Early Childhood Development Chapters 8-10
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Questions and Answers

What does BMI stand for?

Body Mass Index

The human brain reaches its full size by age 2.

False

Myelination is a process that slows down communication between neurons.

False

What is the name of the thick band of nerve fibers that connects the left and right hemispheres of the brain?

<p>Corpus Callosum</p> Signup and view all the answers

The left side of the brain controls the left side of the body.

<p>False</p> Signup and view all the answers

Executive function skills are inborn.

<p>False</p> Signup and view all the answers

Which of Piaget's stages of cognitive development is characterized by symbolic thought and the use of language?

<p>Preoperational intelligence</p> Signup and view all the answers

What is the term for the belief that inanimate objects have feelings and thoughts?

<p>Animism</p> Signup and view all the answers

Which of the following is NOT a characteristic of preoperational thought?

<p>Conservation</p> Signup and view all the answers

What is the term for the temporary support provided by a mentor to help a learner master a new skill?

<p>Scaffolding</p> Signup and view all the answers

Vygotsky believed that children's cognitive development is solely based on their individual experiences.

<p>False</p> Signup and view all the answers

The average child knows about 500 words by age 6.

<p>False</p> Signup and view all the answers

What is the term for the speedy and sometimes imprecise way in which children learn new words?

<p>Fast-mapping</p> Signup and view all the answers

Overregularization occurs when children apply grammatical rules even when exceptions exist.

<p>True</p> Signup and view all the answers

What is the term for the ability to control one's emotions and actions through effort?

<p>Effortful control</p> Signup and view all the answers

According to Erikson, children's belief that they are strong and attractive is considered a sign of healthy development.

<p>True</p> Signup and view all the answers

Children who have experienced trauma are unlikely to develop post-traumatic stress disorder (PTSD).

<p>False</p> Signup and view all the answers

What are the four general types of aggression?

<p>Instrumental, reactive, relational, and bullying aggression</p> Signup and view all the answers

Which parenting style is characterized by high standards, strict punishment, and little communication?

<p>Authoritarian</p> Signup and view all the answers

Which parenting style is characterized by high nurturance and communication but little discipline?

<p>Permissive</p> Signup and view all the answers

Which parenting style is characterized by setting limits and enforcing rules while being flexible and listening to children?

<p>Authoritative</p> Signup and view all the answers

Children of permissive parents are typically well-adjusted and emotionally mature.

<p>False</p> Signup and view all the answers

Children of neglectful/uninvolved parents tend to exhibit more social competence and emotional maturity.

<p>False</p> Signup and view all the answers

Children's understanding of gender roles is typically rigid and fixed by age 2.

<p>False</p> Signup and view all the answers

What is the term for the biological differences between males and females?

<p>Sex differences</p> Signup and view all the answers

What is the term for the cognitive concept or general belief about sex differences?

<p>Gender schema</p> Signup and view all the answers

The psychoanalytic theory of gender-role development is based on the idea that children learn gender roles through observation and imitation.

<p>False</p> Signup and view all the answers

Behaviorism suggests that gender differences are learned through reinforcement and punishment.

<p>True</p> Signup and view all the answers

The social learning theory of gender-role development emphasizes the role of cultural values and customs.

<p>False</p> Signup and view all the answers

According to the sociocultural theory of gender-role development, children typically begin to consciously understand gender roles by age 4.

<p>False</p> Signup and view all the answers

Play is considered a less productive activity for children's learning and development.

<p>False</p> Signup and view all the answers

What is the term for play where children interact with each other, observing and sharing materials, but their play is not yet mutual or reciprocal?

<p>Associative play</p> Signup and view all the answers

What is the term for play where children create and elaborate a joint activity or take turns?

<p>Cooperative play</p> Signup and view all the answers

Rough-and-tumble play is considered harmful and should be discouraged.

<p>False</p> Signup and view all the answers

Sociodramatic play allows children to explore and rehearse social rules in a safe and nonthreatening environment.

<p>True</p> Signup and view all the answers

What are the dimensions of caregiving according to Baumrind?

<p>Expressions of warmth, strategies for discipline, expectations for maturity, and communication.</p> Signup and view all the answers

Authoritative parenting is characterized by high expectations and strict punishment, with little room for flexibility.

<p>False</p> Signup and view all the answers

Children of authoritative parents are typically happy, successful, and well-liked by their peers.

<p>True</p> Signup and view all the answers

Screen time is not a concern for young children, as it has no negative effects on their development.

<p>False</p> Signup and view all the answers

Study Notes

Early Childhood Development

  • Chapters 8-10 cover early childhood development.

