PSY 333 Exam 3 Study Guide PDF

PSY 333 Exam 3 Study Guide Chapter 7 Physical Development in Early Childhood Physical Growth Physical ○ Gross motor Run,climb,ride bike, catch and throw, hop, skip ○ Fine motor Draw, pou...

PSY 333 Exam 3 Study Guide Chapter 7 Physical Development in Early Childhood Physical Growth Physical ○ Gross motor Run,climb,ride bike, catch and throw, hop, skip ○ Fine motor Draw, pour, cut, grip ○ Toilet trained ○ Independently eats ○ Hygiene Brushes teeth an washes hands Gross Motor Skills Milestones ○ 3 years old Climbs well Runs easily Pedals a tricycle Walks up and down stairs, one foot on each step ○ 4 years  Hops and stands on one foot up to 2 seconds Catches a bounced ball most of the time ○ 5 years Stands on one foot for 10 seconds or longer Hops; may be able to skip Can do a somersault Can use the toilet on own Swings and climbs Activities to support Gross Motor Skills Tricycle Slides Swings Sit-n-spin Min trampoline Bowling pins (can use plastic soda bottle also) Tent (try throwing blankets over chairs and other furniture to make a fort) Playground ladders Suspension bridge on playground Tunnels Ball play (kick, throw, catch) Simon says Fine Motor Skills Continue to become more refined as they develop more dexterity, strength, and endurance Period of Physical Growth Physical growth and maturity differs in species ○ Mice in a few weeks: 2% of lifespan ○ Chimpanzees in 7 years: 16% of lifespan ○ Humans: 20% of lifespan Prolonged physical immaturity adaptive in humans ○ Humans take longer to physically grow due to our brain size and its development time Factors that Affect Physical Growth Heredity Nutrition Infectious disease Emotional well-being Brain Maturation Order of brain development ○ Back to front ○ Frontal lobe ( higher cognitive function) (develops 1st) ○ Parietal lobe (develops 2nd) ○ Occipital lobe (visual cortex) (develops 3rd) ○ Temporal lobe (auditory cortex) (develops 4th) Brain Weight 2 years ○ About 75% of its adult weight  6 years ○ 95% of its adult weight As myelination and the development of dendrites continue to occur in the cortex there is a significant development in the prefrontal cortex ○ Helps us think, strategize, and control emotion ○ Makes it increasingly possible to control emotional outbursts and to understand how to play games Toilet Training Training typically occurs after the second birthday Some children show interest by age 2 For Girls ○ The average toilet trained age is 29 months For boys ○ The average toilet trained age is 31 months 98% of children are trained by 36 months Childs age is not as important as their ○ Physical and Emotional readiness Some Follow-up Questions to Determine Toulet Training Readiness Does you child seem interested in the potty chair or toilet, or in wearing underwear? Can you child understand and follow basic directions? Does your child tell you through words, facial expressions or posture when he or she needs to go? Does your child stay dry for period of 2 hours or longer during the day?  Does your child complain about wet and dirty diapers? Can you child pull down their pants and pull them up again? Can your child sit on and rise from potty chair? Elimination Disorders Enuresis ○ The repeated voiding of urine into bed or clothes after the age of 5 ○ Prevalence 5%-10% for 5 year old 3%-5% for 10 year old 1% for those 15 or older Encopresis ○ The repeated passages of feces into inappropriate places ○ Prevalence 1% for 5 year old More common in males Food Allergies Occurs when the body has a specific and reproducible immune response to certain foods Response of the body includes anaphylaxis Immune systems mistakenly respond to food as if it were harmful Milk, Eggs, Fish, Crustacean Shellfish, Wheat, Soy, Peanuts, and Tree nuts Some Facts ○ Children with food allergies are 2 to 4 times more likely to have asthma or other allergic conditions than those of food allergies  ○ The prevalence of food allergies among children increased 18% during 1997-2007 ○ Approximately 4% of children and adolescents are affected by food allergies Chapter 9 Social and Emotional Development in Early Childhood Self-Description Development Are initially focused on superficial characteristics (“brown hair”) or behaviors (“play baseball”) ○ 2 years - “My name is Skyler. I am a boy” Become more focused on psychological features and more situational (“I get currency when im hungry”) ○ 5-7 years - “i am smart and am nice” Begin to describe themselves in relation to others (“im smarter than my sister”) ○ 10 years - “i am smarter than most other kids and not as good at baseball as my friends” Self-Esteem Self-concept ○ Our self-description according