Enrichment
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| Why is non-maternal care more common today than it was years ago? | Because Mothers are working now
🗑
|
||||
| Belsky & Rovine published a study and they gave children a task called the Strange Situation. What happens with this task? | The child is left alone with a stranger
🗑
|
||||
| What were concerning results that they found when a child was left in a "stranger situation" when comparing children who have more than 20 hours of non-maternal care a week with those that have less? | Those who have more than 20 non-maternal care are at more risk of being insecurely attached.
🗑
|
||||
| They also found additional risk factors: boys t______________, infant temperament (difficult/fussy infants), maternal interpersonal s________, maternal satisfaction with m__________, maternal c_________ motivation | temperament, sensitivity, marriage, career. So these things also make you more at risk of being insecurely attached to your mother.
🗑
|
||||
| There are two criticisms of Belsky and Rovine's study, what are they? | 1) Infants are used to being left alone more than 20 hours a week so dont protest. 2) They might not show being insecurely attached to parent because they are securely attached to nursery worker.
🗑
|
||||
| NICDH, 1997 found that there was no relation between non-maternal care (quality or quantity) and attachment status at 15 months but when children were "at risk" (mothers less involved & less sensitive) there was elevated risk of insecure attachment. T/F? | True
🗑
|
||||
| What was the biggest predictor of attachment status at 36 months? | Sensitive parenting. This is because child care on its own did not predict, but when maternal sensitivity was low, more hours in non-maternal care increased risk of insecure attachment
🗑
|
||||
| NICHD, 2002 found that there was a small or large effect of quantity of child care? | Small effect but significant
🗑
|
||||
| NICHD, 2002 found that there was a small or large difference between low quality and high quality care effects on child were small or big? | Small but still significant
🗑
|
||||
| NICHD, 2002 looked at effects on language skills of child care in centres versus other non-maternal care such as grandparents, neighbours etc. What kind of effect did they find? | A small but significant effect.
🗑
|
||||
| NICHD, 2003 looked at the effects on social competence and found that there was not much difference between maternal and non-maternal care. | .....
🗑
|
||||
| There is a relationship between parenting skills and non-maternal care. The more hours children spent in non-maternal care, the less sensitive, engaged and affectionate mothers are. it si clear what causes what? | No
🗑
|
||||
| Another relationship between them is that maternal contacts improve maternal p________ functioning and parenting s_____. Also mothers who live in poverty and have kids in high quality care are better or worse? parents | psychological, skills, better
🗑
|
||||
| Look at how nurseries can impact cognitive development. Do they improve or have a detrimental effect on cognitive development? And are they good or bad quality nurseries? | .....
🗑
|
||||
| Broberg et al (1997) came up with four things that good care incorporates. What are they? | (a) low teacher-child ratio (b) trained staff (c) curriculum geared toward cognitive development rather than behavioural control (d) organisation of space that allows creative constructive play
🗑
|
||||
| HeadStart program helped children in extreme ________ | poverty
🗑
|
||||
| What did the Head Start program provide? | health checkups, nutritional diet, education, social services and parental involvement
🗑
|
||||
| Took about what happened in terms of the 'sleeper effect' | There were IQ gains of 5 points in the first year but these gains went away in the second year. but later in primary school they found that the children are high achievers etc. So this fade in IQ in second year was just a 'sleep effect"
🗑
|
||||
| Write out all of the positive outcomes on the children that the HeadStart program has... | ...
🗑
|
||||
| What outcomes did the perry Preschool Program have on children? | Had better education, greater earning power, greater family stability and fewer social services needed., and less drug users.
🗑
|
||||
| The lecturer talked about our NZ government policies have had over the years. How did this relate to the lecture? | During the governments that argued for the trickle down effect, there is higher inequality in society, and this influences the amount of poverty in NZ and therefore the amount of enrichment that children are getting.
🗑
|
||||
| Study and summarise the results of study done on protein in Mauritius... and study done in Guatemala | ....
🗑
|
||||
| With the Dunedin masters study looking at Iodine supplements, those that took the Iodine supplements did.... | better on the Weshler Intelligence Scale tests that those who were in the placebo group.
🗑
|
||||
| When is a Nursery not good? (There are two things) | When there are frequent nursery changes and when it is poor quality.
🗑
|
||||
| Why is it bad for there to be frequent changes in a nursery? Write them out... | ......
🗑
|
||||
| What is the quality of nurseries determined by? (3 factors) | (a) group size (b) teacher/child ratio (c) caregiver qualifications
🗑
|
||||
| What happens to children's stress hormone if they are in a lower quality nursery? And what is the name of this stress hormone? | It increases and it is called cortisol. So this is bad that they are more stressed.
🗑
|
||||
| There is a linear relationship between the quality of care a child gets and .........? | The parents income - the more you earn the better quality child care you can give child.
🗑
|
||||
| The poor are at more risk of having poor ________________ but they are the most in need of it! | quality of non-maternal care
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
alicemcc33
Popular Science sets