Aashrita Review Unit Two PDF

Test Review Unit 2 Test =/44 1. Play – types of play, purposes of play, why important 4 benefits of play: use their creativity (and develop their imagination, dexterity, and physical, cognitive and emotional strength) healthy brain development (they engage and interact in th...

Test Review Unit 2 Test =/44 1. Play – types of play, purposes of play, why important 4 benefits of play: use their creativity (and develop their imagination, dexterity, and physical, cognitive and emotional strength) healthy brain development (they engage and interact in the world around them) create and explore a world they can master, conquering their fears, while practicing adult roles help children develop new competencies(ability to do something successfully) that lead to enhanced confidence and the resilience they need to face challenges Types of play: 1. Solitary play - usually under years old - children play with toys by themselves and make no effort to get close to or speak with other children 2. Parallel Play - usually btw 2-3 years old - children play independently beside other children but not with them - Although they play close together and with similar toys, they do not interact 3. Associative Play (associate with others) - usually around 3-4 years old - children interact with one another (borrowing or lending play materials, following one another with cars/trains, and attempting to influence each other’s behaviour - each child does as he/she sees fit; no vision of labour or integration of activity takes place 4. Cooperative play - usually 5 years or older - children integrate their play activities/children play together to solve a problem/project to get shared achievements - the members usually take on different roles and often think of themselves as belonging to a group from which other children are excluded (unlike competitive games) 2. Motor Skills – fine and gross (define, examples) Gross Motor Skills = Involves large muscle activities, such as moving one’s arm and walking. large, sweeping movements we make with arms, legs and torso - Gross motor skills are the most dramatic and observable changes in the 1st year - The month in which gross motor milestones occur varies by as much as 2-4 months - The sequence of milestones is uniform - In 2nd year of life: toddlers become more motorically skilled and mobile Fine Motor Skills = Involve more finely tuned movements, such as finger dexterity (Smaller movements) - Infants have hardly any control over fine motor skills at birth - They do have many components of what later become finely coordinated hand and finger movements - Reaching and grasping become more refined during the first 2 years of life Examples: - clapping hands - turning pages over - using fingers to paint, etc. 3. When is the brain fully developed – when does it stop Brain Fully Developed: A teenager’s brain is till developing Maturation proceeds from BACK to FRONT Brain development usually concludes around 25 years of age changes but doesn't get better 4. Working Memory – how many items Working memory (small amount of information that can be held in mind): 5-7 items  5. Reflexes – babies, types Reflexes = ⮚ These are genetically determined survival mechanisms that govern the newborn’s movements. ⮚ automatic, action that your body does in response to something ⮚ Reflexes may serve as important building blocks for subsequent purposeful motor activity. Reflex Age it Disappears Description Sucking After 3-4 months Occurs when newborns automatically suck an object placed in their mouth Enables newborns to get nourishment before they have associated a nipple with food Rooting After 3-4 months It occurs when the infant’s cheek is stroked or the side of the mouth is touched. In response, the infant turns its head toward the side that was touched in an apparent effort to find something to suck Moro After 3-4 months A neonatal startle response that occurs in response to a sudden, intense noise or movement reflex that happens when the baby feels startled or feels like they are falling When startled, a newborn arches its back, throws back its head, and flings out its arms and legs to the centre of the body. Grasping Replaced around the Occurs when something end of 3rd month by touches the infant’s palms. voluntary grasps - The infant responds by often produced by grasping tightly (holding) visual stimuli  6. Functions of the Lobes – review, frontal lobe (job), temporal, occipital, parietal Frontal Lobe predicts consequences of actions plays a role in the choice between helpful and harmful actions Planning, decision-making, judgement, problem-solving! Temporal Auditory processing (Sound) and memory lets us understand sounds, languages, faces/objects & create memories Occipital Process and make sense of visual information process light and other visual info from the eyes Let’s us know what we are seeing Parietal Process info about touch, taste, and temperature 7. Brain Plasticity – how can our environments affect our brain Neuroplasticity is the fact that the brain can grow new connections between neurons as we learn something by having new experiences. We can strengthen these connections by remembering, practicing, visualizing, or using the new information