Developmental Psych Exam 2

teachers using scaffolding as support of executive function

AS child matures, a teacher will hold back and let child do more and more on own. EX: teacher in video with child and spindles- teacher is inhibiting wrong selection of where to put spindles- provides an EXTERNAL inhibition and steering in correct direction to support child

piaget pre operational stage

2nd stage from 2 to 7 years children undergo increase in representational, symbolic activity Mental Representation: internal images of experience Make Believe play: signs of development of representation. -Symbol real world relations: TROUBLE with dual representation: AKA viewing OBJ as both an object and own right and a symbol. Better at representative tasks like find snoopy LIMITATIONS: Egocentricism: failure to distinguish others symbolic viewpoints from ones own ONLY know their own viewpoint and think everyone else thinks the way they do. PREVENTS THEM from accommodating or reflecting on and revising their faulty reasoning in response to their physical and social worlds 3 mountains problem: -see three different mountains but cannot see that the mountains would look different from the other side from the dolls perspective because they can only think that things look the way they see them ANIMISTIC: thought that inanimate objects have lifelike qualities like thoughts and feelings INABILITY TO CONSERVE: certain physical characteristics of objects remain the same even when their own outward appearance changes. IRREVERSIBILITY AND CENTRATION

summary of pre operational

2nd stage- 2-7 years -representational/symbolic activity -Make believe play -Symbolic real world relations BUT: -inability to conserve -egocentric -centration

memory for one time events

2nd type of episodic memory = AUTOBIOGRAPHICAL memory= representations of personally meaningful one time events. AS conversational skills improve their descriptions of special events become better organized and more detailed. 2 styles of autobiographical narratives: 1 = elaborative where they ask many questions and offer own recollections of events (SCAFFOLDING their autobiographical memories) 2= repetitive style = little information and keep repeating the same questions

make believe play scaffolding executive function

-IF a child is told to sit and do nothing = hard BUT in play scenario where they have to stay there and sit still to keep lookout or something = possible and fun -Make believe play allows children to STRENGTHEN executive functions of PLANNING, inhibition, and WORKING memory which then makes real life scenarios EASIER -WORKING/short term memory = much better in make believe EX: kid can remember shopping list in make believe scenario but harder in real social environment. ESPECIALLY because they have a role to do that ALSO in general allows them to practice real life social situations to facilitate their ability to socialize later on in life.

psychoanalytic perspective

-SUPEREGO- obeyed to avoid guilt. FREUD= moral development complete by 6 FREUD: fear punishment and loss of love from parents = motivators INDUCTION= adult helps make child aware of feelings by pointing out effects of Childs misbehavior on others. :she's crying bc you hit her" WARM INDUCTION = better behavior -child also effects parenting techniques- -explaining wrongdoing to mild tempered children = success sin guilt inducing -explaining wrong to difficult and impulsive = USELESS INDUCING empathy based guilt = associated with stopping harmful actions and repairing damage from misdeeds.

Make believe play

-SYMBOLIC because it requires mental representation . VYGOTSKY= 2 years MATURE Make believe play = SAME TIME as self regulation is developing AND THINKS Piaget. underestimates environmental and social influences MATURE (BY 4)= planning and rules and ROLES -EX: lets play school and do this NOT only need mental representation but also need to plan and ASSIGN ROLES ROLES= WILLPOWER- they pick their roles and ensure that they are going to stay in role and inhibit other possible personalities. THIS SCAFFOLDS THEM

awareness of mental life

-by 1st year = babies view people as intentional beings who share and influence eachothers mental states. by 2 = vocabulary expands and first verbs = mental state words that can think, remember and pretend by 3= realize thinking happens in heads and can think without touching or seeing it 4= realize that beliefs also affect behaviors FALSE beliefs: beliefs that do not represent reality accurately- can guide people's actions -(band aids and plain box experiment )

understanding emotion

-by 4-5 children correctly judge emotions. TEND to emphasize EXTERNAL factors. -good at inferring emotions through someones actions. -more emotions are labeled and explained, the better they are at understanding.

morality in children

-form 2 they know if naughty or not. WHEN parents hold children responsible for their actions AT FIRST= morality externally controlled by parents THEN changes to INNER standards. CHILDREN = active thinkers who make judgments about fairness and justice CONSIDER moral violations more serious than violating social conventions. AKA stealing ice cream worse eating ice Cream with hands

Vygotsky and how make believe play scaffolds self regulation

-in separating mental symbols for reality in this type of play, children augment their INTERNAL CAPACITY to regulate their actions -RULE based play = responding to external pressures to act in socially desirable ways -WILLINGLY place constraints on their own actions to follow rules and stay in their planned role IN GENERAL- children can mentally represent objects and ideas showing that they rely on thought rather than impulse to guide their actions

why make believe play is so important according to Vygotsky

-inner speech = helping develop language -role playing in general helps build vocab -through imitations of REAL life social interactions they are in a sense practicing social situations -WHEN parents play along and help correct them in their make believe play they become more competent in their language use and regulation of their own thought processes -WHEN being guided through play by older competent adults, children are able to enter a new zone of proximal development aiding them WITHOUT play these skills do not develop and they are unable to enter areas they are less competent in as quickly as those who engage in make believe

stability and influences on self esteem

-middle childhood on= stability -emphasis on social comp. =asian academic achievement but lower self esteem -Girls = lower -AA=higher bc pride and warm fam -HIGH SES = HIGH PARENTING: -authoritative= higher -controlling= low -indulgent=higher BUT US- trying too hard to boost self esteem = FALSE ACHIEVEMENT

is play necessary for children? or is more focus in school better?

