Appears to awaken abruptly in a state of agitation. The child may scream & sit up in bed, breathing rapidly & starring or thrashing about.
Night Terror/Sleep Terror
Sleep Talking & Walking are common in what stages of age?
Early & Middle Childhood
Nightmares are common during what stage of age?
early childhood
Repeated urination in clothing or in bed.
Enuresis
From ages 3 to 6, the most rapid brain growth occurs in the frontal areas that regulate planning and goal setting, and the density of synapses in the prefrontal cortex peaks at age 4
Brain Development
Physical skills that involve the large muscles.
gross motor skills
Physical skills that involve the small muscles and eye-hand coordination.
fine motor skills
Increasingly complex combinations of skills, which permit a wider or more precise range of movement and more control of the environment.
systems of action
Preference for using a particular hand.
handedness
In Piaget’s theory, the second major stage of cognitive development, in which symbolic thought expands but children cannot yet use logic effectively. 2-7 y/o
preoperational stage
Children do not need to be in sensorimotor contact with an object, person, or event in order to think about it. Children can imagine that objects or people have properties other than those they actually have.
examples;
1. Simon asks his mother about the elephants they saw on their trip to the circus several months earlier.
- Rolf pretends that a slice of apple is a vacuum cleaner “vrooming” across the kitchen table.
Use of symbols
“I want ice cream!” announces Kerstin, age 4, trudging indoors from the hot, dusty backyard. She has not seen or smelled or tasted anything that triggered this desire—no open freezer door, no television commercial, no bowl of sweet ice cream temptingly sitting on the counter waiting to be eaten. Rather, she has called up the concept from her memories.
Symbolic Function
Children are aware that superficial alterations do not change the nature of things.
example;
Antonio knows that his teacher is dressed up as a pirate but is still his teacher underneath the costume.
Understanding of Identities
Children realize that events have causes.
example:
Seeing a ball roll from behind a wall, Aneko looks behind the wall for the person who kicked the ball.
Understanding of cause and effect
Children organize objects, people, and events into meaningful categories.
example:
Rosa sorts the pinecones she collected on a nature walk into two piles: “big” and “little.”
Ability to classify
Children can count and deal with quantities.
example:
Lindsay shares some candy with her friends, counting to make sure that each gets the same amount.
Understanding of number
Children become more able to imagine how others might feel.
example:
Emilio tries to comfort his friend when he sees that his friend is upset.
Empathy
Children become more aware of mental
activity and the functioning of the mind.
example:
Blanca wants to save some cookies for herself, so she hides them in a pasta box because she knows her brother will not look in a place where he doesn’t expect to find cookies.
Theory of mind
Children focus on one aspect of a situation and neglect others.
example:
Jacob teases his younger sister that he has more juice because his juice box is in a tall, skinny glass, but hers is in into a short, wide glass.
Centration
Children fail to understand that some operations or actions can be reversed, restoring the original situation.
example:
Jacob does not realize that the juice in each glass can be poured back into the juice box from which it came, which means the amounts must be the same.
Irreversibility
Children fail to understand the significance of the transformation between states.
example:
In the conservation task, Jacob does not understand that transforming the shape of a liquid (pouring it from one container into another) does not change the amount.
Focus on states rather than transformations
Children do not use deductive or inductive reasoning; instead they see cause where none exists.
Example:
Luis was mean to his sister. Then she got sick. Luis concludes that he made his sister sick.
Tranductive Reasoning
Children assume everyone else thinks, perceives, and feels as they do.
example:
Kara holds a book so only she can see the picture she is asking her father to explain to her.
Egocentrism
Children attribute life to objects not alive.
example:
Amanda says the car is hungry and wants some gas to eat.
Animism
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Chapter 1 - Human Development73
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Chapter 2 - Theory and Research75
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Chapter 3 - Forming a New Life75
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Chapter 4 - Birth and Physical Development during the First Three Year64
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Chapter 5 - Cognitive Development during the First Three Years73
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Chapter 6 - Psychosocial Development during the First Three Years55
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Chapter 7 - Physical and Cognitive Development in Early Childhood69
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Chapter 8 - Psychosocial Development in Early Childhood46
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Chapter 9 – Physical and Cognitive Development in Middle Childhood1
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Chapter 10 - Psychosocial Development in Middle Childhood0
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Chapter 11 - Physical and Cognitive Development in Adolescence46
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Chapter 12 – Psychosocial Development in Adolescence22
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Basta104
