This site is 100% ad supported. Please add an exception to adblock for this site.

Psychology -- Early Childhood

Terms

undefined, object
copy deck
me-self
consists of all of the qualitites that make the self unique including physical characteristics and possessions, psychological characteristics including desires, attitudes beliefs, and personality traits, as well as social characteristics such as roles and relationships with others
hierarchical classification
organization of objects into classes and subclasses on the basis of similarities and differences (flowers -- blue and yellow flowers)
cognitive developmental theory on gender identity
first we find out what is "male" and "female" and then the appropriate behavior follows (think -- do)
reticular formation
structure in the brain stem that mainstains alertness, arousal, and consciousness
make-believe play
becomes possible with mental representation and gradually becomes more detached from real-life conditions, less self-centered, and more complex with age
matters of personal choice
things which do not violate personal rights and are not social relegated (Ex: choice of friends, color of clothing)
label already-made drawings
drawing skill at age three
cardinality
mathematical principle in which the last number in a counting sequence indicated the number of items in a set
right hemisphere
responsible for visual and spacial abilities
time-out
removing children from the immediate setting to a non-stimulating environment -- do not give attention as this may serve as a reinforcement -- child returns after a certain period of time and when they are ready to act appropriately
conservation
refers to the idea that certain physical characteristics of objects remain the sme, even when their outward appearance changes
consistency
improves the effectiveness of punishment as children realize that a certain action results in a certain consequence every time
consequences of physical punishments
reinforces the adult, spiral into abuse, models aggression, lack of secure attachment, fear of parent, impairs development of sympathy and empathy
moral imperatives
rules that protect people's rights and welfare -- if one is broken, there is outrage and adults will explain the rights of the victim (Ex: stealing, hurting, killing, etc.)
induction
type of discipline in which the adult helps the child notice feelings by pointing out the effects of the child's misbehavior on others -- induces a sense of guilt by teaching them empathy
peer collaboration
children of varying abilitities work in groups, teaching and helping one another
gross motor skills
body becomes more streamlined and less top-heavy which allows for smoother movements in walking and running; as the trunk becomes more coordinated, children can develop more complex motor skills (ex: catching throwing, swinging, riding)
ordinality
grouping in terms of overal amounts or quantity (Ex: three is more than two/ small, medium, large sizes)
scaffolding
adjusting the support offered during a teaching session to fit the child's current level of performance
frontal lobe
useful for planning, organization and sequencing
asynchronies
body systems differ in their rates of growth; things grow at different rates and at different times, but the brain and lymph nodes grow the fastest
constructive play
creating or constructing something; occuring at 3-6 years (Ex: using blocks, paper, etc.)
guilt
develops when children form an overly strict superego or conscience after being criticized for trying new things, or punished for mistakes
dual representation
viewing a symbolic object as both an object in its own right as well as a symbol (ex: an object can be one thing (a crayon) and represent another thing in play (a candle)
self-help skills
children become more skilled at helping themselves (ex: dressing & feeding)
overt aggression
causing physical harm -- young boys most likely to use this to solve conflicts
sociocultural theory
Vygotsky -- "knowledgable others help us to learn and grow by guiding us through new experiences and tasks"
social learning theory on gender identity
first we act in ways that are either "male" or "female", which then contributes to our developing gender identity (do -- think)
overregularization
over-extending the grammatical rules of language to words that are expections -- often occurs when using plurals and tenses (Ex: I breaked my toy. I have two feets)
private speech
children's self-directed speech that they use to guide their behavior and talk themselves through new tasks -- this gradually turns to inner speech
gender typing
any association of objects, activities, or traits with one sex or the other in ways that conform to cultural stereotypes
verbal aggression
causing harm to others through threats of physical aggression, name-calling, or teasing
androgyny
type of gender activity in which the person scores high on both masculine and feminine personaly charctersitics
functional play
simple, repetitive motor movements, with or without objects; occuring at 0-2 years (Ex: moving a toy car back and forth)
pragmatics
the practical and social side of language where children must learn to engage in effective and appropriate communication (Ex: responding to uestions, making eye contact, phrasing requests, adjusting speech to differerent situations)
behaviorist perspective on moral development
rewards (reinforces) and punishments (punishers) -- children will learn moral behavior as the moral behavior is reinforced and the immoral behavior is punished
hostile aggression