-playing and exerting energy is key in developing properly SPECIES TYPICAL to play and exert energy and if there is mismatch then kids suffer! -the more we force kids to sit down and learn instead of playing = the more ADHD because hyperactive MATURE make believe play = even helps them learn willpower and strengthen executive functions so not just running around is play. more we make kids sit and focus the worse it is for them

training executive function

-playing games to promote memory and such four times a week for 10 weeks = better working memory and IQ and gains evident months afterwards. -exercise helps! -mindfulness training= like meditation and yoga encourages children to focus attention on current thoughts and feelings without judging them. GAINS in executive function! better grades and positive prosocial behavior.

nutrition

-preschoolers stick to familiar foods adaptively. LESS likely to swallow dangerous substances when adults are not around to protect them -picky eating subsides mid. childhood -serve healthy foods to promote love of healthy foods and serve soda to promote milk avoidance FORCING children to eat = likelihood of underweight child. MORE restriction = obesity POOR diet associated with shorter stature, attention and memory difficulties. poor test scores and hyperactivity

child centered preschool/kindergarten program vs academic programs

-teachers provide activities and children select what to do SO much of development happens through play. -VS academic: teachers have structured lessons for children learning - OFTEN using repetition and drill BUT lots of teacher structured learning = more stress behavior, less confidence and less advancement in motor, academic language and social skills!!! 1/2 day kindergarten = less behavior problems Thant full day

make believe play

1) play detaches from real life conditions: pretend to drink from an empty cup BUT not able to use cup for another pretend purpose -AGE 2 pretend with less realistic toys might use a carrot as a toothbrush 2) Play becomes less self centered: pretending to feed JUST themselves NOW THEY can pretend to feed other obects 3) Play includes more complex combinations of schemes: -sociodramatic play: make believe play with other that is under way by the end of the second year and increases rapidly in complexity during early childhood SOCIODRMATIC: children know its make believe play BENEFITS: more time to sociodramatic play = more socially competent later. MORE executive function, memory, logical reasoning language and creativity MOST occurs when not around adults so wouldn't know

occupational therapy

Can help children learn how to function if they struggle with gross motor development/ fine motor development OR SENSORY processing. Gross: help them become stronger in gross movement so they can participate as normally. Sensory processing: in order to move around world, need to bring in information about world. SOMETIMES children are easily overwhelmed or significantly underwhelmed by information. -THESE children are taught about this and how to cope and deal with anxieties so they can function normally and process information correctly -Learning how to function like having to strengthen core in order to be able to stand on one leg to tie shoes AF they do not develop gross and fine motor skills they become avoidant of others and sometimes withdrawn INTERDEPENDENCE of domains

where does handedness come from?

Develops in UTERO and is Polygenic AKA not single gene but related. -ALSO could come from environmental influences EX: certain countries thing left = sinister so force right -US= 12% left OTHER countries = 1-2%

cognitive functions in different kinds of play

Functional play= motor behavior is now evident like shaking a rattle or something similar Mature make believe play = can use objects as different representative objects showing ability of mental representation and symbolic play -Parallel play = playing alongside another person without interaction BUT solitary play is NOT a bad thing -Associative play= playing side by side but sharing toys and comments -Cooperative play= playing together with a common goal shared between 2 children.

semantic memory

GENERAL knowledge base -memory for information removed from the context in which it was learned that has become part of an individuals general knowledge base -if dance expert, can remember more knowledge about dance than about football if given tasks AKA we can organize what we no better than other knowledge. ACTIVELY use this knowledge more

executive function

Inhibition: preschoolers gain ability to inhibit impulses/ keep mind on completing goals. can resist pulls towards dominant stimuli = shows social maturity as well as reading and math achievement from kindergarten through high school.. (3-4 year olds bad at it) FLEXIBLE Shift: shift ones attention on whats important in the moment. Can handle complex rules and changes of those complex rules abruptly WORKING memory: gains in this memory contribute to control of attention. Greater working memory capacity eases effort in keeping several rules in mind and focusing on the more important ones. WITH AGE ability to hold info in the working memory becomes important in problem solving - -children in poverty = low memory AND stress and pressure = lower memory function PLANNING: ability to plan increases ability to attain goals - middle childhood = more complex- evaluate entire sequence of steps to get to goal. -9/10 year olds project ahead and see how early steps affect later success GENETIC contribution to this! SPECIFICALLY inhibition and flexible thinking! can contribute to behavioral disorders LIKE ADHD

