Take home test 4 ch 11-13

Ch 11

1. What would happen if more parents would let their children “go out and play”?
Besides physical fitness benefits, body movement improves brain functioning
through improved cerebral blood flow and increased neurotransmitters.
Neighborhood play is particularly beneficial because it is flexible. The play is
active, interactive, and inclusive—ideal for children. It teaches ethics and
cooperation. Many parents fear "stranger danger," so they keep their children
inside instead of allowing free play in the neighborhood. However, the risks of
obesity are greater than the risk that a child would be abducted.

2. Should the epidemic of childhood obesity be blamed on parents, schools, or policies?

There are "hundreds if not thousands of contributing factors" for childhood
obesity. Genetic factors contribute to metabolism, body type, and appetite. In
addition to contributing their child's genes, parents play a role through feeding
decisions (such as breast-feeding or not and allowing their children to drink soda
or not), exercise patterns, and family size. Children play a role in their own body
size by utilizing their pester power over food and physical activity. There are
cultural factors that contribute to food choices and activity levels, as well. Schools
that require significant homework may deprive children of opportunities for
physical activity, and the food choices available in the cafeteria and vending
machines influence children's diets. Policies that affect the prevalence of parks,
bike paths, and sidewalks can encourage or discourage physical activity, and
subsidies for certain food commodities can make healthy or unhealthy food more
or less expensive and available. In short, a dynamic-systems approach is needed
to explain the epidemic of childhood obesity.

3. Why are IQ test not used as often as a few decades ago?

Because researchers have realized that IQ scores can change over time, many
have lost confidence in IQ tests. Newer thinking focuses on the idea that
intelligence is comprised of many abilities. Older IQ tests measured a single
intelligence factor, g. More modern models, such as Gardener's theory of multiple
intelligences, assert that there are a variety of skills that reflect intelligence.
Another criticism of classic IQ tests is that they are culturally specific. A child who
comes from another culture may score poorly because of his or her lack of
cultural understanding rather than because of low intelligence.

4. How helpful are diagnosis, special education, and medication for children with special
needs.
 Specifics of diagnosis, prognosis, medication, and education are debatable; no
child learns or behaves exactly like another, and no educational strategy always
succeeds. Various strategies are apparent not only for children with disabilities
but also for those who are unusually gifted and talented.

5. What is the difference between multifinality and equifinality?

Multifinality is A basic principle of developmental psychopathology that holds that
one cause can have many (multiple) final manifestations.
Equifinality is A basic principle of developmental psychopathology that holds that
one symptom can have many causes.

6. What are dyslexia, dyscalculia, and dysgraphia?

Dyslexia is Unusual difficulty with reading; thought to be the result of some
neurological underdevelopment. Dyscalculia is Unusual difficulty with math,
probably originating from a distinct part of the brain. Equifinality is a basic
principle of developmental psychopathology that holds that one symptom can
have many causes.

7. What are the implications of neurodiversity?

The implications of neurodiversity have been most remarkable for education. The
notion has successfully changed the view of intervention with such people, from
attempting to overcome what is their weakness to that of enhancing what is their
strength: a paradigm shift has occurred. Rather than putting children into
separate disability categories and using outmoded tools and language to work
with them, teachers engaging in both special and regular education are able to
use tools and language inspired by the ecology movement to diversify learning
and assist children to succeed in the classroom.

Ch 12

8. Does cognition improve naturally with age or is teaching crucial to its development?
According to Piaget, children shift from preoperational to concrete operational
thinking between ages 5 and 7. This shift happens naturally, and results in
thinking that is more systematic, objective, scientific, and educable. According to
Vygotsky, school can be crucial for cognitive growth. Peers and teachers provide
the bridge between developmental potential and needed skills via guided
participation and scaffolding, in the zone of proximal development.