sole goal is to hurt another person
initiative
young children develop a new sense of purposefulness -- they are eager to tackle new tasks, join in activities with peers, and discover what they can do with the help of adults
gender identity
an image of oneself as relatively masculine or feminine in characteristics
permissive
warm and accepting, overindulge or inattentive, don't control child's behavior, give kids too much autonomey -- usually results in underacheiving kids (Ex: Nanny 911)
positive discipline
encourage good conduct by ecnouraging children, making expectations clear before entering a new situation, etc. -- is the most effective form of discipline to encourage good conduct!
cerebellum
found at the base of the brain and is responsible for balance and coordionation of body movements
non-social activity
unoccupied, onlooker behavior, engaging in solitary play -- occurs around two years when children may observe others but do not interact with them
associative play
type of social interaction in which children play in the same environment, working on similar things, commenting on one another's work and sharing materials -- but they are still working on their own tasks in order to accomplish personal goals
emotional self-regulation
strategies for adjusting emotional arousal to a more comfortable level -- language development assists this capability
social learning perspective on moral development
children model moral behavior -- they look at what older and more powerful people are doing and tend to repeat actions that have favorable consequences (Bandura)
animistic thinking
belief that inanimate objects have lifelike qualities such as thoughts, wishes, feelings, and intentions
gender constancy
the understanding that sex is biolically based and remains the same, even if clothing, hairstyle, and play activities change
parallel play
children play near other children with similar toys but have little interactions or influence on one another
mental representation or symbolic thinking
internal depiction of information that the mind can manipulate such is images and concepts
zone of proximal development
children's learning takes place in the range of takss that are too difficult for the child to do alone, but are made possible with the help of adults and more skilled peers -- learning and support is placed just beyond the current level of mastery to assist development
thyroid-stimulating hormone
prompts the thyroid gland to reproduce thyroxine which is necessary for brain (neuron) development and for the growth hormone to have its full impact on body size
cognitive developmental perspective on moral development
children are active thinkers about social rules and will form their own moral code based on what they see is being rewarded
early printing
emerges at ages 3-5 when childre recognize printing as having meaning through watching others
centration
focusing on one aspect of a situation, reglecting other important features (Ex: focusing on the width of pennies and not their spacing, focusing on the height of a glass and not the transference of volume)
pituitary gland
found at the base of the brain and releases two different growth hormones
scribbles
begin around age two in imitation of others
initiative vs guilt
erikson's phsychological crisis for the preschool years
withdrawing priveleges
removing a favority activity,toy, TV show, game, snack, etc. as a result of inappropriate behavior
emergent literacy
young children's active efforts to construct literacy knowledge through information experiences -- curious to draw letters and symbols because they want to find connections between written word and meaning
instrumental aggression
children want an object, space, or privelege, and in trying to get it, shout, push, and attack the person who is in the way -- menat to help child get what they want -- there is a goal behind the action
self-esteem
the judgment we make about our own self-worth and the feelings associated with those judgments -- includes the global appraisal and judgments of different aspects of our self and affects the development of initiative
explanations
imrpoves the effectiveness of punishment as children will understand how they need to change future behavior
sympathy
feelings of concern or sorrow for someone else -- this behavior can be encouraged by pointing out how the child's behavior affects others
mental operations
the ability to think in a variety of ways -- we are limited in terms of our ability to carry out certain operations (Ex: if you can think symbolically, you can take someone's perspective)
theory of mind or metacognition
a set of ideas about mental activities -- an awareness of mental activities -- thinking about thought
memory strategies
deliberate mental activities that improve our chances of remembering -- highly dependant on rehearsal, and sometimes use categories -- improve with age as we are able to relate information to our everyday experiences
cooperative play
type of social interaction in which children work together to create and play in order to accomplish a common goal (Ex: share resources to build a fort)
assisted discovery
teacher's guide children's learning by reaching each child's zone of proximal development -- Vygotsky's educational principle
empathy-based guilt
expressions of personal responsibility and regret such as "I'm sorry I hurt him"
irreversibility
inability to mentally go through a series of steps in a problem and then reverse the direction, returing to the starting point
relational aggression