Biosocial Development (Chapter 8)

  • Children become slimmer as their lower body lengthens.
  • Between ages 2 and 6, well-nourished children typically add 3 inches in height and gain 4.5 pounds in weight each year.
  • Body Mass Index (BMI) is lower at ages 5 and 6 compared to other times.
  • Childhood obesity is a significant public health concern.
  • Malnutrition and obesity rates increase as family income decreases.
  • Parents sometimes underestimate the weight of overweight children.
  • Progress has been made in young children's nutrition and childcare practices.

Brain Growth (Chapter 8)

  • By age 2, a child's brain reaches 75% of its adult weight.
  • Social understanding and emotional control improve as the prefrontal cortex matures.

Brain Development (Chapter 8)

  • Myelination (fatty coating on axons) is the primary reason for faster thinking.
  • Myelin speeds signals between neurons.
  • 5-year-olds are typically quicker than 3-year-olds, who are quicker than toddlers, due to myelination.

Connecting the Hemispheres (Chapter 8)

  • The corpus callosum is a thick band of nerve fibers connecting the left and right hemispheres.
  • This allows for communication between the hemispheres.
  • Each side of the brain specializes in certain functions, with one side often dominant.
  • The left side of the brain controls the right side of the body, and vice versa.
  • Modern research suggests that the view of distinct left- and right-brain functions is an oversimplification.

Brain Development: Planning and Analyzing (Chapter 8)

  • Neurological development increases significantly between ages 2 and 6, impacting planning, thinking, social awareness, and language.
  • Neurological immaturity contributes to the need for adults to prevent childhood injuries.

Brain Development: Impulsiveness and Perseverance (Chapter 8)

  • Maturation of the prefrontal cortex gradually improves focused attention and reduces impulsiveness.

Gross Motor Skills (Chapter 8)

  • Brain maturation, motivation, and practice make gross motor skills possible.
  • Cultural, urban, and locale influences also play a role.

Fine Motor Skills (Chapter 8)

  • Fine motor skills are more difficult to master than gross motor skills.
  • These skills involve small hand and finger movements.
  • Often, fine motor skills use both sides of the brain.
  • Fine motor skills develop earlier in females compared to males (on average, 6 months earlier).

Artistic Expression (Chapter 8)

  • All forms of artistic expression blossom during early childhood.
  • Skills in artistic domains develop with practice and maturation.
  • Creativity in drawing is correlated with practice, encouragement, and the development of technique.
  • Cultural context influences artistic expression.

Injuries and Abuse (Chapter 8)

  • Parents in all cultures, income levels, and ethnic groups want to protect and support their children.
  • Accidents are the most common cause of death in young children.
  • Children aged 2-6 are at a higher risk of injury compared to slightly older children in the US.

Injury Control (Chapter 8)

  • Age-related dangers include falls, motor vehicle accidents, poisoning, fire, and drowning.
  • Injury control strategies include safety surfaces, car seats, bike helmets, medication safety, and pool monitoring.

Prevention (Chapter 8)

  • Two types of analysis are utilized to predict danger and prevent injuries: dynamic-systems/ecological approaches and statistical analysis.
  • Injury prevention occurs at three levels:
    • Primary prevention focuses on macro and exo-system factors such as neighborhoods and family structures.
    • Secondary prevention focuses on identifying and intervening; for example, insecure attachment.
    • Tertiary prevention is focused on minimizing the impact of injuries and harmful events that have already taken place; for example, the golden hour.

Eliminating Lead (Chapter 8)

  • Lead exposure in children can result in brain shrinkage.
  • A study using 157 adult brains revealed that high lead levels during childhood result in reduced brain volume.
  • The regions affected are smaller than those in a normal brain.

Child Maltreatment (Chapters 8 & 9)

  • Child maltreatments are defined as intentional harm or avoidable endangerment of anyone under 18 years old.

  • Child abuse is deliberate action harmful to a child's physical, emotional, or sexual well-being.

  • Child neglect is a failure to meet a child's basic physical, educational, or emotional needs.

  • Substantiated child maltreatment reporting involves authorities receiving and verifying reports of harm or endangerment.

  • Maltreatment reports increased in the 1950s-1990 but decreased thereafter; however, neglect has remained a concern.

  • Possible reasons for the decrease in other forms of maltreatment, but not neglect, include fewer homes with many small children, variation of professional scrutiny of abuse, and few children reporting abuse.

  • Many reports of maltreatment occur in early childhood.

  • Reports include various types of maltreatment, e.g., total, neglect, physical abuse, and sexual abuse.

PTSD (Chapter 9)

  • PTSD is an anxiety disorder that develops as a delayed response to experiencing or witnessing traumatic events.
  • Symptoms include flashbacks, hyperactivity, hypervigilance, anger, sleeplessness, and nightmares.