9. Why do children use slang, curse words, and bad grammar?

 Thanks to pragmatics, children learn to adjust their language to their audience.
The informal code that children use with their peers often includes slang, curse
words, and bad grammar because use of those things helps to differentiate peers
from older people or strangers, with whom the formal code would be appropriate.
10. What type of school is best during middle childhood?
The vast majority of students attend public schools, but there are growing
numbers of charter schools, private schools, and home school options.
Unfortunately, people disagree about the best education for a 6- to 11-year-old.
Developmentalists do not agree on whether class size, daily homework, or a
particular curriculum is preferable.
11. Should parent have a voice in what their children are learning?
For children and their families, being active participants in their educational
experience can mean that they are better able to articulate their needs and
succeed in school. However, it can be a challenge to facilitate family and student
participation in school.

12. List the Norms and expectations of Math for ALL ages listed. P323

Math Norms and Expectations

Age ● Count to 20
4-5 years ● Understand one-to-one correspondence of objects and
numbers.
● Understand more and less.
● Recognize and name shapes.

6 years ● Count to 100.

● Understand bigger and smaller.
● Add and subtract one- digit numbers.

8 years ● Add and subtract two-digit numbers.

● Understand simple multiplication and division.
● Understand word problems with two variables.

10 years ● Add, subtract, multiply, and divide multidigit numbers.

● Understand simple fractions, percentages, area, and
perimeter of shapes.
● Understand word problems with three variables.

12 years ● Begin to use abstract concepts, such as formulas and

algebra.

13. List the Norms and expectations of Reading for ALL ages listed. P323
 Reading Norms and Expectations
Age ● Understand basic book concepts. For instance, children
4-5 years learning English and many other languages understand
that books are written from front to back, with print from
left to right, and that letters make words that describe
pictures.
● Recognize letters- name the letters on sight.
● Recognize and spell own name.

6-7 years ● Know the sounds of the consonants and vowels, including
those that have two sounds (e.g., c, g, o).
● Use sounds to figure out words.
● Read simple words, such as cat, sit, ball, jump.

8 years ● Read simple sentences out loud, 50 words per minute,

including words of two syllables.
● Understand basic punctuation, consonant-vowel blends.
● Comprehend what is read.

9-10 years ● Read and understand paragraphs and chapters, including

advanced punctuation.
● Answer comprehension questions about concepts as well
as facts.
● Read polysyllabic words ( vegetarian, population,
multiplication).

11- 12 years ● Demonstrate rapid and fluent oral reading ( more than
100 words per minute).
● Vocabulary includes words that have specialized
meanings in various fields. For example, in civics, liberties,
federal, parliament, and environment all have special
meanings.
● Comprehend paragraphs about unfamiliar topics.
● Sound out new words, figuring out meaning using
cognates and context.
● Read for pleasure.

13+ years ● Continue to build vocabulary, with greater emphasis on

comprehension than on speech. Understand textbooks.

14. Would we see less violence and bullying in schools if prayer was back in school? This is
an opinion based question, no right or wrong answer.
 More than praying, I think that parents have stopped paying attention to their children.
Values have been lost and family time has been lost too. I think it may be possible for
violence to decrease with prayer but this must be learned at home and families must
attend their place of worship that they choose.

Ch 13

15. What helps some children thrive in a different family, school, or neighborhood?
Explain using text based evidence
The social context, especially supportive adults who do not blame the child, is crucial. In
general, a child's interpretation of a family situation determines how it affects him or
her. Religious faith can be crucial in helping children cope because it provides hope and
meaning.
16. What can be done to stop a bully? Explain
Most victimized children find ways to halt ongoing bullying, by ignoring, retaliating,
defusing, or avoiding. Friends can defend each other and restore self-esteem. The
school community as a whole needs to change. When the school climate encourages
learning and cooperation, children with high self-esteem are unlikely to become bullies.
If peers within a school are encouraged to notice bullying and to empathize with the
victim and learn to stop admiring the bully, this aggression decreases.
17. When would children lie to adults to protect a friend? Explain
When child culture conflicts with adult morality, children often align themselves with
peers. Peer values may outweigh adult values. There are three moral imperatives in
middle childhood: Protect your friends; don't tell adults what is happening; conform to
peer standards of dress, talk, and behavior.
18. List All signs of psychosocial maturation over the years of Middle childhood. 337

Signs of Psychosocial Maturation Over the Years of Middle Childhood

Children responsibly perform specific chores.