logical thought and categorization in the pre operational stage

OPPOSING PIAGET'S thoughts = children not 100% illogical thinking. -they know what happens when ice dissolves into water and know the substance is continuing to exist while melted. -THEY know to pair similar things in analogies like play dough to cut up play dough is apple to cut up apple AND without biological or mechanical knowledge, understand that insides of animals = responsible for certain cause effect that are impossible for nonliving things DESPITE PIAGET'S thoughts on categorization = often put things into categories at an early age 2nd = basic level categories that are at intermediate level of generality like Chairs vs tables 3rd = general categories like furniture

problem centered VS emotion centered coping

Problem: appraising a situation as changeable- IDENTIFYING the difficulty and deciding what to do about it. EX: Stress of difficult test = gain to seek social support to help reduce anxiety Emotion: managing emotions that is private and aimed at controlling distress when little can be done about the outcome EX: getting back poor test grades, can't do anything about it so have to calm self down and distract self to redefine situation. WELL DEVELOPED self regulation = EMOTIONAL SELF EFFICACY aka being in control of emotional experience.

information processing in Learning

Reading: includes LOT of info processing, perceiving, translating, recognizing visual, remembering. Whole language approach= reading instruction where kids exposed to text in complete form, using reading materials that are whole to promote commutative function of language Phonics: should first be coached on basic rules for sounds and symbols then get into reading material KIDS NEED BOTH! Math: helps with numbers and counting and computing helps representing numbers and such. -most of the time fail to realize logical efficient things about math. Instead of realizing that 8x2 = 8+8 Conceptual meaning is more meaningful -asians= metric system- shorter words for numbers so processing faster. asians>Us at math before school

moral imperatives

Rules and expectations that protect peoples rights and welfare

other limitations of a young mind

SO preschoolers are often advanced but not fully developed minds yet! DONT understand the PROCESS of thinking- SO they don't know distinction between knowing or forgetting -ALSO don't understand mental inferences as a a source of knowledge THEY themselves think their minds are passive containers!

handedness

THIS is a polygenic trait that develops in UTERO. BUT also influenced by environment. 88% US = right hand and 12%= left hand BUT in other cultures 1-2% left hand because see left hand as evil so their environment forces them to become right handed.

sequence of steps in Development of social play

UNOCCUPIED= birth-3 months- movements and discovery of body SOLITARY= Birth-2 years= child plays alone NOT interested in others SPECTATOR/ONLOOKER: watching others play disinterested PARALLEL=2+ = alongside another but np interaction ASSOCIATE=3-4= child plays by self but interacts with other. COOPERATIVE= 4+ child play along with others with interest in child and the activity in which they are completing

immunizations

US immunizations prevent 322 million illnesses and 700,000 deaths over past 20 years. BUT 17% lack essential immunizations. 22 % in poverty! IN other countries = 10 percent of preschoolers lack immunizations in Australia, Denmark and less than 5% in Canada Netherlands and Sweden and UK TOO many impoverished children unable to pay for immunizations. ALSO failed appointments AND scared because of autism risk.

verbal vs nonverbal tasks

VERBAL = used to test working memory NONVERBAL = used to assess spatial reasoning

school age children vocabulary, pragmatics and languages

VOCAB: 3rd grade reading comprehension = predictor of HS skill more reflective analytical approach = discovery of multiple meanings of words. AND helps 8-10 year olds with metaphors. AND helps them make puns. -can use passive speech AND infinitive phrases ! PRAG: -recursive thought allows to use increasingly indirect expressions of meaning LIKE sarcasm and irony -memory improves = organized narratives AA= topic associating = blending multiple. exp. White=topic focused= one exp beginning to end MULTIPLE LANGUAGES: either acquiring 2 language same time or learning one after other. -biling= early milestones -denser synaptic connections -more activity in prefrontal cortex -more efficient executive functions. LANGUAGE immersion programs in Canada to include 2 languages taught same time because benefits of bilingualism are high -low SES lose first language and struggle with new language and drop out rates RN English over everything in US

recursive thought

a form of perspective that involves the ability to view a situation from at least two perspective. SECOND ORDER FALSE BELIEF To reason simultaneously about what two or more people are thinking AKA MIDDLE childhood. EX: when we make statements like "Lisa thinks that Jason thinks she's cute, but thats not rally what he thinks, he thinks she's ugly

zone of proximal development (Vygotsky)

a range of tasks too difficult for the child to do alone but is not impossible without the help from others.

