Human Development
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| show | Physical and Cognitive Development in Early Childhood
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| What happens to children's weight around age 3? | show 🗑
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| show | 2 to 3 inches
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| show | 4 to 6 per year
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| show | Muscular and skeletal growth.
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| What happens to bone between 3 and 6 years? | show 🗑
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| Changes of the skeleton and muscles, coordinated by the still maturing brain and nervous system, promote the development of _. | show 🗑
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| show | Respiratory, circulatory.
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| show | immune system.
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| What is necessary to support growth and muscle development? | show 🗑
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| Name some ways to encourage healthy eating habits. | show 🗑
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| show | Grow up, then out, ab muscles develop, arms/legs grow, body catching up to head proportion, muscular/skeletal growth, cartilage turns to bone, bone protects internal organs, motor skills increase, respiratory systems, circulatory systems, immune system
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| show | Both gain in weight and height, but boys are bigger than girls.
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| How many hours does the average child sleep per night? | show 🗑
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| At what age do children began to give up naptime? | show 🗑
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| show | Frequent night waking or talking quality sleep.
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| show | Accidental activation of the brain's motor control system, incomplete arousal from a deep sleep, disordered breathing, wrestles leg movements.
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| Can sleep disturbances be associated with separation anxiety? | show 🗑
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| show | Emotional, psychological, neurological condition.
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| Why can be a sign of night terrors? | show 🗑
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| Describe the state of awakeness of a child that has night terrors. | show 🗑
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| True or false: a child that has night terrors will remember everything the next morning. | show 🗑
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| show | Age 3 to 13, boys more often than girls.
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| What are common sleeping problems with young children? | show 🗑
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| show | Stay up too late, eat heavy meal close to bedtime, over excitement, overstimulating television show, scary movie, frightening bedtime story.
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| When do bad dreams or nightmares need to be checked out by a doctor? Why? | show 🗑
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| repeated, involuntary urination at night by children old enough to be expected to have bladder control. | show 🗑
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| About what percentage of 5-year-olds, wet the bed regularly? | show 🗑
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| show | Age 8.
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| How can a parent help a child go to sleep? | show 🗑
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| show | If child gets up, take them back to bed, after nightmare reassure a child, after night terrors do not wake child, help child get enough sleep, walk or carry sleepwalking child back to bed.
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| show | Enuresis.
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| Enuresis that persists beyond age 8 to 10 may be a sign of _. | show 🗑
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| What are some motor skills in 3-year-olds? | show 🗑
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| What are some motor skills and 4 year olds? | show 🗑
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| show | Can start, turn, stop effectively in games, can make a running jump of 28 to 36 inches, can descend a long stairway unaided alternating feet, can easily hop a distance of 16 feet.
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| show | Night terror-do nothing, sleepwalking-lead child back to bed, nightmare-reassure child, enuresis-do not need to do anything, talk in sleep-do nothing.
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| Brain growth spurt continues until at least age _ when the brain is about _ percent of adult weight. | show 🗑
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| At around age 3, myelination of _ is complete. | show 🗑
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| By age 6, the brain is about _ percent of its peak volume. | show 🗑
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| True or false: to help the, normally functioning children of the same age could have as much as a 50% difference in brain volume. | show 🗑
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| show | Permit more rapid transmission of information, better integration between 2 hemispheres, improve functions, coordinate stress, memory processes, attention, arousal, speech, hearing.
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| show | Frontal areas, regulate planning and organization.
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| show | Area that supports associative thinking, language, spatial relations.
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| What is an aspect of development that brain development effects? | show 🗑
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| physical skills that involve large muscles | show 🗑
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| physical skills that involve small muscles and eye hand coordination | show 🗑
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| increasingly complex combinations of skills, which permit a wider or more precise range of movement and more control of the environment | show 🗑
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| preference for using a particular hand. | show 🗑
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| show | Sensory, motor.
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| show | Run, jump, climb farther and faster.
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| show | 20%, 30%.
