Term
sequence of motor development
list (3) |
|
Definition
Cephalocaudal Principal
Proximidistal Principal
Hierarchical Integration |
|
|
Term
| Identify:Proximidistal Principal |
|
Definition
Sequence of Motor Development
Near To Far (Structures closer to the trunk develop much more quickly than those further out.. organs before limbs) |
|
|
Term
| Identify: Cephocaudal principle |
|
Definition
Sequence of motor development-
Head to Tail (Develop from Head to tail, arms develop before the legs, etc.) |
|
|
Term
| Identify: Hierarchal Integration |
|
Definition
| Simple to complex sequence of motor development (Develop muscles to do simple things like flailing the arm to grasping, etc.) |
|
|
Term
|
Definition
| Children may use certain words to explain things that don’t match up |
|
|
Term
| Learning theory of language Aquisition |
|
Definition
Children learn language as they learn anything else, conditioning and reinforcement. Use positive reinforcement to get the child to repeat the word.
'nurture' |
|
|
Term
|
Definition
| provides social support, guides behavior |
|
|
Term
| close friendships are characterized by |
|
Definition
High levels of shared activity
Companionship
Help or guidance
Ease of conflict resolution |
|
|
Term
|
Definition
| childs cognitive representation of self, the substance and content of the child's self conceptions |
|
|
Term
|
Definition
| the way you perceive yourself in relation to the social world |
|
|
Term
| what four ideas are involved in self concept? |
|
Definition
1. Gender identity
2. Self-evaluation
3. Self-theory
4. Self- esteem |
|
|
Term
|
Definition
comparing all aspects ( physical, academic, social, etc) of oneself to others
- evaluating yourself |
|
|
Term
|
Definition
organized set of ideas about the self, the world and the meaning of the interactions between the self and the environment
-the interactions are the key part |
|
|
Term
|
Definition
| feelings of pride, encouragement --> how you value yourself |
|
|
Term
| 3 things that effect your self esteem |
|
Definition
1. messages of love and support from others
2. how good or bad your own competencies are
- if you're amazing at soccer, your self-esteem regarding that will be high
3. is there a match between your ideal self and how you currently are?
- are you living up to your own standards? |
|
|
Term
|
Definition
| determined by biology, based on sex organs |
|
|
Term
|
Definition
| hormones are not completely male or female, rather on a spectrum |
|
|
Term
|
Definition
| socially constructed aspect of being masculine vs feminine |
|
|
Term
|
Definition
| being hogh on characteristics of both females and males, not NOT having either quality |
|
|
Term
| (+) and (-) of gender stereotypes |
|
Definition
- positive: they tell us how to interact with others
- negative: sets people in boxes and stereotypes that are not always beneficial |
|
|
Term
|
Definition
gender is learned through reinforcement and modeling
- begins with (+) or (-) reinforcement from primary caregiver
- this causes child to continue or discontinue certain behaviors |
|
|
Term
|
Definition
Children are motivated to learn the world around them and develop a sense of identity
-depends on the staes of development ( Kohlberg) |
|
|
Term
|
Definition
1. gender identity
-correctly use labels
2. gender stability
-gender is permament
3. gender constancy |
|
|
Term
|
Definition
West+Zimmerman
-gender is a master identity
-people "redo" their concepts of gender through everyday interactions w/ others |
|
|
Term
|
Definition
process through which a child starts to see themselves as seperate from those around them
-present through the whole life --> dominant during certain times ( toddlerhood, late adolescence)
-varies depending on culture
-focuses on the self in relation to others |
|
|
Term
| parenting that enhances individualization |
|
Definition
promoting age appropriate autonomy
holding environment
decentering |
|
|
Term
|
Definition
| emotional and physical space that protects the child without letting them know they are being protected ( child proofing a house) |
|
|
Term
|
Definition
| shifting your priorites and attention to the childs needs --> affected by child's temperament, parents attachment style, stressors in parents life |
|
|
Term
| expelling styles of parenting |
|
Definition
-push children to do things before they're ready
-become nervous about their competencies before the parents are never really there
-rejecting |
|
|
Term
| binding styles of parenting |
|
Definition
- don't allow autonomy--> don't think child can do things by themselves
-enmeshed |
|
|
Term
| delegating styles of parenting |
|
Definition
parent lives through child
- don't really allow them to make their own decision, lots of pressure to be perfect |
|
|
Term
|
Definition
| autonomy vs shame and doubt |
|
|
Term
| difference between initiative and autonomy |
|
Definition
Initiative is more conceptual and autonomy is more physical
-can't have initiative before autonomy |
|
|
Term
|
Definition
| process in early moral development where child behaves according to parental and social values without needing to be constantly reminded |
|
|
Term
|
Definition
What I see is what you see
- covering your eyes and thinking no one else can see you
- comes back during teen years |
|
|
Term
| concrete vs symbolic play |
|
Definition
concrete- playing with objects in the way they are intended to be played with
symbolic- using objects in an unconventional way ( using hairbrush as mic) |
|
|
Term
|
Definition
Parallel- playing alongside others but not interacting with one another ( all being in a room on laptops)
Social- playing with others socially |
|
|
Term
|
Definition
Active- active play, moving around, can be related to ones temperament
Passive- more relaxed, laid back, not as rough |
|
|
Term
| age of preoperational stage |
|
Definition
|
|
Term
| 5 skills facilitated through play |
|
Definition
Imitation in absence ( pretending to be mom)
