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1

A growing problem in the United States, which is more common among preschoolers today than it was 25 years ago, is , which is defined in childhood as having a at or above the 95th percentile of growth curves for children of the same age and sex.
2

Unless they are persistent or frequent, , or frightening dreams that usually occur in the morning and are vividly remembered, are of no cause for alarm. More frightening for parents are , when children appear to wake abruptly, in a state of panic, often screaming, breathing rapidly, and staring. Children with or who should not be interrupted, but should be protected.
3

Although most children by three to five years of age stay dry day and night, about % of boys and % of girls that age suffer from , repeated urination in clothing or bed.
4

United States laws requiring and in automobiles, on medicine bottles, and safe of firearms have improved child safety.
5

More than in children in the United States fell below the poverty line in the year 2000, and the children tend to b poorest. About % of black children and % of Hispanic children are poor, compared with under 15% of white and Asian children.
6

In Piaget’s theory, the stage is the second stage of cognitive development. Children in this stage become more sophisticated in their use of thought (including language), but are not yet able to use reasoning.
7

Piaget used the term to describe a child’s ability to use mental representations to which a child has attached meaning. This includes growth in , which requires a mental representation of an observed action, , and , which uses a system of symbols to communicate.
8

Preoperational children have a problem with tasks, which require an awareness that if nothing is added to or taken away, changing the perceptual qualities of an object does not change the amount of the object. Piaget explained this in terms of , the tendency to focus on only one aspect of an object or situation, or an inability to , to think simultaneously about several aspects of an object or situation at the same time.
9

Although Piaget determined that preoperational children lack a theory of , or an awareness of understanding of their mental processes, contemporary researchers using and objects familiar to children have found that even -year-olds can tell the difference between an action and a thought about an action.
10

Children expand their vocabulary quickly by the process of , which allows them to absorb word meanings after hearing a new rod once or twice.
11

While is speech that is intended to be understood by a listener, is talking aloud to one’s own self with no intent to communicate.
12

A problem young children have with memory is that they fail to use , although like most people, they tend to do better with tasks (identifying something encountered before) than with tasks (reproducing information from memory).
13

Different types of memory include memory, which produces scripts of familiar routines to guide behavior, memory, which is long term memory of specific events or experiences, and memory of specific events in one's own life, which is influenced by the of the event, children's active participation, and whether parents use an or a conversational style.
14

measures of intelligence for young children include the , which measures memory, spatial orientation, and practical judgment, and the , which provides verbal and performance scores plus a combined score; and testing, which is based on Vygotsky's zone of proximal development, and measures potential abilities.





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