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| Our most children under age 6 ready to take part in an organized sport? | show 🗑
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| show | Active, unstructured free play.
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| Why can children do with better fine motor skills? | show 🗑
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| Gains in what skills allow young children to take more responsibility for their personal care? | show 🗑
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| show | Age 3.
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| show | 82%.
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| drawing randomly but in patterns, such as vertical and zigzag lines | show 🗑
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| What age group scribbles? | show 🗑
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| drawing circles, squares, rectangles, triangles, crosses, X’s | show 🗑
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| drawing shapes, and then beginning to combine the shapes into more complex pictures | show 🗑
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| show | 3-year-olds.
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| show | pictorial.
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| What age group draws pictorial pictures? | show 🗑
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| show | Pictorial drawings, switch from abstract form in design to depicting real objects.
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| Why might parents not ask a child what their drawing is meant to represent? | show 🗑
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| show | Brain maturation, imitate the way a parent draws, looking at and talking about other children drawings.
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| show | Brain finishes growing, myelination of fibers, improves senses, memory, attention, speech, hearing, thinking, language
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| show | Gross motor skills-large muscles, run, jump, climb; fine motor skills-small muscles, button shirts, draw pictures
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| How is brain functioning related to motor skills and handedness? | show 🗑
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| show | Less parental involvement in a child’s drawing is not necessarily better. Ex. Chinese
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| show | They mature and get larger, allowing the child to do more
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| show | Night terrors, sleepwalking, nightmares, talking in sleep, enuresis
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| show | Ability to move such as turning and stopping, jumping distance, ascending and descending stairs, hopping distance.
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| When children are most likely to be overweight? | show 🗑
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| Worldwide, about how many children under age 5 are obese? | show 🗑
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| Is obesity hereditary or environmental? | show 🗑
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| What causes excessive weight gain? | show 🗑
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| show | True.
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| show | Parents control child's diet, server appropriate portions, do not force child to clean plate, more physical activity, less TV.
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| _ is an underlying cause in more than half of all deaths before age 5. | show 🗑
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| show | 17%.
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| show | Growth, physical well-being, cognitive development, psychosocial development, poorer verbal skills, spatial abilities, reading skills, scholastic ability, neuropsychological performance.
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| show | Injuries in the household.
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| What kind of household injuries caused death of preschoolers? | show 🗑
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| show | Car seats, keep dangerous products out of reach, helmets, safe storage of firearms, child proof medicine bottles.
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| Summarize obesity trends among preschoolers. | show 🗑
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| Explain why being overweight is a concern in early childhood. | show 🗑
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| Identify effects related to undernutrition and factors that may influence the long-term outcome. | show 🗑
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| Compare the health status of young children in developed and developing countries. | show 🗑
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| show | In the home, by a fire, drowning, suffocation, poisoning, falls.
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| The lower a family’s _, the greater a child's risks of injury, illness, death. | show 🗑
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| show | Chronic conditions, activity limitations, no health insurance, unmet medical and dental needs.
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| show | Black children, Latino children, poor or near poor.
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| show | 3.9 million.
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| show | 1.35 million children.
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| show | Heightened risk for disease, depression, academic problems, behavioral problems.
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| show | Single mothers, in their 20’s, fleeing domestic violence.
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| In 2007, how many children died before the age of 5? | show 🗑
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| Where do most child deaths under the age of 5 occur? | show 🗑
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| show | Pneumonia, diarrhea, malaria, neonatal sepsis, what is an underlying cause of death of children under age 5?
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| In some African countries, _ is responsible for as many as 6 out of 10 child deaths. | show 🗑
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| What is a preventable cause of childhood illness and death? | show 🗑
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| show | Respiratory infections, bronchitis, pneumonia, ear problems, asthma, slowed lung growth.
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| What 4 environmental factors put a child at risk of death? | show 🗑
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| show | Chronic respiratory disease, childhood cancer, neurological disorder, attention deficit/hyperactivity disorder, mental retardation.
