situation + determine how much control they have over it
generates more coping alternatives
better reframing of pov of stressful situation
10yrs;uses cognitive strategies to cope with stress |
| The Self (five changes) | self-evaluation becomes more complex
psychological characterisitcs+traits;8-11yrs,↑describes with psychological traits
social description;+social aspects(social groups)
social comparison;↑reference
real/ideal self;distinguish between -
realistic |
| Understanding Others
what is perspective taking | ↑perspective taking;social/cognitive process involved in assuming pov of others + understanding their thoughts/feelings
understand others have different pov b/c they have↑info
⭐for determining whether children->prosocial/antisocial attitudes/behaviors |
| What are executive functions at work in perspective taking? (2) | cognitive inhibition;controlling one's thoughts to consider pov of others
cognitive flexibility;seeing situations in different ways |
| Erikson's Theory of Psychosocial Development (fourth stage : industry vs inferiority) | elementary school years
children becomes more interested in how things are made/how they work
if child is encouraged in efforts to make/build/work->↑industry
if efforts to make things are viewed as mischief/making a mess->↑inferiority |
| Parenting (who, styles 4)
Diana Baumrind | associated with aspects of children's social behavior
authoritarian;restrictive/punitive
authoritative;encourage child to be independent, places limits on actions
neglectful;uninvolved
indulgent;highly involved but places few demands/controls |
| Peers (importance,changes) | good peer relation necessary for normal social development
size of peer group ↑
peer interactions less closely supervised by adults |
| Peers (stages of change) | ~3yrs;spend time with same-sex>opposite-sex playmates
preferences↑in early childhood
preschool;frequency of +/- peer interactions↑
early childhood;distinguish friends/nonfriends
elementary;reciporcity is more important in peer exchanges |
| Peer Status (sociometric statuses) 5
bff nomination + liked/disliked | popular;+nominated as bff rarely disliked
controversial;+nominated as bff, disliked by peers
average;average +/- peer nominations
neglected;-nominated as bff, not disliked by peers
rejected;-nominated as bff, disliked by peers |
| Popular Children
What contributes to their status? 6 | social skills that contribute to being well liked
give reinforcements
listen carefully
maintain open line of communication
happy,control - emotions, enthusiasm/concern for others
self confident without being concieted |
| Rejected Children
What contributes to their status (stats, 4) | often have serious adjustment issues
aggression, impulsiveness, disruptiveness; underly rejection 50% of time
10-20% are shy |
| Bullying (what is it, most frequent type, other types 4) | verbal/physical behavior intended to disturb someone less powerful
more frequent type:belittling on looks/speech
types: religion/race,hit/slap/push, rumor, sexual comments/gestures |
| Bullying (characteristics more likely to experience bullying 5, outcomes of bullying 4, social contexts 4 ) | most likely: boys, younger jhs, anxious, socially withdrawn, aggressive children
outcomes:loneliness, difficulty befriending, ↓grades, ↑smoke/drink
social contexts: poverty, family, school, peer groups |
| Bullying (cyberbullying, causes of being a cyberbully 4 , outcomes of cyberbullying 2, school intervention) | increased concern: peer bullying/harassment online
bully traits:lonely,↓self esteem, ↓mutal friendships,↓peer popularity
victims;↑stress,suicidal ideation
school;focus on whole school>classroom curricula/social skill training |
