Psychology 223
(Child & Adolescent Development)
Chapter 2
Dominant and recessive genes (p.60)
See figure 2.4 for Q&A question
Be able to work out possibility of certain trait
Chapter 4
- Brain development (p.153)
o 3-years-old = 75% of adult brain weight
o 5-years-old = 90% of adult brain weight
o Frontal lobe area of cerebral cortex – planning/organizing behaviour
o Language skills Left cerebral hemisphere
o Plasticity
- Perceptual development
o Vision important
o Auditory acuity
- Motor development (p.154)
o Gross motor skills
Large muscles
Climbing, running
o Fine motor skills
Small muscles (hands & fingers)
Writing, painting, cutting with a pair of scissors
o Bilateral motor skills
Co-ordination of right and left halves
Advantages of preoperational thought (p.159-161)
i. See figure 4.1 (table question = matching)
ii. Irreversibility
a. Ability to reverse an operation
b. 2 + 3 = 5 therefore 5–3=2
c. Cooldrink poured from tall glass into short glass can be poured from short
glass back into tall glass
iii. Egocentrism
a. Children view world form own perspective
b. see figure 4.2 (The three-mountain task)
iv. See table 4.1 (table question = matching)
Scaffolding: temporary assistance provided by one person to a less-skilled person
when learning a new task (e.g: teacher to student). Important for transferring skills.
(p.169)
Enhancement of Cognitive Development (p.172)
Exposure to new and interesting situations
, Interaction with other children
Play
Practising of cognitive skills
Transmission of knowledge
Pre-primary schools
Enrichment (intervention) programs
MLU (p.173)
- Mean Length of Utterance (Q&A)
Media Literacy (p.181)
Help children differentiate between reality and fantasy
Adults help children by deconstructing advertisements and watching programs
critically – converses with child about programs and let’s child give opinion
Television viewing should be shared – children should not have a TV or internet
access in their rooms
Limit TV viewing to certain times a day ((in proportion to other activities)
Choose programme content wisely
Regard media as good source to learn about world and gain knowledge
Controlling aggression via media (p.218)
Parenting Styles (p.207 + p.365)
- Authoritative: sensitive to children, involved in children’s life, consistent control, set
appropriate limits, positive influence.
- Authoritarian: dominant, controlling, could appear cold and rejecting,, frequently
degrade children, easily punishing.
- Permissive: show warmth and nurturance, but do not set limits – children can become
impulsive, disobedient and rebellious.
- Uninvolved: emotionally detached, maltreat children by neglecting them.
Types of Play (p.210)
- Solitary Play
- Parallel Play
- Cooperative Play
Chapter 5
Bilingualism and Multilingualism (p.235-236)
Read section
See questions 9 + 10 in “Review This Section” block
School Readiness (p.236-237)
Not just for children, family must also be ready
Children’s readiness for school
School’s readiness for children
Readiness of families for school
(Child & Adolescent Development)
Chapter 2
Dominant and recessive genes (p.60)
See figure 2.4 for Q&A question
Be able to work out possibility of certain trait
Chapter 4
- Brain development (p.153)
o 3-years-old = 75% of adult brain weight
o 5-years-old = 90% of adult brain weight
o Frontal lobe area of cerebral cortex – planning/organizing behaviour
o Language skills Left cerebral hemisphere
o Plasticity
- Perceptual development
o Vision important
o Auditory acuity
- Motor development (p.154)
o Gross motor skills
Large muscles
Climbing, running
o Fine motor skills
Small muscles (hands & fingers)
Writing, painting, cutting with a pair of scissors
o Bilateral motor skills
Co-ordination of right and left halves
Advantages of preoperational thought (p.159-161)
i. See figure 4.1 (table question = matching)
ii. Irreversibility
a. Ability to reverse an operation
b. 2 + 3 = 5 therefore 5–3=2
c. Cooldrink poured from tall glass into short glass can be poured from short
glass back into tall glass
iii. Egocentrism
a. Children view world form own perspective
b. see figure 4.2 (The three-mountain task)
iv. See table 4.1 (table question = matching)
Scaffolding: temporary assistance provided by one person to a less-skilled person
when learning a new task (e.g: teacher to student). Important for transferring skills.
(p.169)
Enhancement of Cognitive Development (p.172)
Exposure to new and interesting situations
, Interaction with other children
Play
Practising of cognitive skills
Transmission of knowledge
Pre-primary schools
Enrichment (intervention) programs
MLU (p.173)
- Mean Length of Utterance (Q&A)
Media Literacy (p.181)
Help children differentiate between reality and fantasy
Adults help children by deconstructing advertisements and watching programs
critically – converses with child about programs and let’s child give opinion
Television viewing should be shared – children should not have a TV or internet
access in their rooms
Limit TV viewing to certain times a day ((in proportion to other activities)
Choose programme content wisely
Regard media as good source to learn about world and gain knowledge
Controlling aggression via media (p.218)
Parenting Styles (p.207 + p.365)
- Authoritative: sensitive to children, involved in children’s life, consistent control, set
appropriate limits, positive influence.
- Authoritarian: dominant, controlling, could appear cold and rejecting,, frequently
degrade children, easily punishing.
- Permissive: show warmth and nurturance, but do not set limits – children can become
impulsive, disobedient and rebellious.
- Uninvolved: emotionally detached, maltreat children by neglecting them.
Types of Play (p.210)
- Solitary Play
- Parallel Play
- Cooperative Play
Chapter 5
Bilingualism and Multilingualism (p.235-236)
Read section
See questions 9 + 10 in “Review This Section” block
School Readiness (p.236-237)
Not just for children, family must also be ready
Children’s readiness for school
School’s readiness for children
Readiness of families for school
