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CHILD GROWTH AND DEVELOPMENT EXAM 2 STUDY GUIDE EXAM QUESTIONS AND ANSWERS
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CHILD GROWTH AND DEVELOPMENT EXAM 2 STUDY GUIDE EXAM QUESTIONS AND ANSWERS
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CHILD GROWTH AND DEVELOPMENTEXAM 2 STUDY GUIDE EXAM
QUESTIONS AND ANSWERS
Physical Changes between ages 2 and 6 - Answer-*A healthy 6 yo in a developed
nation weighs 40-50 pounds (18-22kilograms) and their height is 3/12 feet (100+
centimeters); adult proportions: legs equal about half of total height
*shift from the bobble head proportions to adult proportions
*Eating habits- "just right" principle: although a sign of pathological OCD in adults, a
normal and widespread phenomenon among young children
*children become stubborn and stuck on routine so the just eight principle occurs.
*examples may include, only eating one type of food, food touching each other, or doing
things in a certain order.
* at about six, apetite decreases because growth is slowing down so this phenomenon
fades.
How does increased myelination change the speed at which preschoolers are able to
learn and do things? - Answer-*Myelination is the process by which axons become
coated with myelin, a fatty substance that speeds the transmission of nerve impulses
from neuron to neuron
*Myelin allows for electrochemical impulses to move more efficiently and faster from
neuron to neuron. Like a freshly paved road, travel more smoothly with out potholes
*Between 2 and 6 myelination is taking place so axons are starting to develop this
coating that is allowing kids to think more quickly and as a result think through more
complicated things
*Myelination increases reaction time and allows them to completed more complex tasks
*Example: a preschooler learning to tie their shoes, when first learning, you have to
remember all the steps and the sequence of the order.
Describe an experiment that shows children in early hours childhood have not reached
prefrontal maturity - Answer-*Card sorting example
*A series of experiences show challenges of thinking in three year olds compared to six
year olds
*cards can be sorted by color or animal
*three year old sorts by color with no problem or sorts by animal with no problem. But
after they have sorted one way, they cannot sort the cards another way. It's not that
they do not understand both types of sorting, it is that they do not have the cognitive
regulation to change the type of sorting which requires suppressing the need to sort the
first way and resort another way. They have a hard time seeing things can be two things
at once.
Child centered vs. teacher directed early childhood programs with differences in
philosophy and examples of activities from each - Answer-*Child Centered:
developmentally oriented approaches, stress each child's development and growth,
, support children's natural inclination to learn through play rather than by following adult
directions, encourage self-paced exploration and artistic expression, often show the
influence of Piaget or Vygotsky. Montessori (emphasize individual pride and
accomplishment. Reggio Emilia (Encourages each child's documented creativity in a
careful designed setting). Believe learning comes from within, resist legislative
standards and academic tests, and argue social skills and creative play are essential.
Examples: Outlining letters, looking at books, if you are doing a research project then
the student decides the topic, choice boards allow students to select activities they will
complete to practice a certain skill
*Teacher Directed: stress academic subjects taught by a teacher to an entire class, help
children learn letters, numbers, shapes, and colors, as well as how to sit quietly, make
clear distinction between work and play, and are much less expensive, since the
child/adult ratio can be higher. Instruct, rather than facilitate learning, are more
consistent in believes and behaviors, and are often influenced by parents who want
academic skills and respect for authority to be taught. Examples: a teacher standing in
front of the class teaching a math lesson while student sit quietly and watch
Examples of how culture influences the development of gross motor skills in early
childhood - Answer-*motor skills require the strength of muscles as well as the
coordination of the brain to put movements together to complete tasks
*types of motor skills learned are dependent on culture and context.
* children growing up around snow may know how to ski and ice skate
* children growing up where it is warm may know how to ride a bike or swim
*these experiences are influenced by culture and family practices
*types of skills developed vary from one place to another
*if dancing is a big part of your culture then some of the coordination is developed
through the dancing, while those who do not have dance in their cultures develop
different types of movement skills
How does brain development explain challenges of fine motor skills in early childhood?
(Think about coordinating the use of both hemispheres of the brain) - Answer-
*experience dependent again, opportunities offer different versions of coordination
*fine motor skills may require the use of both hands which involves the development of
the corpus colosseum (which is thickening and strengthening at this time) and
lateralization. Learning to write causes you to use one hand but you usually the other
hand to steady the paper or hold it in place.
*coordinated use of hands therefore require different parts of the brain to work more
smoothly together over time.
What are three levels of prevention with examples of each - Answer-*Primary
Prevention: Actions that change overall background conditions to prevent some
unwanted event or circumstance, such as injury, disease, or abuse. Examples: broader
population, sidewalks make everyone safer
*Secondary Prevention: Actions that avert harm in a high-risk situation, such as
stopping a car before it hits a pedestrian or installing traffic lights at dangerous
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