Chapter One: Intro/Methods Learning Objectives & Essay ...



Chapter Eight: EC/Bio Learning Objectives & Essay Questions

Note: failure to thrive was covered in chapter 5 (on-ground course)

Vocabulary: myelination, corpus callosum, Lateralization, prefrontal cortex, preservation, primary/secondary/tertiary prevention, child maltreatment, child abuse, child neglect, failure to thrive, differential response, shaken baby syndrome, PTSD, permanency planning, resilience*

Learning Objectives:

1. Describe normal physical growth during the play years, and account for variations in height and weight.

2. Describe changes in eating habits during the preschool years.

3. Discuss the processes of myelination and lateralization and their effects on development during the play years.

4. Describe the development of the prefrontal cortex during the play years and its role in impulse control, appropriate focus, and emotional balance.

5. Describe the development of the limbic system during the play years and its role in the expression and regulation of emotions.

6. Discuss factors that can lead to brain damage in the young child.

7. Distinguish between gross and fine motor skills, and discuss the development of each during the play years.

8. Discuss the significance of artistic expression and drawing during the play years.

9. Identify several factors that contribute to variation in the risk of accidental injury among children.

10. Explain what is meant by “injury control,” and describe some measures that have significantly reduced accidental death rates for children.

11. Identify the various categories of child maltreatment, and discuss the consequences.

12. Describe warning signs of child maltreatment.

13. Discuss the consequences of maltreatment.

14. Discuss foster care, kinship care, and adoption as intervention options in cases of child maltreatment

Supplemental information on Prevention:

Primary prevention policies are applied to all citizens in an attempt to reduce the occurrence of a negative behavior/event

Secondary prevention policies are targeted to at risk groups to reduce the occurrence of a negative behavior/event in that group (or early intervention at the first signs of any trouble).

Tertiary 'prevention' deals with the effects of the negative behavior/event after it has already occurred to minimize more damage.

Chapter Nine: EC/Cog Learning Objectives & Essay Questions

Vocabulary: preoperational thought, centration, egocentrism, irreversibility, conservation, ZPD, scaffold, private speech, social mediation, source memory, script, theory of mind, sensitive period, critical period, fast mapping, overregularization

Learning Objectives:

1. Describe and discuss the major characteristics of preoperational thought, according to Piaget.

2. Identify the major limitations of Piaget’s theory.

3. Explain Vygotsky’s views on cognitive development, focusing on the concept of guided participation.

4. Explain the significance of the zone of proximal development and scaffolding in promoting cognitive growth.

5. Describe Vygotsky’s view of the role of language in cognitive growth.

6. Describe how theory-theory supports the idea that children are active learners.

7. Explain the typical preschool child’s theory of mind, noting how it is affected by context and culture.

8. Describe the development of vocabulary in children, and explain the role of fast-mapping in this process.

9. Describe the development of grammar during the play years, noting limitations in the young child’s language abilities.

10. Discuss the advantages and disadvantages of bilingualism at an early age.

11. Discuss variations in early-childhood education programs.

Chapter Ten: EC/Soc Learning Objectives & Essay Questions

Vocabulary: emotional regulation, self-concept, self-esteem, initiative vs. guilt, emotional intelligence, peers, prosocial, antisocial, empathy, aggression (instrumental, reactive, relational, bullying), solitary/onlooker/parallel/associative/cooperative play, functional/constructive/make-believe play, rough-and-tumble play, sociodramatic play, authoritarian/permissive/authoritative/neglectful parenting, time-out, sex/gender differences, gender constancy, phallic stage, Oedipus complex, identification, Electra complex, androgyny

Learning Objectives:

1. Explain the relationship between Erikson’s third stage and the development of the self-concept.

2. Discuss the development during early childhood of emotional regulation, focusing on how it is determined by both nature and nurture.

3. Explain the views of Goleman regarding emotional development in young children.

4. Explain how and why children develop empathy or antipathy, and describe the behaviors by each type of emotion. 

5. Differentiate five kinds of play.

6. Discuss the nature and significance of rough-and-tumble and sociodramatic play during the play years.

7. Differentiate four types of aggression during the play years, and explain why certain types of aggression are more troubling to developmentalists.

8. Compare and contrast three classic patterns of parenting and their effect on children.

9. Discuss the pros and cons of punishment, and describe the most effective method for disciplining a child.

10. Discuss how watching television and playing video games contribute to the development of aggression and other antisocial behaviors.

11. Describe the developmental progression of gender awareness in young children.

12. Summarize five theories of gender-role development during the play years, noting important contributions of each.

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