XI: Physical and Cognitive Development in Early Childhood
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each of the black spaces below before clicking
on it to display the answer.
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| Growth and Motor Development | show 🗑
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| Ossification | show 🗑
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| Gross Motor Skills | show 🗑
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| show | follows the proximodistal principle. As children get better at these skills, they can become more independent and do more for themselves. Many of these skills are difficult for young children because they involve both hands and both sides of the brain
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| Brain Development | show 🗑
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| Plasticity | show 🗑
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| Lateralization | show 🗑
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| Myelination | show 🗑
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| Nutrition and Eating Habits | show 🗑
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| Physical Activity | show 🗑
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| Sleep | show 🗑
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| show | Limited screen time, educational programs and co-viewing with caregivers may promote language skills
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| Toxins that Can Harm Development | show 🗑
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| show | drowning, car accidents, unintentional suffocation, fire
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| show | the most common nonfatal accidents that require an ER visit
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| Piaget's Preoperational Reasoning | show 🗑
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| Egocentrism | show 🗑
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| Animism | show 🗑
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| Centration | show 🗑
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| show | inability to understand that reversing a process can undo it and restore it to its original state
ex.) Johnson doesn't understand that removing the extra block restores the block structure to its original state
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| show | cultural context shapes how we think and who we become; with interaction and experience, the child adopts and internalizes the tools and knowledge becoming able to apply them to be independent
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| show | A form of teaching that helps children accomplish more than they could alone; they're still the ones achieving it but they're being guided through it
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| show | assistance that is tailored to the child's needs and permits children to bridge the gap between their current competence level and the task at hand
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| Zone of Proximal Development (ZDP) | show 🗑
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| Private Speech | show 🗑
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| show | the ability to remain focused on a stimulus for an extended period of time; improvements in this
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| Working Memory | show 🗑
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| show | more skilled at controlling and deploying resources to serve goals (coming up with plans and using them to achieve goals)
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| Episodic Memory | show 🗑
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| Recognition Memory | show 🗑
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| show | the ability to generate a memory of a stimulus one has encountered before without seeing it again; children are less proficient in this
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| Memory Strategies | show 🗑
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| Autobiographical Memory | show 🗑
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| show | incorporation of misinformation into memory due to leading questions, deception, and other causes; repeating questioning increases suggestibility, younger children are more vulnerable to this than older adults
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| show | children's awareness of their own and other's mental processes, commonly assessed by examining children's abilities to understand that people can hold different beliefs about an object or event, emerges at about 3 and shifts reliably between 3 and 4
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| show | knowledge of how the mind works and ability to control the mind
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| False-Belief-Tasks | show 🗑
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| Language Development | show 🗑
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| show | grammatical errors because rules are being applied too strictly
ex.) I putted it int he house; applying 'ed' to all past-tense words
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| Logical Extension | show 🗑
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| show | when children assume that objects have only one label or name
ex.) If a child has learned the word 'hammer' they won't assume an unfamiliar tool has the same name
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| show | Bilingual children learn two sets of rules for combining words and grammar, they select an appropriate language to use with other speakers, and the total vocabulary growth in bilingual children is greater than monolingual children
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Or sort by any of the columns using the down arrow next to any column heading.
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