self concept

a set of attributes, abilities and attitudes and values that an individual believes defines who he or she is FOR young preschool kids= much about appearance and possessions or behaviors SOMETIMES at 3 they describe emotions EX: I'm happy when I play Warm, sensitive parents = coherent and positive self concept early on AND ELABORATE parent child convo = rich positive narratives of the self -evaluative self narratives = major means of helping young children self concept. chinese= tell kids misdeeds = obligations to others =reference others preferences america=tell kids helpfulness= independence- ALSO talk more abut personal preference TRANSITION from 8-11= less extreme descriptions of self - turn into helpful and a little mean BEST WAY FOR POSITIVE IMAGE = achievable goals

recognition

ability to tell whether a stimulus is the same as or similar to one they have seen before Remarkably good and most 4 to 5 year olds perform REALLY well.

scaffolding (Vygotsky)

adjusting the level of support during a teaching session to fit the learners current level of performance. AS confidence and competence increases, the scaffolders slowly withdraw support turning the responsibility over to the learner. European children often are encouraged to find approaches on own and independently learn BUT Asian = highly value interdependence and child obedience so often tell children exactly what to do. FOR EUROPEAN= scaffolding is associated with kindergartners lack of self control and behavioral problems and for Hmong asians it predicts better rule following, organization and task completion

guided participation

an attempt to account for children diverse ways of learning through involvement with others. -BROADER than scaffolding REFERS to shared endeavors between more and less expert participants without specifying precise features of communication

gross motor development

as balance improves with body proportion adjustment = age 2, gait becomes smoother and rhythmic and can lead to larger movement coordination -Flexibility, balance, agility AND Force! -5 and six year olds simultaneously steer and pedal a tricycles and flexibly move their whole body when throwing catching hopping and jumping. END of preschool = ALL skills performed with great endurance ONCE they can walk they are pruned so that they don't have to think much about it and can just do other things. MUST solidify certain types of these movements before one is able to master smaller movements with smaller inctricate muscles. EX: standing on one leg so one can tie shoes CAN ALSO AFFECT social and emotionally. IF not good with gross motor= avoid the park and difficulty socializing with other kids REACTION time in middle childhood = better motor performance

HOME or home observation for measurement of the environment

assesses 3 to 6 year olds home lives that foster intellectual growth. INTELLECTUALLY developed children have more educational and play tools -parents - warm and affectionate with stimulus for language and academic knowledge. LOWER SES: when manage to get higher home scores = preschoolers better with intelligence, language and emergent literacy skills.

fine motor development

at end of early childhood, control of fingers and hands allow children to take part in more activities. POWER grip= grasping earlier than other grips like TRIPOD grip= much harder usually have it by 6 years PROXIMODISTAL= smaller movement and coordination develops LAST DRAWING: -scribbles = 18 month old and dots -first representational forms= around 3, can tell what picture represents USING LINES to represent boundaries. -More realistic drawings: 5/6 year olds create more complex drawings with humans and animal figures INN CULTURES where artistic competence = drawings reflect cultural conventions. ASIANS = advanced because value artistic training for creativity so national curriculum - US is more about self expression DESPITE being taught how to draw = still organic creativity PRINTING: age 4 and 6 = learn to name alphabet letters and link to language sounds -UPPERCASE FIRST bc motions easier than curves BY 5 should be able to clearly print name BUT until they can read they have difficulty with mirror image forms like b and d

false beliefs

beliefs that do not represent reality accurately but still guide peoples actions knowing that band aid box usually has band aids and being tricked by unmarked box that has bandaids in it instead. Explicit beliefs= strengthen after 3 and. a half years- understanding this becomes helpful to reflect on thoughts and emotions of oneself and others and a good predictor of social skills HOW DO THESE FORM? -language = stronger lang. = better understanding -executive function = inhibition and shifting of attentions and planning = predict mastery of false beliefs because they enhance children ability to reflect on experiences and mental states. -inhibition because must suppress irrelevant responses -social experiences = maternal mind mindedness experienced by securely attached babies = positive association with later false belief performance

ordinality in mathematical reasoning

between 14 and 16 months = developing ideas of this- order relationships between quantities. SO they know that 3 is bigger than 1 BY 3 they can count rows of five objets!

Grammar

between 2 and 3 = simple sentences with subject verb object order. RELY heavily on adult word and sentence structure struggle of passive versus active sentences gets easier with age OVERREGULARIZATION: overextension of grammar rules like breaker instead of broke or we have two foots.

brain development

between 2 and 6 brain goes from 70% to 90% -overproduced synapses. IN PREFRONTAL = twice as many as adults. -Energy metabolism in cerebral cortex peak at this age. THEN with pruning- by 8/10 energy consumption diminishes to adult like levels. -cognitive capacities not interconnected EEG, FMRI and MIRS measure activity level and rapid growth in early childhood ESPECIALLY in prefrontal cortical areas devoted to executive function LEFT hemisphere FAST in 3-6 years and then right hem picks up

skeletal age

between ages 2 and 6 = 45 NEW EPIPHYSES or growth centers where cartilage hardens into bone. HELPS doctors see progress of children growing into physical maturity -from 6 on, about 2 to 3 inches and 5 pounds per year. -girls shorter and lighter by 8 THEN this reverses because girls hit growth spurt first Girls gain more fat faster throughout life children are unusually flexible.

