Early Childhood Development > Finals > Flashcards

Finals Flashcards

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1
Q

What is developmental theory?

A

an organized set o fideas that explains how and why children, grow, think, learn and behave the way they do

it helps us predict behaviour and guides educators decisions

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1
Q

Why are developmental theories important

A

they give meaning to what we observe in children and tell us how to support development properly.

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2
Q

what is nurture

A

development shped by learning, environment, and experience.

children learn social skills because cregivers model them

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3
Q

what is nature

A

biological traits that influence development such a genes and maturation

ex. temperament differences appear early because they are partly inherited

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4
Q

frueds big idea about childhood

A

early emotional experiences affect personaility and behaviour later in life

warm, responsive caregiving helps children build healthy emotional foundations.

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5
Q

id, ego, superego

A

id - wants pleasure now (infanst crying for help

ego-learns rules/reality (toddler not touching stove)

superego -moral consious (feeling guilt or proud)

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6
Q

eriksons major contribution

A

he expanded frued by saying development continues thorugh the entire lifespan, an deach stage has a “crisis” children must resolve

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7
Q

trust vs mistrust

A

0-18 months
Babies need warm, consistent care to learn that the world is safe. if notk they maybecome anxious or mistrustful

Outcome: hope

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8
Q

Autonomy vs shame

A

1.5-3 years

toddlers want independence

support = confidence
criticism = shame/doubt

outcome: will

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9
Q

banduras social leanring theory

A

children learn by watching others. if they see behaviour is rewarded, they copy it

bobo doll

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10
Q

classical conditioning (Watson)

A

children learn by pairing things

ex. of a loud noise always follows a white rat, fear develops.

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11
Q

operant conditioning (skinner)

A

behaviour increases with rewards and decreases with punishment

very infulential in early childhood classrooms

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12
Q

what is schema

A

piaget

mental framework children create t make snese of the world.

Exx. things that roll = balls

schemas grow with experience

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13
Q

assimilation

A

when a child adds new information into an existing schema without changing it

ex: a child has a schema for dog = four legged animal
when a child sees a cow and calls it a dog that is assimilation

assimilation keeps the same schema - it stretches to include new things

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14
Q

accommodation

A

piaget
When new info does not fit in the existing schema, so child must change or create a new one

accomodation is trye learning - child reorganizes their thinking to make sense of the world

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15
Q

equilibration

A

Piaget
overall process children use to move between understanding and confusion in order to learn

engine of cog dev, forces children to build more accurate schemas

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16
Q

equilibrium and disequillibrium

A

equilibrium - their schemas work, they feel comfortable

disewuilibrium - something doesn’t fit, they feel confused

mental conflict pushes children to adapt, forcing them to assimilate or accommodate

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17
Q

Piaget’s sensorimotor stages (0-2) reflexive substage

A

(0-1 month)
only reflexes (sucking, grasping)

no imitation

limited ability to combine senses

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18
Q

Piaget’s sensorimotor stages
primary circular reactions

A

1-4 months
baby repeats actions centred by their own body (sucking fingers, begin reaching)

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19
Q

Piaget’s sensorimotor stages
secondary circular reactions

A

4-8 m
baby repeats actions that affect the environment
(kicking mobile toy)

cause and effect curiosity begins

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20
Q

Piaget’s sensorimotor stages
coordination of schemas

A

8-12 m
intentional behaviours begin
baby uses actions to reac goals

moves blanket to get toy

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21
Q

Piaget’s sensorimotor stages
tertiary circular reactions

A

12-18 m
baby experiements with objects

mini scientists

(dropping a spoon from diff heights)