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| Where can children get elevated concentrations of what? | show 🗑
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| show | Cognitive development, irreversible neurological problems, behavioral problems, headaches, abdominal pain, loss of appetite, agitation, lethargy, vomiting, stupor, compulsions.
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| show | 25%.
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| What are some environmental influences that endanger children's health and development? | show 🗑
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| show | Use of symbols, understanding of identities, understanding of cause and effect, ability to classify, understanding of number, empathy, theory of mind.
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| What are the major health and safety risks for young children? | show 🗑
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| show | preoperational stage.
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| show | Approximately 2 to 7 years old.
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| show | Expansion in the use of symbolic thought, representational ability.
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| What are 7 immature aspects of preoperational thought in early childhood? | show 🗑
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| show | symbolic function.
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| play involving imaginary people and situations | show 🗑
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| show | Fantasy play, dramatic play, imaginative play.
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| What are infants is in symbolic thought accompanied by? | show 🗑
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| show | Child asks for a scream without seeing open freezer door or television commercial, seeks something out that they remember.
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| Why could people not do without symbols? | show 🗑
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| show | Remember and think about things that are not physically present.
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| mental representation of a previously observed event, more robust after 18 months | show 🗑
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| show | language.
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| When do most children reliably grasp of the relationships between pictures, maps, scale models and the objects or spaces they represent? | show 🗑
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| show | Transduction.
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| show | animism.
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| show | identities.
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| Why concept underlies the emergence of self concept? | show 🗑
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| show | categorization or classification.
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| By age 4, many children can classify by _ criteria. What is an example? | show 🗑
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| show | True.
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| show | ordinality.
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| show | Around 12 to 18 months.
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| By age _, most children have words for comparing quantities. | show 🗑
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| show | cardinality.
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| show | 20 or more.
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| basic level of number skills, including counting, number knowledge (ordinality), number transformation, estimation, number patterns. | show 🗑
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| Why can affect how rapidly children advanced in math? | show 🗑
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| show | centration.
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| In Piaget's terminology, to think simultaneously about several aspects of a situation. | show 🗑
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| show | egocentrism.
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| Summarize a preschool child’s understanding of symbols. | show 🗑
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| show | Preschoolers are able to use simple maps, the order they grow the more so they are able to use the symbols
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| show | Do not grasp cause and effect, relate two events close in time to be a causal relationship
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| show | Are usually able to distinguish between what is alive and inanimate, sometimes get them confused
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| show | Are able to categorize by two criteria, such as bad/good, nice/main
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| Summarize a preschool child’s understanding of numbers. | show 🗑
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| show | Use of symbols, understanding of identities, understanding of cause and effect, ability to classify, understanding of number, empathy, theory of mind.
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| show | Centration, irreversibility, focus on states rather than transformations, transductive reasoning, egocentrism, animism, inability to distinguish appearance from reality.
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| According to Piaget, preschoolers come to illogical conclusions because they cannot _, which means _. | show 🗑
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| show | True.
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| show | False.
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| According to Piaget, young children's center so much on their _ that they cannot _. | show 🗑
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| show | Three Mountain Task, children sat on opposite side of table from doll, 3 mountains in the middle, the child could not see from doll's point of view.
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| Young children may show egocentrism primarily in, what kind of situations? | show 🗑
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| show | conservation.
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| show | irreversibility.
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| show | Centration.
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| show | conservation.
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| show | Concrete operational stage.
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| show | Preoperational.
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| show | Focus, scratch that preoperational children.
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| How does centration limit preoperational thought? | show 🗑
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| Discuss research that challenges Piaget's views on egocentrism in early childhood. | show 🗑
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| Give several reasons preoperational children have difficulty with observation. | show 🗑
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| Awareness and understanding of mental processes | show 🗑
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| show | Piaget.
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| show | Methodology, Piaget's questions were abstract
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| What did Piaget expect children to be able to do when talking about theory of mind? | show 🗑
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| show | Observe children and everyday activities, give concrete examples.