Consequences of Maltreatment (Chapter 9)

  • Maltreatment has devastating and lasting negative effects on children.
  • Abused and neglected children perceive others as hostile and exploitative.
  • These children are less friendly, more aggressive, and have social deficits.
  • Maltreatment can lead to greater economic consequences.

Preventing Harm (Chapter 9)

The three levels of preventing harm include - Primary Prevention: Focus on macro-system stability (e.g., neighborhoods, families), family cohesion, and stability. - Secondary Prevention: Identifying and intervening in insecure/unhealthy attachments. -Tertiary Prevention: Focus on lessening the trauma impact in cases where harm has occurred.

Tertiary Prevention and Placement (Chapter 9)

  • Permanency planning, foster care, kinship care, and adoption are examples of strategies employed after maltreatment.

Cognitive Development (Chapter 9)

  • Executive function is the cognitive ability to organize and prioritize thoughts, allowing for anticipation, strategizing, and planning.
  • It combines memory, inhibition, and flexibility.
  • Sensitive time: Early childhood (ages 2-6) is more open to learning for children compared to older children.
  • Executive functioning skills are foundational, not inborn.
  • Cognitive psychologists focus on improving executive functioning during early childhood.

Thinking During Early Childhood (Chapters 9)

  • Piaget: Believed early childhood is the preoperational stage of learning, with cognitive development between ages 2-6.

    • Features symbolic language and imagination; however, logical thinking is not yet possible.

  • Symbolic thought: A major accomplishment in pre-operational intelligence allowing children to use words and symbols to represent things not present. This allows children to better understand and process abstract concepts and ideas.

  • Animism: Belief that natural objects or phenomena are alive. It's connected to egocentric reasoning and may include both rational and irrational ideas.

  • Obstacles to logic

    • Centration: Focues on one aspect of a concept.
    • Focus on appearance: Ignores other attributes.
    • Static reasoning: Believes nothing changes; whatever is now, was always and will be.
    • Irreversibility: Believes nothing can be undone.

  • Conservation: The principle that the amount of a substance remains the same despite changes in appearance.

  • Conservation errors highlight weaknesses in early logical thinking. Young children fail to understand conservation.

Vygotsky: Social Learning (Chapters 9)

  • Children develop intellectually based on their social environment.

  • Someone who facilitates their growth.

  • Mentors

    • Provide challenges.
    • Aid assistance, without taking over.
    • Add information.
    • Encourage motivation.

  • Guided participation: Learning through interactions with experienced individuals.

  • Zone of proximal development (ZPD): Gap between what children can do independently and what they can achieve with assistance.

  • Scaffolding: Temporary support to help children master the next task.

  • Overimitation: Copying irrelevant actions, which is common in young children.

  • Language plays a central role in Vygotsky’s Theory of Cogntive Development.

  • Words act as a mediator between brain potential and comprehension. Language aids thinking. Internal and social mediation are vital to STEM curricula and Executive Function Development.

STEM Learning (Chapter 9)

  • Learning about numbers, shapes, fractions, molecular structures, and the laws of motion in early childhood are foundational for STEM vocations.

Brain and Context (Chapter 9)

  • A child's ability to develop theories of mind correlates with prefrontal cortex maturity and executive processing.
  • Context and experience play a key role in cognitive development.
  • Culture impacts thinking and behavior.

Language Development (Chapter 9)

  • Language is crucial for cognitive development.

  • Early childhood (ages 2-6) is a significant development time for mastering language skills. Average kids know about 500 words at age two and 10,000 words by age six.

  • Comprehension always precedes production.

  • Vocabulary explosion: Vocabulary expands rapidly in early childhood. Verbs, adjectives, adverbs, conjunctions, and nouns are frequently acquired.

  • Fast-mapping: A rapid method children use to learn words by tentatively placing them into categories based on their perceived meaning.

  • Logical extension: Children apply words to other objects in the same category.

  • Acquiring grammar: Children start learning the structures and rules of grammar to effectively communicate meaning through use of word order, prefixes, suffixes, intonation and emphasis.

  • Overregularization: Incorrectly applying grammar rules, which makes language seem more regular than it actually is.

Psychosocial Development (Chapter 10)

  • This section explores social-emotional development.

Emotional Development (Chapters 10)

  • Emotional regulation: Process of controlling and expressing emotions. The Limbic system and prefrontal cortex work together to achieve this regulation.
  • Effortful control: Ability to manage emotions and actions through active effort, not just natural inclination.
  • Initiative versus guilt: (Erikson's third psychosocial crisis) Children take on new abilities and feel guilty when they don't succeed, impacting their social-emotional development.
  • Self-concept
    • How a person views themselves. This includes self-esteem, physical appearance, personality and traits.
  • Protective optimism: Young children are likely to be unrealistic and more optimistic or confident in their abilities. Confidence in themselves promotes persistence.

