Dev psy Early childhood

• Enuresis


  repeated, involuntary urination at night by children old enough to be expected to have bladder control, is not unusual.
• Brain Development


  rapid and profound. By age 3, the brain is approximately 90 percent of adult weight.
• Motor Skills


  Physical skills that involve large muscles.
• Fine motor skills


  Such as buttoning shirts and drawing pictures, involve eye-hand and small-muscle coordination. Gains in these skills allow young children to take more responsibility for their personal care.
• System of actions


  Increasingly complex combinations of skills, which permit a wider or more precise range of movement and more control of the environment.
• Handedness


  preference for using a particular hand
• SensorimotorAge 0-

  2 years.
• Sensorimotor


  Age 0-2 Coordination of senses with motor responses, sensory curiosity about the world. Language used for demands and cataloguing. Object permanence developed.
• Preoperational


  Age 2-7. Symbolic Thinking, use of proper syntax and grammar to express concepts. Imagination and intuition are strong, but complex abstract thoughts are still difficult.
• Concrete operational


  Age 7-11. Concepts attached to concrete situations. Time, space, and quantity are understood and can be applied, but not as independent concepts.
• Formal operational


  Age 11 years old and older. Theoretical, hypothetical, and counterfactual thinking. Abstract logic and reasoning. Strategy planning become possible. Concepts learned in one context.
• Centration


  Children focus on one aspect of a situation and neglect others.
• Irreversibility


  Child failed to understand that some operations or actions can be reversed, restoring the original situation.
• Focus on states rather than transformations


  Children fail to understand the significance of the transformation between states.
• Transductive reasoning


  Children do not use deductive and inductive reasoning; instead, they see cause where none exist.
• Egocentrism


  Children assume everyone else thinks, perceives, and feels as they do.
• Animism


  Children attribute to object that are not alive.
• Inability to distinguish appearance from reality


  Children are confused what is real with outward appearance.
• Episodic Memory


  Long term memory of specific experience or events, linked to time and place.
• Generic Memory


  Memory that produces scripts of familiar routines to guide behavior.
• Autobiographical Memory


  Memory of specific events in one's life.
• Social Interaction Model


  Based in Vygotsky's sociocultural Theory. Proposes that children construct autobiographical memories through conversation with adults about shared events.
• Fast Mapping


  Process by which a child absorbs the meaning of new word after hearing it once or twice in coversation.
• By age 6, a child typically has an expressive (speaking) vocabulary of 2,600 words and understands more than 20,000 words.
• Pragmatics


  The practical knowledge needed to use language for communicative purposes.
• Social Speech


  Speech intended to be understood by a listener-know how to ask for things, how to tell a story or joke, how to begin and continue a conversation, and how to adjust comments to the listener's perspective.
• Private speech


  Talking loud to oneself with no intent to communicate with others.
• Zone of Proximal Development


  Vygotsky's term for the difference between what a child can do alone and what the child can do with help.
• Scaffolding


  Temporary support to help a child master a task.
• Single representation


  isolated and one-dimensional.
• Representational Mapping


  Logical connections among parts of the self.
• Self-esteem 


  Isolated and one- dimensional. The judgement a person makes about his or herself worth.
• Children whose self-esteem is contingent on success tend to become demoralized when they fail.
• Discipline


  methods of molding children's character and of them to exercise self-control and engage in acceptable behavior.
• Corporal


  Use of Physical force with the intention of causing pain but not injury so as to correct or control behavior.
• Inductive reasoning


  designed to induce desirable behavior by appealing to a child's sense of reasn and fairness.
• Power assertion


  designed to discourage undesirable behavior through physical or verbal enforcement of parental control.
• Withdrawal of love


  involves ignoring, isolating, or showing dislike for a chill.
• Authoritarian Parenting


  parenting style emphasizing control and obedience.
• Permissive Parenting


  Parenting style emphasizing self-expression and self-regulation.