Test 2

myelination-process where axons r coated by myelin (fatty substance that speeds signal between neurons)

yes

lateralization- literally, sidedness. the specialization of certain functions by each side of the brain, 1 side dominant 4 q activity

start @ play yrs

tendecy to perserve in/stick to 1 thought/action for a long time

they dont lose interest fast

injury control or harm reduction are things that minimized harm, accidents are random, unpredictable & cant be blamed on anyone

primary prevention- an overall change in conditions for prevention of (injury, disease, abuse)

secondary prevention- averting harm in high-risk situations (stoping car before it hits ppl)

tertiary prevention- immediate & effective medical tx after illness or injury & r aimed @ reducing harm or preventing disability

child abuse- deliberate action, harmful to child physical, sexual, emotional

child neglect- failure to meet childs basic physical, educational, & emotional needs

• **each child counted once, even if repeated maltreatment reported
• **substanation requires proof in form of unmistakable injuries, serious malnutrition, or a witness willing to testify (evidence not always available)
• **report may be false or deliberately misleading (less then 1%)

• think of others as hostile & exploitative
• less friendly, more aggressive, & isolated
• become bullies/victims @ x's both
• use drugs/alcohol to numb emotions
• have unsupported relationships
• they sabotage their careers
• eat too much/little
• engage in self-destructive behaviors

• between 2-6yr
• magical & self-centered, child not yet ready for logical operations(reasoning process)

• **centration- tendency 2 focus on 1 idea
• **focus on appearance- ignores all attributes except appearance
• **static reasoning- assumes dat world is unchanging
• **Irreversibilty- fails to recognize dat reversing a process can sometimes restore wateva existed before transformation
• **egocentrism-child tendency to think bout the world entirely from their own personal perspective

• thinking is intuitive rather than logical:
• conservation- idea that amount of substance is unaffected by changes in appearance(liquid, #, matter, length)

• all 4 charcteristics of preoperational thought:
• children fail to understand conservation of liquids b/c dey focus(center) on wat is seen(appearance), noticing only immediate(static) condition. It doesnt occur 2 them that they could reverse the process & re-create the liquid level of earlier(irreversibility)

he designed his experiments 2 reveal ? young kids seemed not to understand , rather than 2 indentify ? they could understand , & he relied on the kids words in a experimental setting rather then their non-verbal signs in play context

Gopnik's term 4 idea that kids attempt 2 construct a theory 2 explain everything they see & hear

• guided perception- children learn by social expirience & exploration, by mentors
• apprentice in thinking- child whose intellectual growth is stimulated & directed by older more skilled members of society
• zone of proximal development(ZPD)-skills dat person can exercise w/ assist, not alone
• scaffolding-sensitive structure of child's participation in learning encounters, temp. support tailored to their needs & abilities, & help child master task

• private speech- internal dialogue when ppl talk 2 self (out-loud, silent) thru new ideas, review, 2 explain
• social mediation- function of speech where ppls cognative skills r refined & extended thru formal instruction (teacher) & casual conversation

persons theory of ? others r thinking (emotions,thoughts,perception,actions), & they can only understand this till they understand that evryone thinks differently, child develops this before 4yr

fast-mapping-- the speedy sometimes imprecise way kids learn new words by mentally charting them into categories according to their meaning

overregulation-- kids apply rules when they shouldn't (applying s for plural=foots, tooths, sheeps, mouses)

• CHILD-CENTERED PROGRAMS:
• stressing childrens development & growth (they need to play & explore)
• **Montessori schools- give structure, individual projects, goal is for kids to feel proud of them-selfs
• **The Regio Emilia Approach- encourage kids to master skills not seen in American schools till 7y/o like writing, using tools, but kids not req. to engage in learning, no formal lesson, no lrg-group instructions, long-term projects so that kids have pride in their work & the school displays in all over the school, parents need to b involved & teacher have 6hr wk to plan activities

