Psych265
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| true or false: most preschoolers sleep without difficulty | true
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| sleep may be a problem for what reasons? | lack of a schedule (bed time routine), small limitations of screen time
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| what percentage of preschoolers experience nightmares? | 10-15%
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| when do nightmares usually occur for preschoolers? | towards morning; may have trouble falling asleep afterwards
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| what percentage of preschoolers experience night terrors? | only 1-5%
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| when do night terrors usually occur for preschoolers? | earlier on in the stages of sleep (during/right before REM); children do not usually remember night terrors
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| do preschoolers need more or less food to maintain growth? | less
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| true or false: preschoolers are good at maintaining an appropriate intake of food no matter what they eat | false - they are good at maintaining an appropriate intake of food as long as they are provided with nutritious meals
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| a preschooler is classified as overweight if... | their BMI is between the 85th and 95th percentiles
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| a preschooler is classified as obese if... | their BMI is at or above the 95th percentile
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| obesity increased throughout the ___/___, but decreased from 14% to 8% during the time period between ___ - ___ | 1980s/1900s; 2004-2014
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| how can parents ensure that preschoolers have good nutrition? | give them a variety of foods, give their children opportunities to develop their own natural preferences, understand that their preschooler may show the "just-right phenomenon"
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| how can parents ensure that preschoolers have good nutrition: variety of foods | high in iron, low fat content, low sodium content
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| how can parents ensure that preschoolers have good nutrition: opportunity to develop their own natural preferences | encourage the child to try "just one bite" of a new food; if they really do not like it, then do not push for them to eat it because that may deter them from wanting to try any new foods
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| how can parents ensure that preschoolers have good nutrition: "just-right phenomenon" | the child may show a strong routine about the food they like and are willing to eat
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| injuries - greatest risk to a child's safety | due to high levels of activity, preschool aged children are prone to accidents. their increased curiosity and lack of judgement often leads them to injury
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| when are most children ready to be toilet trained? | around 18-24 months
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| when should toilet training begin? | whenever the child is ready
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| what are some signs that a child may be ready to start toilet training? | actively wanting to try and use the toilet, interest in wearing actual underwear and not diapers, showing interest in others using the toilet, having a dry diaper for a longer-than-usual period of time
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| by 3 years of age children have... | mastered a variety of skills
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| by 4 and 5 years of age children have... | more refined skills that often require more coordination
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| these advances in skills are of because of... | the myelination of neurons in certain areas of the brain, and practice from constant motion and moving around
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| boys tend to have ___ | greater muscle strength (leads to abilities like jumping higher)
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| girls tend to have ___ | greater coordination (ability to do jumping jacks)
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| piaget's stage 2 of development: preoperational stage | ages 3-7; advances in thinking that include symbolic function
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| symbolic function | the ability to use symbols, words, and/or objects that stand for something that is not present
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| what did Piaget propose happens during stage 2 of development? | advances in language development are the result of the improvement in thinking during this stage
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| ex of symbolic function | preschoolers using wooden sticks from trees as swords to fight in a duel
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| Piaget believe that children are not yet capable of certain ___ | operations
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| Piaget's preoperational stage of development: operations | organized formal, logical, and mental processes
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| centration | focusing on one part of the problem, and completely ignoring the rest
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| conservation | the knowledge that quantity is unrelated to arrangement and physical appearance of objects
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| centration | prevents them from focusing on the relevant parts of the problem
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| egocentrism | does not and cannot take the point of view from others into consideration
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| 2 forms of egocentrism: lack of awareness, failure to realize | lack of awareness: others see things from a different physical pov; failure to realize: other people may hold thoughts, feelings, and pov's different from their s
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| Vygotsky's zone of proximal development (ZPD) | the level at which a child can almost, but not fully, comprehend or perform a task on their own
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| Vygotsky's "scaffolding" | the support for learning and problem-solving that encourages independence and growth
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| fast mapping | new words are associated with they meaning after only one or two exposures to the word
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| 6 year olds know about ___ words | 14,000
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| overregulization | the incorrect application of the rules for producing past tenses and plurals, resulting in incorrect forms of irregular words
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| private speech | speech by children that is spoken and directed towards themselves
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| social speech | speech directed toward another person and meant to be understood by that person, increases
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| the average preschooler watches more than _ ___ of screen time a day | 4 hours
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| true or false: preschoolers are often able to critically understand or evaluate advertising messages | false - they are not able to do that
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| self-concept | identity of set of beliefs about what they are like as individuals
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| self-regulation | controlling your own thoughts, emotions, and behaviors in accordance with the situation
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| gender schema | a cognitive framework that organizes information relevant to gender
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| during the preschool ages, friendships are based on what? | companionship, play, and fun
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| functional play (age 3) | simple, repetitive activities
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| constructive play (age 4) | manipulating objects to produce or build something
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| parten: parallel play | children play with similar toys, in a similar manner, but do not interact with each other
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| parten: onlooker play | children watch others play
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| parten: associative play | two or more children interact with one another by sharing or borrowing, although they do not do the same thing
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| parten: cooperative play | children genuinely play with one another by taking turns, playing games, etc.
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| functions of pretend play | imitation of adults, reenactment of family relationships, expression of needs, outlet for forbidden impulses, reversal of roles
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| authoritarian parenting style | controlling, punitive, rigid, and cold; values of unquestioning obedience form their children and do not tolerate disagreement
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| children of authoritarian parenting style | withdrawn, little sociability, not very friendly
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| permissive parenting style | lax, inconsistent feedback; requires very little of their children
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| children of permissive parenting style | dependent and moody, low in social skills and self-control
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| authoritative parenting style | firm, set clear and consistent limits, reason with child, giving explanation for expected behavior
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| child of authoritative parenting style | fare best; independent, friendly with peers, self-assertive, and cooperative
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| uninvolved parenting style | almost no interest in child; indifferent, rejecting behavior
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| children of uninvolved parenting style | worst off; disrupted emotional development; feel unloved and emotionally detached; physical and cognitive development might be affected as well
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| aggression | the intentional injury or harm to another person
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| instrumental aggression | motivated by the desire to obtain a concrete goal (shown more in boys)
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| relational aggression | nonphysical aggression that is intended to hurt another person's psychological being (shown more in girls)
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