Children make decisions about a weekly allowance.

Children can tell time and have and have set times for various activities.

Children have homework, including some assignments over several days.

Children are punished less often than when they were younger.

Children try to conform to peers in clothes, language, and so on.

Children voice preferences about their after-school care, lessons, and activities.
 Children are responsible for younger children, pets, and, in some places, work.

Children strive for independence from parents,

19. List all the dominate idea about resilience from 1965 to present. P341

Dominant Ideas About Resilience, 1965 to Present

1965 All children have the same needs for healthy development.

1970 Some conditions or circumstances - such as “absent father,” teenage mother,” “working
mom,” and “day care” - are harmful for every child.

1975 All children are not the same. Some children are resilient, coping easily with stressors
that cause harm in other children.

1980 Nothing inevitably causes harm. Both maternal employment and preschool education
once thought to be risks, are often helpful.

1985 Factors beyond the family, both in the child (low birthweight, prenatal alcohol exposure,
aggressive temperament) and in the community (poverty, violence), can be very risky for
children.

1990 Risk–benefit analysis finds that some children are “invulnerable” to, or even benefit
from, circumstances that destroy others.

1995 No child is invincible. Risks are always harmful- If not in education, then in emotions; if
not immediately, then long term.

2000 Risk-benefit analysis involves the interplay among many biological, cognitive, and social
factors, some within the child (genes, disability, temperament), the family (function as well as
structure), and the community.

2008 Focus on strengths, not risks. Assets in child (intelligence, personality), family (secure
attachment, warmth), community (schools, after-school programs).

2010 Strengths vary by culture and national values. Both universal ideals and local variations
must be recognized and respected.

2012 Genes, as well as cultural practices, can be either strengths or weaknesses; differential
susceptibility means that identical stressors can benefit one child and harm another.

2015 Communities are responsible for child resilience. Not every child needs help, but every
community needs to encourage healthy child development.

2020 Resilience is seen more broadly as a characteristic of mothers and communities.

20. List Kohlberg’s three levels and six stages of moral reasoning. Describe All stages. P.
362

Kohlberg’s Three Levels and Six Stages of Moral Reasoning

Level I: Preconventional Moral Reasoning

The goal is to get rewards and avoid punishments; this is a self-centered level.
● Stage one: Might make right ( a punishment- and obedience orientation). The most
important value is to maintain the appearance of obedience to authority, avoiding
punishment while still advancing self-interest. Don’t get caught!
● Stage two: Look out for number one (an instrumental and relativist orientation.
Everyone prioritizes their own needs. The reason to be nice to other people is so that
they will be nice to you.

Level II: Conventional Moral Reasoning

Emphasis is placed on social rules; this is a parent and community-centered level.
● Stage three: Good girl and nice boy. The goal is to please other people. Social approval
is more important than any specific reward.
● Stage four: Law and other. Everyone must be a dutiful and law-abiding citizen, even
when no police are nearby.

Level III: Postconventional Moral Reasoning

Emphasis is placed on moral principles; this level is centered on ideals.
● Stage five: Social contract. Obey social rules because they benefit everyone and are
established by mutual agreement. If the rules become destructive or if one party
doesn’t live up to the agreement, the contract is no longer binding. Under some
circumstances, disobeying the law is moral.
● Stage six: Universal ethical principles. Universal principles, not individual situations
(level II) or community practices (level II), determine right and wrong.