• TEACHER-DIRECTED PROGRAMS:
• curriculum teaches letters, #, shapes, colors, how 2 listen & sit quietly, praise given 4 good behavior, & time-out, goal is 2 make kids "ready 2 learn", kids answer ?s in groups,

• INTERVENTION PROGRAMS:
• think early childhood is the prime learning period, some kids learn more then others , some programs offer all day, some 1/2 day
• **Head-start--federal program 4 low-income/minority, teaching social & learning skills, some are 6hr other than 3hr b/c itz thought that learning correlates with time spent in school, trys to lift ppl out of poverty, giving dental & immunizations, to teaching standard English, some follow child-centered other teacher-directed, some consider parents as the problem other regard parents as their allies, no special curriculum or goals,
• **Expiremental programs- many hrs & yrs with cognitive emphesis, enroll low-income kids several yrs before kindergarden all expiremental groups of kids with matched control groups, show that kids are smarter then those that live in same area, & have better achievments, neither child-center or teacher-directed but in combination, parents engaged, program expensive but thought to to better then cost of future problems

• kids start new activities & feel guilty when they fail, starts 3rd stage (3-6yr)
• **self-esteem emerges-selfworth
• **self-concept- understanding of self develops
• **spontaneous play becomes goal directed
• **attention span gets longer
• **pride leads 2 concentration & persistance
• **guilt is a negative consequence of stage

1. emotional regulation- ability to control who/how emotions r expressed, ability 2 dirct or change ones feelings, (2-6yr)

• 2. externalizing- lashing out, attacking
• internalizing- fearfull, withdrawn

• self-esteem- belief in ones own ability (success & worthiness)
• self-concept- understanding of he/she is (appearance, personality, & other traits)

emotional regulation- kids who master when & how to control emotions, they tend to become more capable in q aspect of their lives, usually controlled by age 6 (being mad, friendly, scared, impulsive)

ability 2 regulate emotions & understanding others feelings

instrumental aggression- hurtful behavior aimed @ gaining somethin- increase @ 2-6, involves objects more then ppl, normal egocentric not antisocial

reactive aggression- retaliation 4 hurt (intentional, accidental, verbal, physical)- lack of emotional regulation, 2y/o, 5y/o could stop, think before reacting

relational aggression- nonphysical acts, insults, social rejection, aimed @ harming social connection between victim & others- involves personal attack is antisocial, very hurtful, common when kids r socially aware

bullying aggression- unprovoked, repeated physical, verbal, especially when victim can't defend self- both bully & victim, poor emotional regulation, adults should intervene before school yrs

• 1.expression of warmth
• 2.strategies 4 discipline
• 3.communication
• 4.expectation 4 maturity

authoritarian- parents word is da law, may b strict, physical, kid unhappy, feels guilt, depressed, internalizing frustration, blaming self, rebel, leave home, low communication

permissive- high nuturance & communication but rare punishment, guidance, control, kids unhappy, kids stay home when adults

authoritative- parents set limits but listen & r flexible, kid likly to b successful, happy

• 1. remember theory of mind- encourage empathy- how would u feel if it was done 2 u,
• 2. remember emerging self-concept- kids get sense of who they r & what they want, teach if they dont want to share then dont show toy
• 3.remember language explosion & self-mapping- dont just punish mayb they didnt understand, discussion will helo kid learn
• 4.remember that kids r not logical- if u spank kids explain why u r doin it

kids spanked r more aggressive, they become abusive as adults, bullying

kids do what they see, especially aggression, know how much they watch & what is being watched, with video games they r participating in the aggression

• overwt- BMI of 25-29, & kids being above 85%based by CDC 4 der age/sex
• obesity- BMI 30 or more, kids being above 95%based by CDC 4 der age/sex

asthma- chronic- inflammatory disorder of da airway, narrowing from lungs 2 nose/ mouth