vocabulary in developing children

by 2 = around 250 words- LEARN MOST FROM TALKING WITH PEOPLE FAST MAPPING: children ability to connect new words with their underlying concepts after brief encounter. THEN they learn verbs to connect and then adjectives to describe MUTUALLY exclusive bias= assumption that words refer to separate categories. So clip = clip and horn = horn SHAPE bias: well organized shapes and learning sounds based on perceptual properties of shape. learn by social information EXTEND words they know for things they don't yet know. EX: plant man = gardener THEY DRAW on a coalition of cues = perceptual, social and linguistic shifts MOST SUCCESSFUL WHEN SEVERAL TYPES OF INFORMATION ARE PROVIDED TO FIGURE OUT WHAT SOMETHING IS.

development of aggression

by 2nd year = two types! -proactive/instrumental = act to fulfill a desire, obtain something like an object and unemotionally attach a person to get what they want -reactive/hostile= angry defensive response to provocation or blocked goal mean to hurt someone Proactive decreases with age and reactive increases with age BOTH CAN BE physical, verbal or relational (damage to another peers relationships) physical rises between 1 and 3 and diminishes -low in cognitive ability = risk for physical and relational aggression -parent harsh discipline = aggression -TV violence = increase of hostility HELP? -incredible years for positive parenting techniques to manage behavior -talking and trying to elicit empathy for wha children do to others -relieving stressors stemming from Economic disadvantage

cardinality in mathematical reasoning

by 3 and a half 4 years = children should know meaning of numbers up to 10. SHOULD have mastered this principle= where the last number in a counting sequence indicates the number of items in said set. INCREASES counting efficiency BY 4 children can use counting to solve SIMPLE arithmetic LOW SES families= kids less competent in math when entering kindergarten BUT building blocks = materials to promote math concepts and skills through computers, manipulative and print.

self regulation

by 3 to 4, children can verbalize variety of strategies for alleviating negative emotions. -Can block out input -change their goals -talk to themselves GAINS in executive function help for better management of emotions -warm parents who are sensitive and offer suggestions and explanations about Childs emotions help children deal with stress better

supporting language learning in early childhood

caring sensitive parents = use techniques for early language promotion GIVING helpful feedback when child is incorrect. 2 strategies for grammar feedback! -RECASTS= restructuring inaccurate speech into correct form -EXPANSIONS= elaborating on children speech, increasing its complexity EX: child says "I gotted new red shoes" Parents say " Yes you got a new pair of shoes"

amygdala

central role in processing novelty and emotional information -sensitive to facial emotional expressions ESPECIALLY fear. Enhances memory for salient events. ensuring that information is vital for survival.

emergent literacy

children active efforts to construct literacy knowledge through informal experiences EX: observing and participating in storybooks, calendars, lists and signs SO they familiarize themselves with certain things like the sign that says PIZZA but do not yet fully understand what the letters and word in general mean THEN by 5-7 they realize that certain letters are associated with certain sounds that create words

autism and theory of mind

children with this mental disability lack the brain mechanisms to recognize false beliefs. "absorbed in self" -struggle with communication, facial expressions, imitation dn give and take USUALLY due to genetic factors or prenatal causes LARGER than normal brains with most weight in prefrontal cortex LACK OF SYNAPTIC PRUNING!! -Lack of left hemispheric response to speech sounds SO failure to lateralize correctly -abnormally large amygdala = deficits in emotion processing HYPOTHESIS that children with autism = impaired executive function. SO lack of flexible thinking skills AND trouble with information processing methods

Erikson's Initiative VS Guilt stage

children= eager to tackle ned tasks and join activities with peers. PLAY = SUPER IMPORTANT= way to learn about self and social world. - adult guidance and play experience with peers = MORAL AND GENDER ROLE STANDARDS of their society. INDUCTION!! IF overly strict conscience or superego develops THEN CHILD feels too much guilt because been criticized or punished excessively by adults. AND BOLD EFFORTS TO TAKE ON NEW TASKS is depleted!

matters of personal choice

concernes such as choice of friends, hairstyle, and leisure activities WHICH do not violate rights and are up to the individual

social conventions

customer determined by consensus within a society like table manners and different politeness rituals

memory strategies

deliberate mental activities that improve the likelihood of remembering rehearsing or repeating items over and over organize or intentionally group things together that are alike so they can easily retrieve those items by thinking of their similar characteristics even after they are trained to CULTURALLY: village cultures = no benefit from memory tasks because less schooling Societal modernization: presence f books and TV's broadly associated with performance of cognitive tasks given to children in industrialized nations. MORE modernization predicts extent of schooling and better memory and cognitive test scores.