to various categories such as external and internal qualities Self-Esteem ○ Judgments we makes about our own worth ○ Feeling about those judgments  Includes ○ Global appraisal ○ Judgments of different aspects of self Categorical-Self ○ Focusing on external qualities Influences on Self-Esteem 1. Age, school transitions a. Young children tend to have positive self-image(4 yrs) 2. Culture 3. Child-rearing practices Higher self-esteem ○ Well-adjusted ○ Sociable ○ Conscientious Self Control Consists of ○ Response initiation The ability to refrain from responding until you have all of the information ○ Response inhibition The ability to stop a behavior that has already begun Delayed gratification ○ The ability to hold out for a larger reward forgoing a smaller immediate reward  Erikson: Initiative vs Guilt Ages 3-5 If the child is placed in an environment where they can explore, make decisions, and initiate activities, they have achieved initiative. On the other hand if the child is put in an environment where initiation is repressed through criticism and control they will develop a sense of guild Child expresses a desire to take initiative in activities; take control of their environment Parents punish child for initiative: child develops feelings of guilt that will affect self-directed activity throughout life Basic strength: purpose ○ Courage to envision and pursue goals Types of Play NonSocial Play Unoccupied play ○ Random behavior ○ Not an organized play Solitary play ○ The child is playing by themselves Onlooker play ○ Watching other kids play Social Play Parallel play  ○ Playing with your own toys by yourself but in the same room as somebody else Associative play ○ Interacting / Sharing toys but still playing on your own Cooperative play ○ Working together Piaget’s stages of play Functional Play ○ Exploring surroundings Symbolic Play ○ Pretend play; symbolism Puppets Constructive Play ○ Assemble or create object Legos Games with rules ○ Rules everyone must follow Board games Diverse Family Forms/ Family Structure Change in family structure: Size Baby Boomers (1940-1960) ○ This generation experiences the highest expected number of births, peaking at 4 births per woman  Generation X (1960-1980) ○ 2.5 births per woman Millennials (1980-200) ○ 2 births per woman Generation Z (2000-2018) ○ 1.7 births per woman Overall decline in births since baby boomers Change in family structure: Parental Unit Shows the percentage of children living with… Two parents in First Marriage ○ 1960 → 73% ○ 1980 → 61% ○ 2014 → 46% Two parents in Remarriage ○ 1960 → 14% ○ 1980 → 15% ○ 2014 → 7% Cohabiting Parents ○ 1960 → 9% ○ 1980 → 16% ○ 2014 → 26% Single Parent ○ 1960 → 0%  ○ 1980 → 5% ○ 2014 → 5% Single Parents Poor child outcomes ○ Adjustment problems ○ Anti-social behavior ○ Cognitive difficulties What could be the mechanism? ○ Less social support ○ Less education ○ Less employment ○ Poverty Sibling Relationships Early ○ Cooperative and pretend play can teach empathy, sharing, and cooperation ○ Temperament, parenting, and family context affect relationship Disputes over property rights Middle Childhood/Adolescence ○ Control over social situations (e.g., what games to play, disagreements about facts or opinions, or rude behavior) ○ Provide companionship, emotional support Parenting Styles Two particularly important dimensions of parenting style  ○ The degree of support: Acceptance and warmth versus parental rejection and non-responsiveness ○ The degree of demand: Parental control versus unstructured Baumrind’s Parenting Styles Authoritative Parenting ○ Supportive and Demanding ○ Relationship is reciprocal, responsible, high in bidirectional communication Authoritarian Parenting ○ Unsupportive and Demanding ○ Relationship is controlling, power-assertive; high in unidirectional communication Permissive Parenting ○ Supportive and Undemanding ○ Relationship is indulgent; low in control attempts Uninvolved Parenting ○ Unsupportive and Undemanding ○ Relationship is rejecting or neglecting; disengaged Cultural Influences on Parenting Styles Individualistic ○ Such as USA (white middle-class) ○ Authoritative  Collectivistic ○ Such as China or Korea ○ Authoritarian parenting Maternal Employment and Child Development 66.4% of U.S. mothers with children under 6 are employed Advantage ○ Fewer gender stereotypes ○ More father involvement Drawbacks ○ Less time for children ○ Family-work conflicts Major factors ○ Maternal job satisfaction ○ Quality of care of child Quality of Care Teacher-to-child ratio ○ 6 weeks - 15 months - 4:1 ○ 15 months -2 years - 5:1 ○ 2-3 years - 8:1 ○ 3-4 years 10:1 ○ 5 years and up 20:1 Childhood Stress and Development