Positive influences (exposure to large vocabulary and novel objects) can boost the growth of myelin (which are brain connections) negative influences (such as neglect and social isolation) can harm brain growth/plasticity 8. Addiction – how it affects brain How does addiction affect the brain: 1. Anticipation of having substance 2. Short-term reward (euphoria) - dopamine(feel-good hormone) flooding the brain 3. The reward system blunts down very quickly - so they take more and more of the substance - hijacks the pleasure/reward system and hooks you into wanting more and more 9. Concussion – how it affects brain development Concussion in Sport and play:  Concussion: a type of traumatic brain injury, caused by a bump or blow to the head that can change the way your brain normally works. Concussions can also occur from a blow to the body that causes the head to move rapidly back and forth - Children and teens are more likely to get a concussion than adults: they take longer to recover can affect memory, judgment, reflexes, speech, balance and muscle coordination Symptoms - Headaches or a feeling of pressure in your head. - Neck pain. - Balance problems (including dizziness). - A feeling of lightheadedness. - Nausea and vomiting. - Double vision (diplopia). - Blurred vision. - Sensitivity to light - It may appear mild but the injury can lead to significant life-long impairment affecting an individual's memory, behaviour, learning and/or emotions - Appropriate diagnosis, management, and education are critical to preventing concussions in young athletes and helping them recover quickly and fully 10. John Stroop – experiment, conclusions The Stroop Effect: We have to read the colours. - There are words/colours that match each other and can be read easily (Red word in colour Red) then there are words which are in different colours that don’t match and can’t be read easily (Green word in the colour Red) John Ridley Stroop (1930s) Words have a stronger influence over colour Example of left brain / right brain conflict (left = reads the word, right = say colour) 2 theories: Speed of Processing Theory: words are read faster than colours are named Selective Attention Theory: naming colours requires more attention than reading words 11. McGurk Effect: Auditory/visual experiment Same sound - but different visual mouth movements ex. Same sound Ba - but visually one time he said Ba and we heard Ba. Once he moved his mouth as Fa but it was still the same sound Ba. - what you are seeing clashes with what we are hearing - sight can influence what we are hearing - tells us: What we hear may not always be true 12. Look after your brain – what are the 4 things needed for maximum efficiency Diet  - a healthy range of food; Energy: glucose (ex. Bread, cereal) - Oxygen: Get Iron Physical activity/exercise - think and remember better Keep Hydrated/Water Relax - get a good night's sleep - as you sleep, brain processes. 13. Beautiful Brain Article – main ideas, points to support main idea The central idea of a beautiful brain: Researchers' views on the teenage brain have changed in recent years. They now see the teen brain as highly adaptable, not just an "unfinished" adult brain. The teenage brain is well-designed to help teens transition from home into the outside world. It takes teen's brains longer to mature due to the recent change in impulses and adolescent behaviour. This means: Teen brains are more flexible and suited to learning and adapting. Teens are naturally equipped to handle new experiences and challenges as they grow more independent. Ideas to support the main idea: 1. structure: a. He presents a popular view on teen brain development that people use to explain teen behavior, and then presents a different, less common view. Why is the teenage brain wired to take risks? - Because taking risks helps teenagers learn and grow. The teen brain is not finished with being mature Which results in teens making impulsive decisions or taking risks. The teenage brain is going through a lot of changes in the prefrontal cortex which is why there are changes in their thinking/actions 14. Phineas Gage - who is he? 1848 - Phineas Gage, a railroad worker, survives a bizarre accident in which the frontal lobe of his brain is pierced by an iron rod during an explosion. Though he recovers, he experiences profound mood and behaviour changes; changing from a quiet industrious worker to a surly, aggressive man who cannot hold down a job. This was an important milestone in brain anatomy as it suggested that key parts of the personality reside in the frontal lobe.  15. Environment - Positive (Susan Polgar), negative (Romanian Orphans) Positive (Susan Polgar): at a young age Susan's father discovered her passion and love for chess and then from there built her life around chess and built her mind up around the game and worked it very deep into her memory Her father proved what happens when parents support one’s dreams and lush their learning and critical thinking from a young age, by this he proved that geniuses can be made and are not necessarily born due to the heavy training and repetition of chess into her mind, Susan’s brain could recognize chess games like faces because that is the area of the mind where the