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| show | Inside the mind, real or imaginary, can't think of one thing while doing something else, person that covers eyes and ears can think about objects, looks pensive is probably thinking, thinking is different from seeing/talking/touching/knowing.
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| What do you preschoolers generally believe about mental activity? | show 🗑
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| At what age do children know that the mind is continuously active? | show 🗑
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| What are 2 things that preschoolers have little or no awareness of? | show 🗑
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| What do preschoolers believe about dreaming? | show 🗑
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| show | Recognize that experiences, emotions, thoughts can affect content of dreams.
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| What do 11-year-olds recognize about dreaming? | show 🗑
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| show | social cognition.
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| show | Decline of egocentrism, development of empathy.
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| show | people can hold false beliefs.
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| True or false: 3-year-olds understand that people can hold false beliefs. | show 🗑
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| Children near their 4th birthday did better in recognizing false beliefs when they did why? | show 🗑
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| show | Egocentric thinking.
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| show | 86.
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| an effort to plant a false belief in someone else's mind | show 🗑
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| show | Some believe age 2 or 3, others at 4 or 5.
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| According to Piaget at what age do children begin to understand the distinction between what seems to be and what is? What have studies found? | show 🗑
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| show | Between 18 months and 3 years.
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| What is it hard to distinguish when questioning children about pretend objects? | show 🗑
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| show | Magical thinking.
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| show | magical thinking.
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| When does magical thinking tend to decline? | show 🗑
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| What are several aspects of theory of mind? | show 🗑
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| show | Brain maturation, general improvement in cognition, social competence, language development, good social skills
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| What are 3 things that can cause bilingual children to have better theory of mind abilities than children who only speak one language? | show 🗑
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| Describe changes between ages 3 and 6 in children's knowledge about the way their minds work. | show 🗑
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| Identify influences on children's knowledge about how the mind works. | show 🗑
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| process by which information is prepared for long-term storage and later retrieval | show 🗑
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| show | storage.
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| process by which information is assessed or recalled from memory storage | show 🗑
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| What improves in children's minds in early childhood? | show 🗑
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| Information processing theorists think of a memory as a filing system that has 3 steps called what? | show 🗑
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| show | Putting information into a folder to be filed in memory, attaches a label.
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| show | Putting the folder into the filing cabinet.
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| show | Search for the file and take it out.
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| show | Efficiency.
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| Information processing models depict the brain as containing, what 3 storehouses? | show 🗑
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| initial, brief, temporary storage of sensory information | show 🗑
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| short-term storage of information being actively processed | show 🗑
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| show | executive function.
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| element of working memory that controls the processing of information | show 🗑
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| storage are virtually unlimited capacity to hold information for long periods | show 🗑
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| show | recognition.
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| show | recall.
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| Without what memory process do sensory memories fade quickly? | show 🗑
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| temporary holding tank for incoming sensory information | show 🗑
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| What is another name for working memory? | show 🗑
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| show | Prefrontal cortex, a large portion of frontal lobe, directly behind forehead.
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| show | Capacity.
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| show | 2 digits.
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| How many scrambled numbers can a 12-year-old usually remember? | show 🗑
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| What does the growth of working memory permit? | show 🗑
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| What does executive function enable children to do? | show 🗑
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| show | Make up and use complex rules for problem solving.
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| show | Central executive.
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| What jobs does the central executive do? | show 🗑
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| What are the 2 types of retrieval? | show 🗑
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| Give an example of recognition memory. | show 🗑
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| In early childhood, what kind of events do young children remember? | show 🗑
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| What are the 3 types of childhood memory? | show 🗑
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| memory that produces scripts of familiar routines to guide behavior | show 🗑
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| general remembered outline of a familiar, repeated event, used to guide behavior | show 🗑
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| long-term memory of specific experiences or events link to time and place | show 🗑
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| show | autobiographical memory.
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| At what age do generic memories begin? | show 🗑
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| What does generic memory produce? | show 🗑
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| Give an example of a generic memory. | show 🗑
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| What does generic memory help children to do? | show 🗑
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| show | episodic memory.