Brain Maturation (Chapter 10)

  • The prefrontal cortex matures around ages 4-5.
  • Myelination (coating axons with myelin) is in the limbic system.
  • Improved behaviors, attention span and self-control.
  • Social awareness and self-concept grow as children mature.
  • Brain maturation, learning, and culture impact emotional regulation.

Emotional Development: Motivation (Chapter 10)

  • Intrinsic motivation: Driven by internal desire (e.g., competence, satisfaction). Imaginary friends are an example.

  • Extrinsic motivation: Driven by external rewards (e.g., praise, material possessions).

Motivation (Chapter 10): Imaginary Friends

  • Make-believe friends (who exist only in a child’s mind).
  • Increasingly common between ages 3-7.
  • Help children cope with loneliness and emotionally regulate.
  • Example of intrinsic motivation.

Play (Chapter 10)

  • Play is a universal and timeless activity.
  • Play is productive, enjoyable, and increasingly socially complex due to brain maturation.
  • Play forms change with age and culture.

Playmates (Chapter 10)

  • Play with peers is vital to developing positive social skills.

  • Playmates are children of similar age and social status.

  • Playmates allow children to practice emotional regulation, empathy, and social understanding.

  • Playmates are preferred play partners over parents.

Types of Social Play (Chapter 10) (Parten)

  • Solitary Play
  • Onlooker Play
  • Parallel Play
  • Associative Play
  • Cooperative Play

Active Play (Chapter 10): Rough-and-Tumble

  • Imitative aggression, without intention to harm.
  • Shows children are expressing themselves and developing social understanding.

Drama and Pretending (Chapter 10)

  • Sociodramatic play allows children to rehearse social rules, persuade others, practice emotional regulation, and develop self-concept. 

Screen Time (Chapter 10)

  • Excessive screen time in young children has far-reaching consequences such as obesity and emotional/intellectual immaturity.

Challenges for Caregivers (Chapter 10)

  • Caregiving styles impact child development. Baumrind identifies dimensions of expressions of warmth, strategies for discipline, expectations for maturity, and communication.

Baumrind's Styles of Caregiving (Chapter 10)

  • Authoritarian Parenting: High standards and punishment, with little communication.
  • Permissive Parenting: High warmth and communication, with little discipline.
  • Authoritative Parenting: Setting limits and enforcing rules but being flexible and listening.
  • Neglectful/Uninvolved Parenting: Indifferent and unaware of children's lives

Long-Term Effects of Parenting Style (Chapter 10)

  • Authoritarian Parenting

    • Children are often conscientious, obedient, quiet, however may not be happy.
    • May feel guilty, depressed, and blame themselves.
    • May rebel and leave home before age 20.

  • Permissive Parenting

    • Unhappy and lack self-control, especially in peer relationships.
    • Inadequate emotional regulation.
    • Possibly struggle with friendships.
    • Tend to live at home and remain dependent in early adulthood.

  • Authoritative Parenting

    • Successful, articulate, happy individuals.
    • Generous with others.
    • Liked by teachers and peers (especially in cultures valuing initiative)

Becoming Boys or Girls (Chapter 10): Sex and Gender

  • Biological differences determine sex. 
  • In early childhood, both sex and gender become important to children and evident to adults. 
  • Children begin to distinguish themselves from others.
  • Sex sterotypes are highly influential in early childhood.

Teaching Children to be Boys and Girls (Chapter 10)

  • The difference between sex (biological differences) and gender (societal roles).
  •   Young preschoolers may be very rigid in their beliefs about gender roles.
  •   Most older children may have a sense of gender justice, yet tolerate sex discrimination.

Theories of Gender-Role Development (Chapter 10)

  • Psychoanalytic theory:  Key stages in development, which include the phallic stage, Oedipus complex, and superego, explain differences in development. 

  • Behaviorism: Differences arise as products of a reinforcement cycle based on reward/punishment for behavior, learned behaviors.

  • Social learning theory: Observation and imitation of other genders’ behavior are learned; and

  • Cognitive theoretical approaches: Children develop a gender schema and categorize members based on this framework.

  • Sociocultural: Cultural values and customs influence gender roles and behavior (e.g., gender detectives).

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Early Childhood Development PDF

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Explore key concepts in early childhood development covered in chapters 8 to 10. Understand the biosocial development, including growth patterns, nutrition concerns, and brain development factors that impact children ages 2 to 6. This quiz will enhance your understanding of how children grow and develop during these critical years.

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