Child Brain Development and Allergies

The brain reaches adult size by approximately age 7.

Continued development in the frontal lobe leading to improved logic, planning, and memory from ages 10-12.

Improved attention span due to prefrontal cortex maturation during ages 10-12.

Better planning and coordination due to both brain hemisphere development, influencing emotions, physical abilities and intellectual capabilities.

Increased myelination improves reaction time in children.

The more myelination, the faster the brain can function.

The hippocampus, crucial for memory, undergoes heightened myelination between ages 6-12.

Approximately 3 million children under 18 are allergic to at least one food.

Food allergies occur when a protein triggers an immune response releasing antibodies, histamine, and other defenders.

Food intolerance does not involve an immune response, unlike food allergies.

Lactose intolerance involves the body's inability to produce enough lactase to digest lactose.

Bloating, abdominal pain, gas, nausea, and diarrhea are common symptoms of lactose intolerance.

Financial troubles affecting parents, leading to marital issues, poor parenting, impacting child well-being. Economic pressures impact parents, then interparental conflict, parent-child problems and ultimately, negative child outcomes.

One-child families represent 20% of American households.

Higher self-esteem, motivation, academic performance, educational attainment, and closer relationships with parents.

Potential challenges include peer acceptance issues.

Measures social acceptance and rejection among peers.

Well-liked peers with few negative nominations.

Peers who receive many negative nominations.

Peers receiving few positive or negative nominations.

Peers who receive both many positive and negative nominations.

Learning two languages from birth.

Retain the ability to hear phonological contrasts for both languages.

Bilingual language acquisition can be more complex, involving errors that reflect the first language.

Type 1 diabetes, commonly diagnosed in middle childhood, is characterized by the body's inability to produce insulin. Type 2 diabetes, more prevalent in adults, involves the body producing insulin but not using it effectively.

Persistent or extreme fear and sadness in children can be due to internalizing disorders like anxiety or depression. Phobias are among these. Symptoms involve thoughts and feelings.

Regular physical activity positively impacts children by improving their academic performance, social competence, self-esteem, and overall well-being.

Common symptoms of anxiety in children include crying, throwing tantrums, freezing, and clinging to a parent.

Parents and coaches should prioritize effort, improvement, participation, and teamwork, instead of competition, when working with children.

An extreme or irrational fear or aversion to something, causing an immediate anxiety response, could be situational. Panic attacks are a possibility.

Family and coaches should prioritize effort, improvement and participation over competition.

A diagnosis when a child's fears or worries typical of young children do not go away or significantly impact their daily life.

Extreme fear of being away from parents or primary caregivers.

Intense, excessive fear of a specific thing or situation (e.g., dogs, heights).

Significant fear of social situations or places with people.

Persistent, excessive worry and fear about future events or potential bad things happening.

Recurring episodes of intense fear with physical symptoms (e.g., rapid heartbeat, trouble breathing, dizziness).

Children's reactions to trauma, often heavily influenced by caregivers' responses.

Persistent sadness and hopelessness in children.

Repetitive play reenacting trauma, safety concerns, sleep problems, irritability, school avoidance, and personality changes.

Perceived ability is higher than actual ability, leading to disappointment when not successful.

Perceived ability is lower than actual ability, hindering attempts at tasks.

Perceived ability is slightly higher than actual ability, leading to the best outcomes.

Financial difficulties create stress in parents, leading to marital problems and poor parenting, impacting children's well-being.

Approximately 20% of American families have only one child.

Potential benefits include higher self-esteem, motivation, academic achievement, and closer parent-child relationships.

Potential difficulties can include peer acceptance issues in one-child families.

Adopted children may face learning and emotional difficulties, potentially arising from pre-adoption circumstances or family harmony issues.

Most adopted children fare well with warm, supportive parenting and knowledge of their heritage.

Children of divorcing parents have a greater risk of psychological, behavioral, academic, and relationship problems than those in two-parent households.

Saying or writing mean things, including teasing, name-calling, taunting, threats or inappropriate sexual comments.

Purposefully excluding someone from groups, spreading rumors, or embarrassing them on purpose.

Logical thinking about concrete objects but not abstract concepts, typically ages 6-12.

Understanding that changing the appearance of an object doesn't change its quantity.

Using electronic devices to send mean messages, create fake profiles, and spread rumors or embarrassing content.

"Perceived popularity." Children viewed positively by many peers and negatively by few. They tend to be good at starting and maintaining relationships.

Children liked by few peers and disliked by many. Two main types: aggressive-rejected and withdrawn-rejected.

Children prone to hostility, aggression, and disruptive behavior; often rejected due to this aggression.

Socially shy, timid, and wary children who are disliked by many peers.

Children infrequently mentioned as either liked or disliked. Their behavior does not greatly differ from others.

Children who are liked by many but disliked by many. They display characteristics of both popular and rejected children.

Unwanted aggressive behavior among school-aged children with a power imbalance.

A measure of social acceptance and rejection by peers.