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| Are episodic memories temporary or permanent? | show 🗑
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| show | Recur several times, transferred to generic memory, only last a few weeks or months.
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| show | Age 3 to 4.
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| What might be an explanation for the slow arrival of autobiographical memory? | show 🗑
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| show | Enables child to share memories and organize them into personal narratives.
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| show | social interaction model.
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| Why do some early memories last longer and more clearly than others? | show 🗑
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| Do preschoolers tend to remember things they did or saw better? | show 🗑
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| show | social interaction model.
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| What styles of talking can parents have when talking with children about shared experiences? | show 🗑
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| When a child gets stuck on memory recall, adults with a _ style repeat their own previous statements or questions. | show 🗑
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| show | High elaborative style.
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| Which recall style recalled richer memories? | show 🗑
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| show | Girls.
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| How does elaborative talk promote autobiographical memory? | show 🗑
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| show | Encoding, storage, retrieval, different types of memory, recognition, recall, retention.
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| Identify the 3 storehouses of early memories. | show 🗑
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| Identified 3 types of early memories. | show 🗑
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| show | Uniqueness of event, emotional impact, child's participation, talking about the experience
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| Discuss how social interaction influences memory. | show 🗑
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| Discuss how culture influences memory. | show 🗑
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| What is a factor that may affect the strength of early cognitive skills? | show 🗑
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| What are 2 ways intelligence as measured? | show 🗑
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| show | Stanford-Binet Intelligence Scales, Wechsler Preschool and Primary Scale of Intelligence.
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| show | Stanford-Binet Intelligence Scales.
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| individual intelligence test for children ages 2 ½ to 7 that yield to verbal and performance scores as well as a combined score | show 🗑
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| show | Ages 2 and up, take 45 to 60 minutes, child defines words, strings beads, build with blocks, identify missing parts of picture, trace maze, show understanding of numbers.
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| What is a child's score in the Stanford-Binet Intelligence Scales supposed to measure? | show 🗑
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| ability to solve abstract or novel problems | show 🗑
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| Describe the Wechsler Preschool and Primary Scale of Intelligence. | show 🗑
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| show | Separate verbal and performance scores as well as combined score, verbal and nonverbal fluid reasoning, receptive versus expressive vocabulary, processing speed.
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| show | Special populations, children with intellectual disabilities, developmental delays, language disorders, autistic disorders.
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| show | Represent a fixed quantity of inborn intelligence.
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| What is an IQ score? | show 🗑
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| show | Heredity, environment, mentally demanding games, socioeconomic status, family income, achievement and preschool years.
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| Family economic circumstances can exert a powerful influence, not so much in themselves as in the way they affect what other factors? | show 🗑
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| Vygotsky’s term for the difference between what a child can do alone and what the child can do with help | show 🗑
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| show | scaffolding.
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| According to Vygotsky, children learn by internalizing the results of what? | show 🗑
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| show | Interactive learning.
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| The gap between what children can already do and what they are not quite ready to accomplish themselves | show 🗑
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| show | Dynamic test.
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| show | Traditional psychometric tests.
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| show | Traditional psychometric tests.
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| What can help guide a child's cognitive progress? | show 🗑
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| show | Standford-Binet Intelligence Scales- measures fluid/quantitative reasoning, knowledge, visual-spatial processing and working memory; Wechsler Preschool and Primary Scale of Intelligence-yields verbal, performance, combined scores.
🗑
|
||||
| Discuss the relationship between socioeconomic status and IQ. | show 🗑
|
||||
| show | Measures, what a child can do alone and what they can do with help, not what they have already mastered (psychometric test).
🗑
|
||||
| show | With a traditional psychometric test (Stanford-Binet Intelligence Scales, Wechsler Preschool and Primary Scale of Intelligence) or a newer test (zone of proximal development).
🗑
|
||||
| What are some influences on preschoolers’ intelligence? | show 🗑
|
||||
| show | fast mapping.
🗑
|
||||
| show | Growing facility with language.