Vygotsky self directed or private speech

disagrees with piaget- language helps children think about mental activities and select courses o action which therefore set the foundation for ALL higher cognitive processes like attention and memorization and planning and problem solving -SPEAK TO THEMSELVES for guidance- this eventually turns into inner speech AKA the verbal dialogues carried on while thinking and acting in everyday situations -USE this in challenging tasks, after they make mistakes or are confused about what to do or how to perceive. USE this MORE in the presence of others. THOUGHT maybe to help the child and direct adults to help scaffold until they are comfortable

egocentric, animistic and magical thinking

egocentrism often happens as a tendency NOT as an inability- OVERESTIMATION of animistic beliefs- children often explain things for humans and animals but not for objects. AND RARELY attribute biological properties to robots so they are aware that lifelike features are NOT ALIVE AND they think magic accounts for events they cannot explain! like fairies goblins and thunder BUT MAGIC THOUGHTS DECLINE 4-8 years when they realize the trickery behind things like the tooth fairy and Santa Claus

empathy and sympathy

empathy = motivator of prosocial, altruistic behavior that benefit others without reward for self. -FEELing for and feeling with sometimes doesn't lead to kindness but ones own personal distress instead. Empathy NOT lead to Sympathy sympathy= feelings of concern or sorrow for another person Children good at self regulation = more likely to help, share and comfort others in distress.

teeth and growing

end of preschool years = loss of baby teeth Girls ahead in physical development lose teeth first. BUT environment can affect teeth- -prolonged malnutrition delays appearance of permanent teeth and overweight or obesity can accelerate DISEASES baby teeth can affect permanent teeth health. -tobacco smoke can also suppress immune system and make children unable to fight bacteria in tooth decay. 23 percent preschoolers have tooth decay.

Frontal Lobes

evolutionarily most recent AND HAS MOST TO DO WITH executive functioning like planning and learning and memory

project head start

extensive US federally funded preschool program that provides low SES children with year or 2 of preschool education and nutritional/health service AND encourages parent involvement in children learning and development LONG term benefits: higher IQ than controls In first few years of elem. school High/scope Perry preschool project= benefits into adulthood MORE likely for HS and college degrees HIGHER IQ's consistently from head start program children Head Start REDI = designed curriculum for integration into head start classrooms leads to higher language, literacy and social development scores.

self conscious emotion

feelings that involve injury to or enhancement to someones sense of self. -by age 3 = linked to self evaluation. BUT STILL highly dependent on messages from parents, teachers, and others to know WHEN to feel proud, ashamed or guilty. WESTERN: shame associated with personal inadequacy, and withdrawal depression and anger Guilt= helps children resist harmful impulses and motivates misbehaving child to resist harmful impulses Asian: shame = adaptive reminder of interdependent and and importance of others judgement

centration in pre operational stage

focusing on only one aspect of a situation and neglecting other important features EX: LIKE in conservation despite the fact that there is the dame amount of liquids being tricked by perceptual appearances of objects and not DYNAMIC transformation of the fact that there was pouring of water between them

recall

generating a mental image of an absent stimulus At age 2 they can do this for only a ew items then by 4 around 3 or four total

pituitary gland

gland at base of the brain that releases hormones that induce physical growth. HORMONES= -growth hormone: for develop. body tissues. people who lack this average about 4 feet and can be intervened with injections. -Thyroid stimulating hormone: prompts release of thyroxine necessary for brain development and for GH to have full effect. ONCE rapid growth slows, without thyroxine, will be slower than normal in growth BUT with prompt treatment children should catch up to normal size,

memory

implicit: memory that takes place without conscious efforts. first 2 years, memory changes are implicit Explicit: conscious memory that undergoes greatest change throughout development Rehearsal: repeating info to oneself Organization: grouping related items together improves RECALL COMBINING both simultaneously = BEST END OF MIDDLE CHILDHOOD= elaboration! creating a relationship or SHARED meaning between 2 or more pieces of information that don't belong to the same category! EX:fish and pipe not related- fish is smoking pipe to remember what each is. MAKES MEANINGFUL CHUNKS that can be retrieved easily

Sensory Processing

in order to move about in the world appropriately, MUST be able to bring information about the world into system but children sometimes too overwhelmed. -EX: could have auditory issues that coincide with timing and can then affect speech and such COULD be overwhelmed by too many things going on OR could be underwhelmed COPING mechanisms: -swaddling and or wrapping people tightly and WEIGHTED blankets

irreversibility in pre operational thinking

inability to mentally go through a series of steps in a problem and then reverse a direction to return to the starting point. OPPOSITE from reversibility: -WHERE they realize that the amount of raisins they have are the same and would look the same if they too put their raisins back in the box.

corpus callosum

large bundle of fibers that connect the 2 cerebral hemispheres. PEAK synapses and myelination between 3 and 6 years SUPPORTS smooth connections and movements on both sides of the body

cerebrum

largest part with 2 hemispheres and 4 lobes= frontal, temporal, parietal and occipital AND INITIATES voluntary movement, intelligence and memory FRONTAL = most important and most evolutionary recent! MOST executive function THERE.