S/S- wheezing, SOB, chest tightness, coughing

causes- genes, kids overprotected from viruses/bacteria so their immune system doesn't strengthens, carpets, pets in home, airtight windows, low out door play, smoking, dust mites, roaches, mold, air pollution

selective attention- ability 2 concentrateon some stimuli while ignoring others, is crucial 4 early childhood competence, SA req. ongoin myelination & increased production of neurotransmiters & improves noticeabilty @ age 7 (better listening, taking notes, low distractions), & can respond correctly to all

automatization- repetition of thought/actions till automatic/routine, after repeating neurons fire in sequence, increased myelination & hrs of practice lead 2 automatic pilot of cognition

• **aptitude test- potential 2 master skill or learn a particular body of language, intellectual aptitude most important in school-aged kids, & measured by
• IQ test (intelligence quotient)- inteligence was defined by mental age divided by chronological age times 100
• **achievement test- not what kid might learn but what has been learned, measures writing, reading, math, science, other subjects

Flynn effect- rise in IQ scores

developmental disorder maked by inability 2 relate 2 others, extreme self-absorption, inability 2 have normal speech

***autistic spectrum disorder- many disorders characterized by inadequate social skills, impaired communication, & abnormal play

extreme attention 2 details & deficient social understanding, high-functioning, high intelligence in special area, social interaction impaired

PL 91-230: children w/ specific learning disability act 1969- recognize learning disabilities as category w/i special education,, before that thay recieved no special edu. or services

PL 94-142: Edu. of all handicaped children act 1975- mandated edu 4 all kids no matter disability in least restrictive environment(LRE)- means w/ other kids (reg. class if possible),, law req. an individual edu. plan (IEP) 4 each kid w/ needs, specifying edu goals & periodic assessments

PL 105-17: Individuals w/ disabilities Edu act (IDEA) 1990- refers 2 individuals not just kids (infants, toddlers, adults) & to disabilities not handicaps. emphasizes parents rights in placements & IEP

• scores predict later edu & adult success
• thought to be genetic at 1st, but now said to b environmental
• score of 100 is average
• 2/3 of ppl are 85-115, & 96% r 70-130
• scores of 70 or low concidered mental retardation, 55-70 mild retardation, moderate is 40-54, severe is 25-39, profounf is below 25

• ** non test can measure potential w/o measuring achievments & dat q test scores reflect of da culture of ppl who wrote, administer, & take it
• **developmementalist know dat intellect change over life span
• **many test indicate learning potential (if 8y/o cant read then they check their vision, hearing, then comprehension & so on)
• **concept that there is 1 general thing called intelligence, but some have multiple intelligence
• 1. academic- measured by IQ score & achievement
• 2. creativeness- evidence by imaginative endeavors
• 3. practical- every day problem solving
• 4. emotional- ability 2 regulate emotions & understanding others feelings (most important 4 success then intelectual)
• **8 intelligence- lingustic, mathematical, musical, spatial, kinetics, interpersonal, intrapersonal, naturalistic, ppl could have one but not the other

mainstreaming- educating kids w/ special needs in regular class

***LRE- legal req. that kids w/ special needs need 2 b placed in most general educational class where dey could b expected 2 learn

***IEP- individual educational plan-document that specifies educational goals & plans for a child w/ special needs

• sensorimotor- 0-2yr
• preoperational- 3-6yr
• concrete-7-11yr
• formal-11yr

• 1. abnormality is normal- most ppl act odd, so ppl w/ disabilities are like everyine else
• 2. Disability changes yr by yr- ppl who may b severely disabled @ one stage may become quite capable , or vise-versa
• 3. Adulthood may b better or worse- prognosis is hard, many kids w/ disabilities could b happy & productive, some conditions r more disabling @ maturity when interpersonal skills become more important
• 4. DX depends on social context- how culture should be considered before a DX can be made

collection of concepts dat enable kids to reason logically about direct expiriences & perceptions