Normal everyday stress ○ Provides an opportunity to build coping skills ○ Poses little risk to development Toxic stress ○ Extremely stressful situations of abuse over long periods of time ○ Long lasting effects such as Hippocampus and amygdala can be vulnerable Can reduce the size of the hippocampus and effect a childs memory abilities Stress hormones can also reduce immunity to disease Severe stress can also develop a low threshold making the child hypersensitive to stress in the future Some stressors Effects of Domestic Abuse Victims domestic abuse suffer in developmental and psychological welfare Impacts how the child develops: ○ Emotionally Increased aggressiveness, anxiety, changes in child socialization ○ Socially ○ Behaviorally ○ Cognitively Child Maltreatment Physical Sexual ○ 15%-25% of women ○ 5%-15% of men Emotional Neglect ○ Most common type Chapter 8 Cognitive Development in Early Childhood Piaget’s Preoperational Stage (2-7 years) Development in: ○ Symbolic/pretend play Dual representation Weakness in ○ Egocentrism The 3 mountain task Taking other peoples perspectives Conservation The ability to recognize that moving or rearranging matter does not change the quantity Children in the pre-op stage cannot pass conservation Centration ○ When children focus on one characteristic of an object to the exclusion of other  Ex give them one cookie and they ask for two just split it in half and they view it as one more extra Vygotsky's Sociocultural Theory of Cognitive Development Zone of Proximodal development Present through entire life, can be used any time Most learning happens when you work on a task you can do by yourself, but is not so difficult that it can never be done. Thus medium difficulty you can be successful with the right amount of support Private Speech Children talk to themselves in order to solve problems or clarify thought Children are more likely to talk to themselves when tasks are appropriately challenging Theory of Mind May not fully develop until 4 years The ability to think about other people's thoughts ○ Includes knowledge of Preferences, desires, beliefs, action, psychological states Specifically refers to understanding that others have their own thought and perspective on things Preference & desire theory of mind Developing a theory of mind includes understanding the connections between others’ desires and their actions ○ 14-month-old Give their own preference  ○ 18-month-old ○ Give the persons preference Ex two bowls one with crackers one with broccoli, i tell a child my favorite is broccoli, then ask them to hand me MY favorite, they may give theirs if 14 months or younger Belief Theory of Mind Developing a theory of mind includes understanding the connections between others’ beliefs and their actions False belief task ○ Test a child understanding that other people will act in accord with their own beliefs even if the child knows that their beliefs are incorrect Ex sally puts a ball in the red cabinet, she leaves, jef sees me put the switch the ball from the red to the blue cabinet, i ask jef where does he believe sally thinks the ball would be, he answers blue, because he doenst understand that other will act on accord with their own beliefs. Language Overregularization Errors Using the same plurals at the end of words that may not function like so Mathematics Development Five Counting Principles Attributable to Preschoolers (Gelman and Gallistel) One-to-one correspondence ○ Each object should be labeled by a single number word Stable order ○ The numbers should always be recited in the same order  Cardinality ○ The numbers of objects in the set corresponds to the last number stated Order irrelevance ○ Objects can be counted left to right, right to left, or in any other order Abstraction ○ Any set of discrete objects or evens can be counted Reading Development Chronology Stage 0 (birth-first grade) ○ Reading prerequisites Stage 1 (1 & 2nd grade) ○ Phonological recoding skill Stage 2 (2 & 3rd grade) ○ Fluent reading Stage 3 (4 & 8th grade) ○ Reading to learn Stage 4 (high school) ○ Comprehending multiple viewpoints in written text Phonemic awareness Awareness of the component sounds within words ○ Do two words rhyme? ○ Do two words start with the same sound? Identity the component sounds within words  ○ What would be left if a give sound were removed from a word? In kindergartners strongest predictor of reading achievement in third and fourth grade Autism Spectrum Disorder Describes a range of conditions classified as neuro-developmental disorders Characterized by ○ Social deficits ○ Communication difficulties ○ Repetitive behaviors and interests ○ Sensory issues ○ Cognitive delays