🗑
|
||||
| At age 3, how many words does the average child know and use? | show 🗑
|
||||
| By age 6, how many words does the average child use? How many do they understand? | show 🗑
|
||||
| By high school how many what words does the average child know and use? | show 🗑
|
||||
| allows a child to pick up the approximate meaning of a new word after hearing it only once or twice in conversation | show 🗑
|
||||
| a rapid expansion of vocabulary | show 🗑
|
||||
| How is it likely that fast mapping works? | show 🗑
|
||||
| show | Children combines syllables and words, words into sentences.
🗑
|
||||
| show | Short, simple, declarative, amid articles such as a and the, include pronouns, adjectives, prepositions.
🗑
|
||||
| show | 4 to 5 words, declarative, negative, interrogators, imperative, can be complex and multi-clause if parents use such sentences, long run-on narratives.
🗑
|
||||
| show | Parent says you may watch TV after you pick up your toys, child understands he can 1st watch television then pick up toys.
🗑
|
||||
| At what age does a child speech become adult why? | show 🗑
|
||||
| Describe the average 5 to 7-year-old’s sentence. | show 🗑
|
||||
| Why do young children often make errors in speaking? | show 🗑
|
||||
| show | pragmatics.
🗑
|
||||
| speech intended to be understood by a listener | show 🗑
|
||||
| show | Vocabulary, syntax, grammar.
🗑
|
||||
| show | How to ask for things, how to tell a story, how to begin and continue a conversation, adjust comments to listeners perspective.
🗑
|
||||
| show | If they are comfortable with their partner, if the topic is one they know and care about.
🗑
|
||||
| show | private speech.
🗑
|
||||
| show | Private speech.
🗑
|
||||
| show | Cognitive immaturity.
🗑
|
||||
| show | Special form of communication, conversation with self.
🗑
|
||||
| Does it research tend to support Piaget's or Vygotsky’s view of private speech? | show 🗑
|
||||
| show | Social experience, self-regulation.
🗑
|
||||
| When does private speech tend to increase? | show 🗑
|
||||
| What percent of preschool children show language and speech delays? | show 🗑
|
||||
| What may be associated with speech and language delays? | show 🗑
|
||||
| Are boys or girls more likely to be late talkers? | show 🗑
|
||||
| show | emergent literacy.
🗑
|
||||
| What does emergent literacy refer to? | show 🗑
|
||||
| What are the 2 types of pre-reading skills? | show 🗑
|
||||
| What appears to be critically dependent on phonological skills? | show 🗑
|
||||
| What appears to be dependent upon oral language skills? | show 🗑
|
||||
| True or false: social interaction is an important factor in literacy development. | show 🗑
|
||||
| What are ways for children to become better readers and writers during preschool years? | show 🗑
|
||||
| show | Ideas, thoughts and feelings.
🗑
|
||||
| What is one of the most effective pathways to literacy? | show 🗑
|
||||
| show | Being read to.
🗑
|
||||
| show | Rapidly learn language with fast mapping, know 80,000 words by the time entering high school
🗑
|
||||
| Trace normal progress in a 3 to 6-year-olds grammar abilities. | show 🗑
|
||||
| Trace normal progress in a 3 to 6-year-olds syntax abilities. | show 🗑
|
||||
| Trace normal progress in a 3 to 6-year-olds conversational abilities. | show 🗑
|
||||
| Give reasons why children use private speech. | show 🗑
|
||||
| Discuss possible causes of delayed language development. | show 🗑
|
||||
| show | May grow out of it, may cause cognitive, social, emotional consequences
🗑
|
||||
| Discuss possible treatment of delayed language development. | show 🗑
|
||||
| Identify factors that promote preparation for literacy. | show 🗑
|
||||
| How does language improve during early childhood? | show 🗑
|
||||
| show | Children can grow out of it were may have problems if not assisted with speech or language therapy, consequences can be cognitive, social, emotional.
🗑
|
||||
| show | physical, cognitive and social environment.
🗑
|
||||
| show | 54%.