childhood injuries

leading cause of childhood mortality in industrialized nations. US ranks poorly. 35% Childhood deaths and 50% adolescent are FROM INJURIES #1's = motor vehicle, suffocation, drowning and poisoning. Motor vehicle = SECOND LEADING CU+AUSE AFTER SUFFOCATION Boys more likely to take risk, children with temperamental personality characteristics = at greater risk. Poverty = less time for parents to pay attention to them so risk SO- birth to 5 years = suffocation = worst then school age to 6 + motor vehicle = leading cause

Social Learning theory

modeling = increases children prosocial responses. WITH good exposure to caring parents = better behaved even when adults gone -DONT need reward to make them help others! they will never help people just to help PUNISHMENT: long term effect- need warmth and reasoning- LOTS of punishment promotes immediate compliance. MORE harsh punishment = more problems. -aggression, chronic fear threatened, avoidance parents, abuse ETC MORE detrimental to kids with genetic risk for behavioral problems

first friendship and parent influence

no long term mutual trust in friends yet BUT stable in preschool and early childhood because in same social group. -positive interactions with more interactions than non friends. Children with friend = more adjusted and socially competent when entering kindergarten than children without friends PARENTS: skills for interaction stem fro relationships with family. WHEN parents use informal play opportunities, children more socially skilled. SECURE relationships = more responsive supportive peer interactions.

mildred parten 3 step social development

nonsocial play = unoccupied, onlooker behavior and solitary play (still constructive) parallel play= plays near other children but doesn't try to influence play associative play= children in separate actives but exchange toys and comments cooperative= children working together toward one common goal ALL OF THESE TYPES COEXIST. One doesn't come before another - they just ALL happen in childhood. BUT solitary and parallel = stable for 3-6 Reticent = temperament inhibited, high social fear impulsve= immature cannot regulate anger indian=play in groups. mayan= interpretive play of daily life western= intentive and make believe play

hierarchical classification struggle in pre operational thinking

organization of objects into classes and subclasses on the basis of similarities and differences Reognize that there are more red flowers than blue flowers but fail to realize that they are ALL in the same category of flowers. CATEGORIZING = helps them gain general knowledge and improve language skills

parenting and development of the executive function

parental sensitivity and scaffolding fosters preschoolers executive function -scaffolding of 2 and 3 year olds while solving puzzles with them predicts higher scores on diverse executive function tasks at age 4 POVERTY: negative impact on executive function through maladaptive parenting practices and chronic stress -elevated cortisol levels and poor executive function scores during follow up BEGATIE parenting undermines early stress regulation and promotes reactive and inflexible forms of behavior and cognition

memory for routine events

people of all ages can remember familiar repeated events like when to have dinner or to brush teeth. IN TERMS of scripts = general descriptions of what occurs and when it occurs in a particular situation used to organize and interpret routine experiences. EX: when asking 3 year old what happens at restaurant - remember to go in and eat based on their scripts scripts HELP people remember and organize and interpret routine experiences

infectious disease

poor diet suppresses immune system making susceptible to disease. 98% of child death in developing countries under 5 years = from infectious diseases. Diarrhea from unsafe water = growth stunting and 1 million childhood deaths each year. STUDIES in Brazil and Peru reveal that more persistent diarrhea is in early childhood and can have lasting effects making children short and have poor intelligent test scores. DIARRHEA prevention with oral rehydration therapy = giving children glucose, salt and water solution that replaces fluids the body loses AND zinc supplements!

pragmatics

practical, social side of language concerned with how to engage in effective and appropriate communication - by 2 = face to face interaction they can turn and respond appropriately to interaction- BY 3 = children can infer a speakers intention when the speaker expresses it indirectly. BY 4 = adjust their speech to fit the age, sex and social statues

cognitive self regulation

process of continuously monitoring progress toward a goal- involving checking outcomes and redirecting unsuccessful efforts. -LIKE we know we should group items when memorizing and reread complicated paragraphs for a better understanding, BUT don't always do it GRADUAL because monitoring and controlling are HIGHLY demanding -monitoring helps in academic success. -TURNS into academic self efficacy!

cerebellum AND processing occurring inside of cerebellum

rear base of the brain- aids body in BALANCE and control movement. Fibers link this to cerebral cortex. THESE CONNECTIONS support thinking! Children with damage to this have cognitive and motor defects located at base of brain and then amygdala and hippo are OWN ENTITIES MOSTLY balance and coordination

episodic memory

remembering everyday experiences that you can recall in context AKA is linked to a particular time, place or person. BETWEEN ages 3 and 6, children can remember relations among stimuli very well - SHOWING increase in this type of memory

