HS015-Exam-2

• The average child grows 2.5 inches in height and
• gains between 5 and 7 pounds a year during early childhood

• The process by nerve cells are covered and
• insulated with a layer of fat cells,
• which increases the speed at which information travels through the NS

• The belief that inanimate objects have life-like
• qualities and are capable of action

• The inability to distinguish between one’s own
• perspective and someone’s else’s

• Awareness that altering an object’s or a
• substance’s appearance does not change its basic properties

• The focusing of attention on one characteristics
• to the exclusion of all others

• ·
• Vygotsky’s term for task too difficult for
• children to master alone but that can be mastered with the assistance of adults
• or more skilled children

• o
• Lower limit is the level of skill reached by the
• child working independently

• o
• Upper Limit is the level of additional
• responsibility the child can accept with the assistance of an able instructor

Changing the level of support

The Child's cognitive representation of self, the substance and content of the child's self-conceptions

• ·
• parents monitor their children’s emotions, view
• their children’s negative emotions as opportunities for teaching, assist them
• in labeling emotions, and coach them in how to deal effectively with emotions

• ·
• view their role as to deny, ignore, or change
• negative emotions

Child becomes aware that rules and laws are created by people and that in judging an action one should consider the actors intentions as well as the consequences

-->about 10 years of age and older

Parent places firm limits and controls on the child and allows little verbal exchange. Associated with social incompetence

Parents encourage child to be independent but still place limits and controls on their actions. Parents are warm and nurturant, associated with social competence

Parent is uninvolved in the child's life, associated with childrens social incompetence especially a lack of control

Parents are highly involved with their children but place few demands or controls on them, associated with social incompetence and lack of self-control

A pleasurable activity in which children engage for its own sake, and its functions and forms vary

Behavior engaged in by infants to derive pleasure from exercising their existing sensorimotor schemas

Play in which the child transforms the physical environment into a symbol

Play that involves repetition of behavior when new skills are being learned or when physical or mental mastery and coordination of skills are required for games or sports

The sense of being male or female, which most children acquire by the time they are 3 years old

A set of expectations that prescribes how females or males should think, act and feel

Acquisition of a traditional masculine or femine role

The theory that gender-typing emerges as children develop gender schemas of their cultures gender-appropriate and gender-inappropriate behavior