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| one of hte billions of nerve cells in the central nervous system, especially the brain |
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| the intersection between the axon of one neuron and the dendrites of other neurons |
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| a fiber that extends from a neuron and receives electrochemical impulses transmitted from other neurons via their axons |
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| elimination of weak synapses during brain development |
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| extent to which the brain organization is flexible |
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| unlearned responses triggered by a specific form of stimulation |
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| stroke foot from heel to toe, toes fan out |
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| throws arms out and then in |
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| cheek is stoked, turns head |
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| grasps object when its placed in hand |
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| blinking, stepping, sucking |
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| sensorimotor intelligence (six stages) |
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one: reflexes
two: first acquired adaptations (sucking a pacifier)
three: awareness of things, responding to people and objects
four: new adaptations and anticipations, becomes more deliberate and purposeful in responses
five: new means through active experimentation and creativity
six: new means through mental combination, thinking before doing |
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| sensorimotor intelligence |
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| Piaget's term for the way infants think- by using their seneses and motor skills during the frist period of cognitive development |
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| form of speech used by adults in talking to very young children |
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| sudden increase in an infants vocabulary, especially in the # of nouns, happens about 18 months |
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| cries, movements and facial expressions |
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| focuses on child's intellect |
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| the lasting emotional bond that one person has with another (forms in infancy) |
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| a relationship in which an infant obtains both comfort and confidence from the presence of parent, parent is safe base |
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| not upset when mother leaves, may ignore her when she returns |
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| upset when mother leaves, upset when she returns |
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| confused when mother leaves and returns |
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| smoother infant to caregiver interaction |
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| an infants expression of concern when a stranger appears |
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| an infants distress when a parent leaves |
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| infants whether the world can be trusted to supply their basic needs (food, comfort) |
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| using fingers, holding a pencil |
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| walking, running, jumping |
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| Piagets term for cognitive development, includes language and imagination, logical thinking isnt possible |
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| a characteristic of preoperational thought in which a young child focuses on one idea, excluding all others |
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| Piagets term for children's tendency to think about the world entirely from their own personal perspective, selfish |
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| the idea that nothing can be undone, cant realize some things can be restored to the way they once were |
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| the idea that the amount of substance remains the same when its appearance changes |
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| temporary support that is tailored to a learners need and abilities and aimed at helping the learner master the next task |
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the process by which people learn from others who guide their experiences and explorations
ex: kid learning how to sew from his mom |
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| zone of proximal development |
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| Vgotsky's term for difference between what a learner can do without help and what he or she can do with help |
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| the internal dialogue that occurs when people talk to themselves (silently or out loud) |
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| occurs through both formal instruction and casual conversation |
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| characteristics that indicate a consistent pattern to our behavior |
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| how can parents and care providers help children's language develop |
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| reading to them, sources, natural process |
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| teaching that lets kids discover concepts for themselves (activities) |
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| teacher-directed instruction |
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| where teacher lectures and gives students information to learn |
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| Three levels of prevention |
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primary: structure the situation (stable neighborhood)
secondary: averting harm in high risk situations (preventative medical treatment)
tertiary: after injury, limiting the damage caused (removing a child from a home after abuse) |
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| 2 forms of play, how do children benefit from this |
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cooperative play: play in which children work together to accomplish a goal
associative play: two or more kids actually interact with one another by sharing materials, helps promote social skills |
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| List and explain what you believe to be the most prevalent developments related to each of the three following developmental forces (biosocial, psychosocial, cognitive) during ages birth to six. |
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Biosocial-Parents and culture. Infant’s brains triple in size, tiny stomachs digest more food and more kinds of food, dispatching nourishment to the brain and body to enable phenomenal growth.
Psychosocial- Interaction of infant’s emotions and their social contexts
Cognitive-People can rethink and reorganize their thoughts, developing new working models that are more positive than their original ones, a mistrustful girl can learn to trust if her later experiences such as marriage to a faithful husband, can provide a new model |
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| What are some physical indicators that children are growing well? |
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3 months: rolls over, stays half-upright, uses two eyes together, grabs for an object
6 months: sits up, grabs and can grasp, smiles and laughs, tries to crawl
12 months: stands without holding on, crawls well, takes a few unsteady steps, can feed self with fingers
18 months: walks well, runs (but also falls) tries to crawl on furniture, begins toilet training
24 months: runs well, climbs up, uses simple tools. Combines words, can use fingers to unscrew tops |
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| Nutritional needs of children ages birth through six |
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Newborns: Starts with mother’s milk
Balance the nutrition (fat, protein) |
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| How do diet and activity affect brain development? |
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| If the brain produces an overabundance of stress hormones early in life, then the brain becomes incapable of normal stress responses. Later in life the person’s brain may overproduce hormones making them alert or making them sad when it under produces |
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| What are some indicators of prefrontal brain development in children ages 2-6? |
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| The area of the cortex at the front of brain that specializes in anticipation, planning and impulse control |
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| putting things in order (size, shape) |
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| The mental processing of sensory information, when the brain interprets a sensation |
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| It is usually delivered with a "cooing" pattern of intonation different from that of normal adult speech: high in pitch, with many glissando variations that are more pronounced than those of normal speech |
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