Vygotsky's make believe play

sees make believe in a social context- fostering cognitive development in early childhood. AS CREATING situations they learn to follow internal ideas and social rules rather than impulses. ALSO big with private speech and helps them bring actions under control of thought.

sociodramatic play and rough and tumble play

sociodramatic = advanced form of cooperative play is common in preschool years. Games with rules= contest of individual ability, cooperation competing and winning! TEAMS= social skills! -rough and tumble play = rougher vigorous actions. PEAKS middle childhood. Boys more than girls, USE to assess each others strengths. AND how to handle combative interactions with restrains. BUT associated with positive emotion and self regulation. AND self control and response to others cues.

reticular formation

structure in the brain stem that maintains alertness and consciousness and generates synapses and myelinated from infancy into 20s. -NEURONS in reticular formation send out fibers to other brain regions and many go to prefrontal cortex to control attention.

individual differences in motor skills

tall muscular children tend to move more easily than short, stocky younglings. SEX differences are evident in early childhood. -Boys ahead of girls in skills for force and power and are faster and jump further. GIRLS have edge in find motor skills and gross motor skills that require balance. like hopping and skipping. GIRLS physical maturity ahead of boys helps with balances. BUT environment too- fathers likely to play catch with sons more than daughters. MASTER gross motor skills in early childhood through everyday play. aside from throwing, preschoolers exposed to gymnastics tumbling and other lessons don't make faster progress.

phonological awareness

the ability to reflect on and manipulate the sound structure of spoken language as indicated by sensitivity to changes in sounds within words! STRONG indicator of emergent literacy THE MORE informal literacy experiences children have, the better they language development is EX: INTERACTIVE reading = when adults discuss content of books with preschoolers PROMOTES literacy and ;language development PRESCHOOLERS from lower SES families = fewer home and preschool language and literacy learning opportunities WHICH = difference in reading readiness when kindergarten time comes FIX: provide low SES parents with books!

dominant cerebral hemisphere

the hemisphere of the cerebral cortex responsible for skilled motor actions and other important abilities. IN RIGHT HANDED individuals, the left hemisphere is dominant. in left hemisphere individuals, the motor and language skills are often SHARED between hemispheres. HANDEDNESS in general should begin to emerge at around 1 year but could be bias BEFORE then. HANDEDNESS goes along with language- 90 percent of right handers have language in LEFT hemisphere with hand control. FOR LEFT handers 10% language on RIGHT hemispheres. LEFT HANDERS = language shared between hemispheres GENETIC bias favors RIGHT handed LEFT HANDERS: slightly advanced in speed and flexibility of thinking and more likely than their right handed age mates to develop outstanding verbal and mathematical talents.

self esteem

the judgements we make about our own worth and feelings associated with those judgements. BY age 4 = many self judgments getting along with others, learning, making friends BUT often underestimate task difficulty and Rate their OWN abilities HIGH STRUGGLE between distinguishing actual competence and desired competence PREschoolers self esteem contributes greatly to their initiative PREVENT self defeating reactions by adjusting expectations of child and scaffolding difficult tasks to help show them effort and build confidence SCHOOL AGE: develop 4 eval: academic, social, athletic, appearance competence. APPEARANCE correlates with self worth!!! -High in elementary school and more realistic as they evaluate more areas

plasticity

the rewiring of the brain and changing of brain function is response to environment. HIGHLY plastic in first 3-5 years. ALSO can adapt to changes in the body!! AKA if you're missing half of your brain and realize this early on = can still have a normal life. EX: lose a finger the part of brain taking in info for finger will adapt and do something else AND if brain is damaged you are easily able to function normally.

metacognition

thinking about thought, a theory of mind or coherent set of ideas about mental activities complex appreciation of our inner mental worlds which we use to interpret our own and others behaviors to improve our performance on various tasks. preschoolers think mind = passive container, older kids think Active and constructive that selects and transforms info.

piaget and egocentric speech

thought that young children incapable of seeing things from perspectives that are different from their own. -OFTEN talk for self! where they express thoughts in whatever form they occur to them whether someone listening can understand or not -as geocentricism declines so does this type of speech

educational media

time watching educational programs like Sesame Street = gains in early literacy and math Sesame = slower paced easy to follow = executive function improvements and better vocabulary, reading and make believe. AND HELPS WORKING MEMORY LOWER SES also watch educational TV. BUT regular TV = not good COMPUTERS: children who use computers = more elaborate pictures and text and less writing errors

hippocampus

vital role in memory and in images of space -RAPID myelination and synapse formation in 2nd half of first year because this is when you need to be awake and move around the world. AKA need to be awake early in life to move around world MOST NOTABLY CREATING NEURONS IN HERE FOR MOST OF LIFE YOU DO create neurons and synapses you're entire life!

cultural look at children completing adult work

western societies = schools equip children with skills to be good workers. BUT in village and tribal cultures = little schooling and spend their days in contact with adult work and assume mature responsibilities. SO VILLAGERS= no need to rely on play and or conversation to teach children