causing damage to a social relationship through exclusion, gossip, manipulation, etc.
pre-operational stage
Piaget's stage spanning 2-7 years when children show an increase in representational and symbolic activity
self-concept
set of attributes, abilities, and values that an individual believes defines who he or she is -- typically described in terms of observable characteristics such as appearance, possessions, behavior -- superficial nature. Can also define themselves in terms of typical emotions and attititudes towards things
make-believe play
acting out everyday and imaginary roles; occuring at 2-6 years (Ex: playing house, school, store, etc._
general growth curve
characterized by rapid growth during infancy, slower gains in early and middle childhood, and rapid growth again during adolecence -- body size (height & weight) as well as internal organs follow this pattern
authoritative
parents are warm, attentive, sensitive to kid's needs, but firm, reasonable control, require mature behavior, and give reasons for expectations -- the most effective approach, linked to better moods, better self-control, greater task persistence, cooperation, self-esteem, school results -- also called the democratic approach
i-self
realization that the self is separate from the surrounding world, remains the same person over time, has a private and inner life not accessible to others and is in control over its thoughts and actions
psychosocial dwarfism
growth disorder that can occur between the ages of 2 and 15 in which children will not reach optimal levels of development if they lack the emotional support and care that they need; Ex: J.M. Barrie, creator of Peter Pan
pro-social or altruistic behavior
actions that benefit another person without any expected reward for the self (ex: helping others, treating others as we want to be treated) -- ability increases as we are able to take the perspective of others
self-conscious emotions
ability to feel shame and guilt that develops when there is an injury to the self-concept
corpus callosum
bundle of fibers that connect the left and right hemispheres of the brain; supports the coordiation of movements on both sides of the body and integrated many aspects of thinking including perceoption, attention, memory, language, and problem solving -- larger in females than males
boundaries and people
drawing skills around age three or four
expansions
elaborating on a child's speech in order to increase its complexity (Ex: "dog" -- "yes, that's a cocker spaniel")
egocentrism
failure to distinguish the symbolic viewpoints of others from one's own
recasts
restructuring inaccurate speech into the correct form (Ex: "My feets are sore!" -- "My feet hurt too!")
warm parent-child relationship
improves the effectiveness of punishment as child respects the parent's authority
uninvolved
parents are emotionally detached and or depressed, overwhelmed by life, have low involvement, little control, and are indifferent to autonomy granting
growth hormone
allows for the development of all body tissues except the CNS and genitals
attention
ability to sustain this skill increases due to cognitive development and reticular formation allows for planning skills to begin to develop
psychoanalytic perspective on moral development
children develop their superego or conscience by identifying with the same-sex parent whose moral standards they adopt -- children obey the superego to avoid guilt, a painful emotion that arises each time they are tempted to misbehave (Freud)
left hemisphere
in control of language and handedness (for right handed people)
gender schema theory
an information processing approach to gender typing that combines social learning and cognitive-developmental features to explain how environmental pressures and children's cognitions worth together to shape gender-role development
authoritarian
cold and rejecting, degrade kids, criticize, no explanations given, high in coercive control, low in autonmony granting
socio-dramatic play
make believe play with others which emerges by age 2.5 and increases throughout early childhood
lateralization of function
specialization of functions of the two hemispheres of the cerebral cortex
reason by analogy
know that if something works in one situation, it can be applied to another similar situation
fast-mapping
connecting new words with their underlying meaning, often only one exposure -- learning of words is very unintentional and instant
planning
thinking out a sequence of acts ahead of time and allocating attention accordingly in order t reach a goal
evolutionary adaptiveness
approach to gender differences that believes that gender roles are the human species' natural way to survive and that males have always done certain tasks and females others
social conventions
social customs such as table manners and dress styles that seldom result in outrage -- adults are less likely to explain and more likely to demand obedience
realistic drawings
drawing skills reveal this during preschool and school ages as perception, lanaguage, memory, and fine motor skills increase
epiphyses
growth centers where cartilage hardens into bone; emerge in various parts of the body
discovery learning
Piaget's educational principle -- children are encouraged to take an active role in learning by exploring a rich environment provided by the teacher -- less teacher direction
empathy
feeling with another person and responding emotionally in a similar way -- a communicated understanding of another person's position

Deck Info

105

permalink