Interactions and dynamics between children within a social group.

Hostile or threatening actions, physical aggression, and disruptive behavior.

Regular physical activity improves children's academic performance, social skills, self-esteem, and overall well-being.

A type of diabetes where the body doesn't produce insulin.

A type of diabetes where the body produces insulin but doesn't use it properly.

Internalizing disorders, such as anxiety (e.g., phobias) & depression, often involve emotions and thoughts.

Common symptoms are crying, tantrums, freezing, and clinging to caregivers.

Parents/coaches should encourage effort, improvement, participation, and teamwork instead of competition.

An extreme fear of something that causes anxiety.

A diagnosis given when a child's fears or worries, common in young children, persist and significantly impact their daily life.

An extreme fear of being separated from parents or primary caregivers.

Intense, excessive fear of a specific thing or situation (e.g., dogs, heights).

Significant fear of social situations or places with people.

Persistent, excessive worry and fear about future events or potential bad things happening.

Recurring episodes of intense fear with physical symptoms (e.g., rapid heartbeat, trouble breathing, dizziness).

Children's reactions to trauma, often heavily influenced by caregivers' responses.

Children experiencing depression may exhibit physical complaints, school refusal, clinging behavior, feelings of unworthiness, hopelessness, or excessive worry about a parent's well-being.

Older children and teens exhibiting depression might display sulking, school problems, negativity, irritability, indecisiveness, concentration difficulties, or feelings of misunderstanding.

Symptoms include difficulty focusing, paying attention, and maintaining concentration.

Characteristics include excessive energy, restlessness, and difficulty controlling impulses.

Ages 6-11, children develop competence and useful skills by accomplishing tasks. Lack of support leads to feelings of inadequacy.

Developing a sense of competence in skills and tasks during middle childhood.

Negative feelings about one's abilities, often stemming from lack of support or encouragement.

Belief in one's ability to succeed in a task.

A sense of resignation when one's efforts feel ineffective.

Medications, like methylphenidate, and psychotherapy are treatment options for ADHD.

Children highly liked by many and disliked by few.

Children liked by few peers and disliked by many.

Children infrequently mentioned as liked or disliked.

Children liked and disliked by many peers.

A measurement of social acceptance/rejection by peers.

Perceived ability is greater than actual ability, leading to disappointment when expectations aren't met.

Perceived ability is less than actual ability, hindering attempts at tasks.

Perceived ability is slightly higher than actual ability, leading to the best outcomes.

Financial difficulties impact parents' moods, leading to marital problems, poor parenting, and ultimately, impacting children's well-being.

Approximately 20% of American families have only one child.

Potential benefits include higher self-esteem, motivation, academic achievement, and close parent-child relationships.

Potential difficulties for one-child families, including peer acceptance.

Adopted children may experience learning and emotional difficulties, potentially due to prior circumstances or family harmony issues..

Children experiencing parental divorce are at higher risk for short- and long-term psychological, behavioral, academic, and relationship problems.

Despite challenges, many children of divorce do not experience enduring problems.

Logical thinking about concrete objects, not abstract ideas, typically ages 6-12.

Understanding that changing appearance doesn't change quantity.

Overall ability to learn, solve problems, and adapt; good in one area, good in others.

Intelligence involves analytical, creative, and practical abilities.

Academic skills; problem-solving, verbal comprehension, and spatial abilities.

Applying new skills to novel situations.

Using everyday skills to adapt to different situations.

Ability to arrange things based on one dimension (size, weight, volume).

Organizing objects into groups based on class and subclass.

Objects keep qualities constant despite changes.

The ability to use good judgment and know what's appropriate in a given situation.

The ability to understand and identify animals, plants, and other living things.

The ability to speak and write effectively.

The ability to use logic and math to solve problems.

The ability to appreciate, perform, or create music.

The ability to visualize and reason in three dimensions.

The ability to use the body effectively in activities like sports or dance.

The ability to hold and process information temporarily in childhood, which improves with age.

The belief that intelligence can be developed through effort and learning.

Children's use of strategies like rehearsal (repeating) and mnemonics to remember information.

Young children struggle inhibiting learned color rules to focus on shape rules. They continue sorting by color even when instructions change to shape.

Children in middle childhood can effectively inhibit the initial color rule to focus on the shape rule. They can switch attention and accurately sort by shape.

Learning two languages concurrently from birth.

Bilingual children maintain the ability to distinguish sounds in both languages simultaneously.

Bilingual children sometimes don't adhere to the assumption that one object has only one name, accepting multiple words for the same thing if they perceive them as belonging to different languages.

Bilingual children may have smaller vocabularies in each language compared to monolingual peers, but the combination of vocabularies in both languages is often comparable.

Learning a second language after mastering the first one.

Learners of a second language will often make mistakes that reflect inherent structures from their first language.

A reading approach emphasizing individual word components, like breaking down words into individual sounds.

A reading approach that focuses on the overall meaning and context of the text before focusing on individual components like letters/sounds.