information has been stored Her father did many things that created a positive environment for Susan: - exposure at young age - supportive learning rather than pressure - daily practice - creative thinking (able to do problem-solving creatively) - Books (gave chess books to learn from) - encouraged Susan to look back at her games Negative (Romanian Orphans): These policies led to many parents abandoning their newborn children who were then placed in a state-run institution called a leagan As babies, they were left in cribs for hours typically, their only human contact when a caregiver (each responsible for 15-20 children) - came to feed or bathe them as toddlers, they hardly received any attention Many of the kids were less than 2 years old when the study began, showed no attachment to their caregivers. When upset, they wouldn’t go to the caregiver. Instead, they showed almost wild behaviors that they had never seen before - aimlessly wandering around, hitting their heads against the floor, twirling and freezing in one place brains: signals were weaker than the signals recorded from similarly aged children in general population it was like a dimmer switch has been used to turn their brain activity down Future (They researches placed half of the children with foster families, remaining stayed at the institution); the foster families received monthly stipend, books, toys, diapers, etc. At age 8: the children placed in foster families at age 2 or earlier had different EEG brain patterns  the kids who stayed at the institution: continued to have weaker EEG’s The kids in foster: had more white matter (Axons connecting neurons) than the kids in the institution : means that there were more neuronal connection made in the children who had the interventions MOST STRIKING difference (by age 4): was social abilities. in foster: could now relate to the caregiver in the way a typical child would The researches say: there is enough plasticity in the brain early in life that allows children to overcome negative experiences 16. Theories of Development – Thelen and Gesell Maturational Theory = Created by Arnold Gesell Theory: Most of the changes that take place in children over time occur because of a specific and prearranged scheme within the body Maturation: reveals the natural unfolding of the plan and patterns of growth charted over time It's the physiological ripening, especially in the nervous system All development is largely self-regulated by the unfolding of natural processes and biological plans FIXED SEQUENCE: relatively independent of the environment Differences among people result mainly from HEREDITY rather than the ENVIRONMENT Dynamic Systems Theory = Created by Ether Thelen Contrasts with Gesell’s Theory: Universal milestones such as crawling, reaching, and walking are learnt through adaption. (We explore and find solutions to new task demands.) Ex. infant is motivated by the new challenge/desire to get a new toy into one’s mouth or cross the room to join a family member 17. Dopamine – role, addiction Dopamine: feelings of pleasure, satisfaction and motivation, & happiness Dopamine also has a role to play in controlling memory, mood, sleep, learning, concentration, movement and other body functions. After having the substance: - Short-term reward (euphoria) - dopamine(feel-good hormone) flooding the brain - The reward system blunts down very quickly - so they take more and more of the substance 18. Stress - what are the symptoms of it/four types of stress/mindfulness 4 types of stress: Physical stress (Stress response associated with physical pain/discomfort): increased heart rate  muscle aches high BP cold/flu weight gain/loss headaches constipation sweating/nausea/fatigue Behavioural stress (stress that results in unhealthy coping strategies): increased smoking/drinking/drug use aggression (yelling/screaming) changes in eating habits changes in sleeping habits nervousness (Fidgeting, pacing, etc) Mental stress (stress symptoms that are related to the mind): difficulty concentrating decreased memory confusion difficulty making decisions bad dreams decreased libido Emotional stress (stress that comes from underlying intense emotions like anger/fear): anxiety anger irritability ‘ short temper impatient worry fear frustration Toxic Stress: Stress that is prolonged, severe and chronic causes significant problems with health and development Reframing: Reframing: intentionally shift their thoughts to something that is less stressful and can reframe (changing one’s perception of a stressful situation) Mindfulness: the quality or state of being conscious or aware of everything around you (smell, taste, sound, touch, etc) calming acknowledging and accepting one’s feelings, thoughts, and sensations Coping Strategies: Listening to the stressed individual’s description of the stressful event Encourage them to talk about their confusion and feelings Help others understand stressful events Help protect others from re-exposure to stressful situations Help others to figure out how they can avoid stressful situations Short answers: - Addiction/brain - nature/nurture/brain - 2 questions about play (purposes/types/toys/motor skills) - 10 terms and give 5 definitions (Play, lobotomy, Stroop, etc)