7-11yr, Piagets 3rd stage

Vygotsjy didnt think that kids were social isolated learners

organization of things into groups by common characteristics

logical principle that certain characteristics of an object remain the same even if other characteristics change

principle that things that have been changed can be returned 2 original state by reversing process that changed it

when 2 things change in opposite direction in order to balance each other out (ex. converastation expirement w/ liquid)

• level 1: preconventional moral reasoning (goal is to get reward & avoid punishment) self-centered
• **stage 1- might make right--important to keep appearance of obedience or dont get caught
• **stage2- look out 4 # 1--each person takes care of own needs

• level 2- conventional moral reasoning (emphasis of social rules, community-centered)
• **stage 3- good girl/boy- proper behavior is behavior that pleases others, social approval very important
• **stage 4- law & order- proper behavior means being a dutiful citizen & obeying laws all the time, even when no police are nearby

• level 3- postconventional moral reasoning-(emphasis on moral principles, centered on ideas)
• **stage 5- Social contract- obey social rules b/c dey benefit everyone & r a mutual agreement, if rules destructive or one party doesn't live up 2 agreement da contract is no longer binding, under some circumstances desobeying law is moral
• **stage 6- universal ethical principle- determined right/wrong,

morality of care- women, reluctant to judge right/wrong b/c they are socialized to b nurturant, compassionate, & non-judgemental

morality of justice- men, emphasizes justice over compasion, judge right/wrong in absolute terms

sensory memory (sensory registration)- componant of info-processing where incoming info stored 4 split sec. to allow processing

working memory(short-term memory)- current concious mental activity occurs

long-term- limitless amounts of info can b stored

• 5 basic senses
• vision
• auditory
• gusture
• texture
• ophaltic

• thinkin about ones thoughts
• older childrens approach cognative tasks more strategically & analytically

**come up with strategy**

phonics approach- teaching reading by teaching kids to learn sounds of letters

whole language approach- teaching reading by encouraging early use of all language skills (talking listening, reading, & writing)

total immersion- strategy in which instructions in all subjects occur in second language kids is learning

bilingual education- strategy in which subjects taught in both the learners original & second language

**ESL- where kids dat dont speak english are placed together an intensive course in basic english so dat they can be taught in reg english classes

emotional drives quieter, phychosexual needs repressed, unconcious conflicts submerged

identify w/ same sex parent, teachers, friends, correct gender identity

• kids master skills valueable to own culture
• social worlds beyound family contibute to sense of industry or inferiority (compentency, productivity, adequancy) leading to (incomptence, inadequate)

tendacy to assess ones abilities achievments , social status, & other attributes, by measuring atributes from other ppl & own peers, kids feels a fault 4 their own short-coming

• cultural comparison are reflected:
• many social groups teach kids not to b to outstanding

epigenetic theory- emergent theory of development dat considers both genetics origen behaviors (w/i each person/species) & the direct, systematic influence that environmental forces have, over time, on genes

socialcultural theory- emergent theory dat hold that development results from dynamic interaction between each person & surrounding social/cultural forces

social cognative- ability to understand social interactions, including causes & consequences of human behaviors

effortful control- ability to regulate ones emotions & actions thru effort, not only thru natural inclination

• **popular- being well-liked
• **neglected- not really rejected
• **aggressive-rejected--rejected by peers b/c of anatagonist/confrontational behaviors
• **withdrawn-rejected- rejected by peers b/c 2 timid, withdrawn, & anxious behavior

• repeated effort to inflict harm (physical, verbal, social), emotional(girls), physical(boys),
• thought to be normal part of daily play w/few consequences

legal & genetic relationships (nuclear, single, one parent, step parents)

• give basic needs
• encourage learning
• develope self-respect
• nurtures frindship w/ peers
• provides stability & harmony

dynamic process encompassing positive adaption w/i the context of significant adversity

• Important part of definition:
• dynamic- means a given person may b resilient @ some periods but not others
• positive adaption- turning rejection from one person to the person
• significant- determining whether minor (lrg class size/poor vision)/major(victimazation/neglect)

• powerful source of support
• kids develope own theology