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22
Q

Piaget’s sensorimotor stages
representational thought

A

18-24 m
symbols, prentend play, deferred imitation

ability to think before acting

end of sensorimotor stage

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23
Q

object permanence

A

understanding that objects exist even when out of sight

develops gradulaly from 8-18 months

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24
object permanence piaget vs research
piaget - babies over 8 months forget hidden objects newer research - show it might be memory limits not lack of understanding
25
vygotsky - zone of proximal development
the gap between what a child can do alone and what they can do with help learning happens in a gap vygotsky - scaffolding
26
vygotsky - scaffolding
adult support (hints/modelling) adjusted to the childs level gradually reduced as child gains skill
27
vygotsky - private speech
children talk to themselves to guide action helps with self-regulation
28
prenatal development zygote stage
0-2 weeks cell division, implantation into uterus highest miscarriage risk outer cells form support system; inner cells form embryo
29
prenatal development embryonic stage
3-8 wks organogenesis heart beat at 4 wks limbs, eyes, major organs forming highest risk for birth defects
30
prenatal development fetal stage
9+ wks growth and brain development movement felt refinement of organs
31
prenatal development cephalocaudal and proximodistal
children gain control from the top down cephalopods = head caudal = tail
32
difference between geno and phenotype
geno- genes u inherit phone - traits u express (hair colour, temperment)
33
polygenic inheritence
most traits come from many genes not just one (height, intellegence, temper)
34
sex-linked traits
passed on x-chromosome traits or disorders that are passed down through genes located on the sex chromosome
35
quebec ice storm study finding
prenatal stress leads to poorer cognitive, language, and play development by age 2
36
infant reflexes rooting reflex
touch cheek, baby turns head and searches for nipple fades 3-4 weeks
37
infant reflexes moro reflex
arms flying when startled fades by 6 months
38
infant reflexes stepping reflex
stepping motions when held upright fades by 2 months
39
palmar grasp infant reflexes
baby grips object tightly fades by 3-4 m
40
babinski reflex infant reflexes
toes fan out when foot is stroked fades by 8-12 m
41
why does motor development depend on brain development
Motor dev improves as the brain matures, especially as neural activity moves from the brain stem to the cortex
42
why should babies not be propped into positions they cannot get themsleves into?
theyre not using the msucles needed to support themslebes become stuck and depend on adults can delay motor progress
43
why are baby walkers dangerous and why do they delay walkers?
let babies move before they have muscle strength or balance limit body awareness strengthen wrong muscles high risk of injury slow developement and increase accidents
44
what is pincer grasp and why is the timing important
when a baby uses thumb and index finger to pick up small objects begins 6m, masted by 9, allows babies to: self-feed, explore, and develop fine motor skills. individual finger dev (proximodistal dev) MAJOR FINE MOTOR MILESTONE WITH REAL DAILY IMPACT
45
when do teeth appear
bottom incisors show 4m all 20 primary teeth by 3
46
why no milk or juice in bed
causing nursing/bottle mouth sugars rest on teeth overnight causing decay
47
infant rem sleep
infants spend 50% of sleep in rem because brain grows rapid adults only 20-25%
48
preschool sleep patterns
need 10-13 hours may give up naps around 4 consistent routines matter
49
attachement (ainworth) what is attachement
an emotional bond built through consistent, responsive caregiving predicts social and emotional outcomes
50
attachement (ainworth) sychrony
mutual emotional dance smiling, gazing, mothers builds trust
51
attachement (ainworth) indiscriminate attachment
0-3m likes all adults cries/cudding to get needs met
52
attachement (ainworth) preferential attachment
3-8m recognizes and prefers caregivers cries when they leave
53
attachement (ainworth) clear cut attachment
proximity seeking, safe base behaviours, stranger and seperation anxiety appear 5-11m
54
attachement (ainworth) seperation anxiety
8-18m linked to onject permanence
55
attachement (ainworth) stranger anxiety
10-24m fear of unfamiliar adults
56
attachement (ainworth) reciprocal relationship
18-24m children understands reasons for seperationa nd create routines (waving and hugs)
57
attachement (ainworth) internal working models
templates for future relationships based on early caregiver experiences
58
attachment styles secure attachement
upset when caregiver leaves, comforted easy when return leads to independence, good grades, strong relationships
59
attachment styles avoidant attachment
shows little dorstress, avoids caregiver when they return associated w rejecting caregiving
60
attachment styles ambivalent/resistant
very upset when caregiver leaves, not comforted easily linked to inconsistent caregiving
61
attachment styles disorganized attachment
confused and fearful behaviour linked to trauma or frightened caregivers
62
self-awareness
aprox 18m child recognizes themsleves as seperate from others basis for self esteem
63
self concept
child understands who they are (fast, big, strong) influences peer interaction
64
what is temperament?
biologically based differences in emotional reactivity and self-regulation affects how children interact with caregivers and peers
65
goodness of fit
best outcomes happen when parenting matches childs temperament
66
motherese
infant directed speech high pitch, exaggerated tone helps infants learn sounfs and patterns of language
67
first words appear when?
12 m
68
vocab expolosion
between 18-24 m rapid new word learning
69
telegraphic speech
two word sentences "more juice" efficent and meaningful
70
gender motor differences
boys excel at large muscle tasks (running/throwing) girls excel at balance, hopping, fine motor
71
synaptic pruning
brain removes unused connections strengthens those frequently used key in preschool years
72
myelination
speeds up neural processing courpus callosum myelinates (better coordination)
73
obesity risk factors
genetics, socioeconomic status, indigenous identity, geography
74
6 month red flags
not rolling, rigid week limbs not responding to voices, no vowel sounds
75
36 month red flags
no pretned play, no sentences, no eye contact, regression of skills
76
What is early intervention?
support given as early as possible to prevent developemental delays from worsening most effective before 3
77
egocentrism
children cant see others prespectives yet
78
animism
belief that inanimate objects have feelings show imaginative thinking
79
symboloic play
uses objects to represent other objects - important for cog growth
80
why do toddlers need consistency?
toddlers have rapid dev in emotions but limited self regulation skills rely on predictable routines makes world feel safe an understandable consistency = emotional security
81
what does development is sequential mean
sequential = dev happens in a set order even if timing varies ex. a child must hold their head up to roll, roll to sit, sit to crawl, crawl to stand, stand to walk. sequence stays the same and timing can change
82
what does development vaires among children really mean
every child develops at their own pace and there is a wide range of what counts as normal
83
what does it mean that domains are connected
change in one area of dev affects others because children grow as a whole developmental domains infleucne eachother in both directions
84
how do infants develop body awareness
through touching, looking, moving, and hearing adults name body parts repeated experience help them understand where parts are and how they work together
85
why is REM important for infants
Infants spend about 50% of sleep in REM because the brain is developing extremely quickly. REM sleep: Strengthens neural connections Helps infants process emotional experiences Supports memory and learning Helps organize information in the brain This is why sleep disruptions can affect behavior, mood, and development. 📌 REM = brain growth, emotional stability, and learning.
86
benefits of secure attachment in school
better friendships higher grades higher self esteem better problem solving cooperative play shapes preschool behaviour and school success provides independence, social success, and learning
87
what is the overall goal if ecd
to understand how to acquire major developmental skills and how these skills progress across all domains helps educators create environments that support healthy growth, identify red flags, and respond to children in dev appropriate ways
Early Childhood Development
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