🗑
|
||||
| show | Child centered.
🗑
|
||||
| What is a child centered philosophy? | show 🗑
|
||||
| What do defenders of the developmental approach maintain about academically oriented preschool programs? | show 🗑
|
||||
| show | US studies support the child centered, developmental approach.
🗑
|
||||
| show | Child initiated, academically directed, middle of the road.
🗑
|
||||
| Describe benefits of child initiated programs. | show 🗑
|
||||
| Which of the 3 types of styles of preschool classrooms seems to be the best approach? | show 🗑
|
||||
| What purposes does early childhood education serve? | show 🗑
|
||||
| How do children make the transition to kindergarten? | show 🗑
|
||||
| show | theory of mind
🗑
|
||||
| _ was the first person to investigate "theory of mind." | show 🗑
|
||||
| When does children's knowledge about mental processes grow? | show 🗑
|
||||
| Why might Piaget have gotten different answers about theory of mind than current research has found? | show 🗑
|
||||
| show | in everyday activities, give them concrete examples
🗑
|
||||
| Between the ages of 3 and 5, what are some things children come to understand about thinking and mental states? | show 🗑
|
||||
| What do preschoolers generally think about mental activity? | show 🗑
|
||||
| At what age to children know that the mind is continuously active? | show 🗑
|
||||
| show | people think in words, "talk to themselves," think while look, listen, read, talk
🗑
|
||||
| What do 5 years olds recognize can affect the content of dreams? | show 🗑
|
||||
| At age 11, what do children realize about their dreams? | show 🗑
|
||||
| show | can completely control them
🗑
|
||||
| show | social cognition
🗑
|
||||
| What does social cognition accompany? | show 🗑
|
||||
| show | understanding that people can hold false beliefs
🗑
|
||||
| What does a three year old lack understanding of? | show 🗑
|
||||
| show | near their fourth birthday
🗑
|
||||
| An estimated _ out of _ children in poor urban areas enter school poorly prepared to learn. | show 🗑
|
||||
| When did large scale programs develop to help children prepare for school? | show 🗑
|
||||
| What is Project Head Start? What does it teach? | show 🗑
|
||||
| show | medical, dental, mental healthcare, social services, at least one hot meal per day
🗑
|
||||
| show | (1 out of 3) non-English speaking, single mothers
🗑
|
||||
| What benefits does Project Head Start give children? | show 🗑
|
||||
| With Project Head Start, gains are closely related to what? | show 🗑
|
||||
| show | less likely to-be placed in special education, repeat a grade, become juvenile delinquent, become pregnant in teens; more likely to-finish high school
🗑
|
||||
| show | transition between relative freedom of home and structure of "real school"
🗑
|
||||
| show | like first grade, less self-chosen activities, more time on worksheets and preparing to read
🗑
|
||||
| show | becoming full day, single parents or dual earner households, children have experience preschool, prekindergarten, ready for more vigorous curriculum.
🗑
|
||||
| Do children learn more in full day kindergarten? | show 🗑
|
||||
| What factors affect a child's readiness for kindergarten? | show 🗑
|
||||
| show | math, reading
🗑
|
||||
| show | ability to sit still, follow directions, wait one's turn, regulate own learning
🗑
|
||||
| Has a correlation been found between kindergarten behavior and later success in school? | show 🗑
|
||||
| How can adjustment to kindergarten be eased? | show 🗑
|
||||
| The blossoming physical and cognitive skills of early childhood affect what? | show 🗑
|
||||
| show | child initaited-most effective, child directs learning, more motor skills; academically directed-teach children; middle of the road-blends two approaches, least effective
🗑
|
||||
| show | Give children a better head start, better grades later on in school, excellent affect on long term situations
🗑
|
||||
| show | preparation, home environment, emotional adjustment, social adjustment
🗑
|
||||
| show | physical growth continues but more slowly, boys are taller/heavier/more muscular than girls, internal body systems maturing
🗑
|
||||
| show | true
🗑
|
||||
| What can sleep patterns be affected by? | show 🗑
|
||||
| show | development continues steadily throughout childhood, affects motor development
🗑
|
||||
| What two muscle skills do children age 3 to 6 progress rapidly in? What does that develop? | show 🗑
|
||||
| show | evident by age 3, dominance of the opposite hemisphere of the brain.
