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Motor Development (gross motor skill development)
Ex: running, increase in activity levels
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Motor Development (fine motor skill development)
Ex: drawing, develop slower than the gross motor skill devlopment
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Physical Growth
Slower rate than in infancy
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Nutrition (as it pertains to physical growth)
Internal and external cues and restriction (which may increase likelihood that child will binge)
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Brain Development: -glial cells and myelination
Formation of myelin sheath, insulate axon
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Brain development: brain growth spurt and plasticity
During infancy and preschool years, brain also has plasticity(flexibility)
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Brain development: brain lateralization
Left and right hemispheres of brain has different functions (ex: language)
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Piaget’s Theory: -preoperational stage(Stage 2)
Ages 2-7, less dependant on sensorimotor activity, use of symbolic reporsentation, have creativity and imagination, increase in the ability to form sentences (syntax), increase in number of words used, increased understanding of grammar
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Piaget's Theory: limitations (egocentrism)
Thinking that does not take into account views of others
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Piagets Theory: limitations (Centration)
Focus on only one aspect/dimension of object; appearence is everything
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Piaget's Theory: limitations (do not understand conservation)
Do not understand that quantity unrelated to arrangement and physical appearance of objects
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Vygotsky’s View
Focus on social/cultural influences; emphasized social interactions; children are “cognitive apprentices”
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Sense of Self (self-concept)
Feelings about oneself
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Sense of self (self esteem)
feelings about oneself
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Erikson’s Psychosocial Theory (Stage 3)
Initiative vs guilt (ages 3-6 years; child asserting independence, boundaries still necessary
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Understanding Gender (gender roles)
Roles that society/culture deems appropriate for males or females
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cognitive developmental theory (gender identity)
Sense of being male or female; achieved at or around 2 years
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Cognitive development theory (Gender shemas)
frameworks to help child organize information relevant to gender, view world through "lens of gender"
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Cogntive development (Gender consistancy)
Understanding weather a person is male or female and this does not change with superficial changes in appearance, achieved at around age 4-5 years
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social learning theory
Focus on environment, focus on learning
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biological Theory
Hormones, brain differences (hypothalamus is larger in heterosexual males)
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Agression
Intentionally inflicting physical and/or psychological harm on others
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Piaget’s view on moral development
Heteronomus morality (ages 4-7 years, rules are seen as inchangable)
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social learning theory as it pertains to moral development
View that morality is learned
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Prosocial Behavior
Helping behavior
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empathy
understanding what others are feeling
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Types of Play (associative play)
Children shares materials but do not coordinate activites
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Parenting Styles (Auithoritative)
lots of warmth and control
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Parenting Styles (Authoritarian)
little warmth, lots of control
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Parenting Styles (Permissive)
lots of warmth, little control
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Parenting Styles (uninvolved)
little warmth and control
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Piaget’s Theory (concrete operational, stage 3)
Ages 7-12 years, characterized by the ability to organize and use logic to solve problems, less egocentric, understand conservation
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Motor development
grossd and fine motor skills continue to increase
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Physical Growth
growth rateslower than during preschool years
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extreme shortness
Height is two or more standard deviations below average
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Idiopathic short stature
Extreme shortness with unknown cause (treatment can include rhGH)
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Attention Deficit Hyperactivity Disorder (ADHD)
Symptoms include inattention., low impulse control, low frustration tolerance, inappropriate activity
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Origins of intelligence testing (Binet)
Based on observation and testing of many children in france, compared mental age and chronological age
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fluid intelligence
Problem solving, reasoning, memory
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crystallized intelligence
Knowledge gained over time (experience)
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Sternberg’s Triarchic Theory: Componential (all equal and independent)
academic
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Sternberg’s Triarchic Theory:Experiental (all equal and independent)
creativity
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Sternberg’s Triarchic Theory:contextual (all equal and independent)
common sense
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Mental Retardation:criteria
IQ below 70
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Mental Retardation:four levels
mild, moderate, severe, profound
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Vygotsky’s Approach:Zone of proximal development
higher achievment when working with someone more skilled
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Vygotsky’s Approach:Scaffolding
As child becomes more skilled at task, amount of help decreases
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Vygotsky’s Approach:Cooperative learning
Children working together to achieve common goal
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Erikson’s Psychosocial Theory (stage 4 industry vs inferiority)
Ages 6-12 years, increased social comparison, emphasis on school and achievement, self esteem may be affected
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Attributions: -internal (dispositional) attributions
Dispostional attribution, attribute behavior to the person
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Attributions: External (situational) attributions
Situational attribution, attribute behavior to situation
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Self serving bias
Tendency to make internal attributions for successes, external attributions for failure
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stable attributions
applies across situations
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temporary cause
applies to that specific situations
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Emotional Intelligence
Skills that underlie emotional evaluation, regulation, expression
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Kohlberg’s stage theory (Level 1: preconventional morality)
Focus on self (stage 1:punishment orientation; stage 2: reward orientation)
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Kohlberg’s stage theory (Level 2: Conventinal morality)
Focus on others view of self (stage 3: good boy/girl orientation; stage 4: authority orientation)
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Kohlberg’s stage theory (Level 3: postconventional morality)
Focus on others (stage 5: social contract orientation; stage 6: ethical principle orientation)
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Gilligan’s stage theory for women:Stage 1
self orientation (focus on self)
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Gilligan’s stage theory for women:Stage 2
goodness and self sacrifice (focus on others)
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Gilligan’s stage theory for women:Stage 3
morality of nonviolence (focus on others and self)
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Three stages of friendship (Damon) Stage 1: focus on others behavior
Ages 4-7, friendship based on sharing toys and playing with child
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Three stages of friendship (Damon) Stage 2: focus on trust
Ages 8-10, friendship based on greater emphasis on personal qualities and mutual trust
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Three stages of friendship (Damon) Stage 3: focus on psychological closeness
Ages 11-15+, friendship based on greater emphasis on loyalty, intimacy, trust
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