2. Mental images (able to think about things in their own mind)
3. Symbolic drawing (able to draw things that represent other things)
4. Symbolic play ( use objects for ways besides their intended use)
5. Language |
|
|
Term
|
Definition
| when kids talk at each other but they say completely unrelated things--> it's like they're having a conversation with themselves, the other people are simply there |
|
|
Term
|
Definition
| kids know what theyre saying but other people dont understand |
|
|
Term
|
Definition
uses the social constructionist approach
children construct their world in interactions with others --> social |
|
|
Term
| zone of proximal development |
|
Definition
| range of tasks that are too difficult for children to master alone but can be learned though the help of an adult |
|
|
Term
|
Definition
changing the level of support to fit the childs performance
can't take a "one size fits all" approach
dialogue is an important tool for scaffolding |
|
|
Term
|
Definition
Symbols are usually related in some way to the object they stand for
signs are more abstract in that there is no direct relation between the sign and what it stands for. |
|
|
Term
| self esteem vs self efficacy |
|
Definition
| Self-efficacy relates to a person’s perception of their ability to reach a goal, whereas self-esteem relates to a person’s sense of self-worth. |
|
|
Term
| adult/child communication |
|
Definition
children are confused by adults use of metaphors
- adults overestimate childs linguistic ability |
|
|
Term
|
Definition
| physical punishment, shouting, taking away privileges |
|
|
Term
|
Definition
expressing anger, dissappointment or disapproval
refusing to communicate
walking out, turning away |
|
|
Term
|
Definition
| explaining why the behavior was bad, pointing out consequences |
|
|
Term
|
Definition
| Restrictive, punitive, strict punishments, low warmth or responsiveness and high demandingness |
|
|
Term
|
Definition
| high warmth/responsiveness and and appropriate autonomy |
|
|
Term
|
Definition
| parents are indifferent toward their children and unaware of what is going on |
|
|
Term
| Developmental Tasks of toddlerhood |
|
Definition
Fantasy Play
Self-Control
Locomotion
Language Development
Autonomy v. Shame & Doubt |
|
|
Term
| DevelopmentalTask in Early School years |
|
Definition
Gender Identification
Early moral development
Self-Theory
Peer Play
Initiative v. Guilt |
|
|
Term
| DevelopmentalTasks in Middle childhood |
|
Definition
Friendship
Concrete Operations
Skill learning
Self-Evaluation
Team play
Industry v. Inferiority |
|
|
Term
| Language Acquisition Sequence |
|
Definition
1. babbling gestures
2. recognizable language sounds
3. first words
4. combining words, short sentences
5. longer sentences |
|
|
Term
|
Definition
| two word utterances; single words accompanied by gestures and actions |
|
|
Term
| IN what 4 ways does fantasy play change? |
|
Definition
1. The action component becomes more complex as children integrate a sequence of actions
2. Children's focus shifts from the self to fantasies that involve others and the creation of multiple roles
3. The play involves use of substantial objects, including objects children only pretend to have, & eventually the invention of complex characters & situations
4. The play becomes more organized & planned, & play leaders emerge |
|
|
Term
|
Definition
| stands for something in abstract way (no direct relation between the word dog and the animal) |
|
|
Term
|
Definition
| related in some way to the object they stand for (cross- christianity) |
|
|
Term
|
Definition
| Parent that is present but not intrusive |
|
|
Term
| Behavioral Learning Theories |
|
Definition
| Moral behavior and the process of internalization are viewed as a response to environmental reinforcements and punishments |
|
|
Term
|
Definition
| focus on the ability of children to control their impulses and resist temptation |
|
|
Term
|
Definition
| views the critical time for moral development as infancy rather than early childhood |
|
|
Term
|
Definition
| emphasises an emotional or affective as well as a cognitive aspect to morality |
|
|
Term
| 4 levels of empathy- global empathy |
|
Definition
| you experience and express distress as a result of witnessing someone else in distress |
|
|
Term
| 4 levels of empathy- egocentric empathy |
|
Definition
| you recognize distress in another person and respond to it the same way you would respond if the distress were your own |
|
|
Term
| 4 levels of empathy-empathy for anothers feelings |
|
Definition
| You show empathy for a wide range of feelings and anticipate the kinds of reactions that might really comfort someone else |
|
|
Term
| 4 levels of empathy-empathy for anothers life conditions |
|
Definition
| You experience empathy when you understand the life conditions or personal circumstances of a person or group |
|
|
Term
|
Definition
A chronological delay in the appearance of expected developmental milestones in one or more of the following areas: physical, social, emotional, intellectual, speech & language, &/or adaptive development
Caused by organic, psychological, or environmental factors |
|
|
Term
|
Definition
Disorders that occur during childhood that interrupt or affect development
Psychological or physical disorder |
|
|
Term
|
Definition
| Lifelong disabilities attributable to mental &/or physical or a combination of mental & physical impairments manifested prior to the age of 22 |
|
|
Term
| Amount of children with ADD/ADHD |
|
Definition
|
|
Term
|
Definition
Complex developmental disorder that causes problem w/ social interaction & communication
1/150 affected
boys more likely affected |
|
|
Term
|
Definition
Problems w/ communication (verbal & nonverbal, avoiding eye contact)
Social aspects (sharing emotions, holding a convo, know how others feel)
Routines or repetitive behaviors (repeating words/actions, obsessively following schedules |
|
|