🗑
|
||||
| show | sleepwalking, sleep terrors, nightmares, bed wetting
🗑
|
||||
| show | outgrown, usually without special help
🗑
|
||||
| show | emotional disturbances
🗑
|
||||
| What motor achievements are common between ages 3 and 6? | show 🗑
|
||||
| show | Scribbling, shaped, design, pictorial.
🗑
|
||||
| show | Obesity, undernutrition, accidents in the home, death, environmental factors, exposure to poverty, homelessness, smoking, air pollution, pesticides, lead poisoning; developing countries-preventable disease.
🗑
|
||||
| show | Physical, cognitive, behavioral.
🗑
|
||||
| show | Several important advances, some immature aspects of thought.
🗑
|
||||
| show | Reflect on people, objects, events that are not physically present
🗑
|
||||
| What is symbolic function shown in? | show 🗑
|
||||
| show | Make more accurate judgments on spatial relationships, link cause and effect with regard to familiar situations, understand the concept of identity, categorize, compare quantities, understand principals accounting.
🗑
|
||||
| Preoperational children appear to be less _ than Piaget thought. | show 🗑
|
||||
| _ keeps preoperational children from understanding principals of operation. | show 🗑
|
||||
| show | irreversibility, focus on states rather than transformations.
🗑
|
||||
| Theory of mind, which develops markedly between ages 3 and 5, includes why? | show 🗑
|
||||
| What can affect individual differences and theory of mind development? | show 🗑
|
||||
| show | Use of symbols, understanding of identities, understanding of cause and effect, ability to classify, understanding of number, empathy, theory of mind
🗑
|
||||
| show | Centration, irreversibility, focus on states rather than transformations, transductive reasoning, egocentrism, animism, inability to distinguish appearance from reality.
🗑
|
||||
| Information processing models describe what 3 steps in memory? | show 🗑
|
||||
| What kind of memory shows little change with age? | show 🗑
|
||||
| What kind of memory capacity greatly increases with age? | show 🗑
|
||||
| show | Central executive.
🗑
|
||||
| show | Recognition, increases during early childhood.
🗑
|
||||
| show | Temporary, transferred to generic memory.
🗑
|
||||
| show | Age 3 or 4, self recognition and language development.
🗑
|
||||
| According to the social interaction model, children and adults Coke construct autobiographical memories by talking about what? | show 🗑
|
||||
| What are children most likely to remember? What can affect the memory formation? | show 🗑
|
||||
| What memory abilities expand in early childhood? | show 🗑
|
||||
| show | Stanford-Binet Intelligence Scales, Wechler Preschool and Primary Scale of Intelligence
🗑
|
||||
| What are some influences on preschoolers’ intelligence? | show 🗑
|
||||
| In what countries have intelligence test scores risen? | show 🗑
|
||||
| show | Zone of proximal development.
🗑
|
||||
| Test such as the zone of proximal development, combined with scaffolding can help parents and teachers do what? | show 🗑
|
||||
| show | Vocabulary increases, grammar, syntax, pragmatics.
🗑
|
||||
| What might private speech aid in? | show 🗑
|
||||
| show | May have serious cognitive, social, emotional consequences.
🗑
|
||||
| What can promote emergent literacy? | show 🗑
|
||||
| The _ content of early childhood education programs in the US has increased, but study support a _ approach. | show 🗑
|
||||
| What purposes does early childhood education serve? | show 🗑
|
||||
| show | Positive outcomes, participant’s performances approaching national norms, early start may have better results.
🗑
|
||||
| How do children make the transition to kindergarten? | show 🗑
|
||||
| _ of preschool education very across cultures. | show 🗑
|
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.
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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.
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