Chapter 3: The Young Child

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Across
  1. 3. Includes a child's relationship with herself and others, self-concept, self-esteem, and the ability to express feelings
  2. 5. Difficulties with language use and acquisition, spoken and written language affected, perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia, developmental aphasia
  3. 9. Decriptions of children that depict, in words, norms of development
  4. 13. Autism Spectrum Disorder, a neurological and social condition, characterized by lack of social skills, poor concentration, self-absorption, and limited interests; Affects children at different levels of severity. Previously separated into Autism, Aspergers, and Sensory Processing Disorder
  5. 16. Development Includes gross motor, fine motor, and perceptual motor activity
  6. 18. Self-destructive behavior, severe withdrawal, dangerous aggression, non-communicativeness, ADHD, severe anxiety, depression, phobias, psychosis, autism
  7. 20. Education for All Handicapped Children Act, guaranteeing free education to those with disabilities from 3 to 21 years of age in "the least restrictive" environment, renamed IDEA when re-authorized by Congress
  8. 22. Children whose development and/or behavior require help or intervention beyond the scope of the ordinary classroom or adult interactions
  9. 23. Attention-deficit hyperactivity disorder, a medical condition making children prone to restlessness, anxiety, short attention spans, and impulsiveness
  10. 24. A child's preferred method of integrating knowledge and experiences
  11. 25. Cognitive delays brain injury, brain dysfunction, dyslexia, learning disabilities
Down
  1. 1. classifications of development that broadly define the three major growth areas of body, mind, and spirit that roughly correspond to biology, psychology, and sociology
  2. 2. Education of the Handicapped Amendments Act, providing funding for children who were not included by included in the previous law: infants, toddlers, and 3- to 5- years
  3. 4. Includes curiosity, the ability to perceive and think, memory, attention span, analytical thinking, and the ability to express oneself
  4. 6. Visual impairment, blindness, perceptual motor deficits, orthopedic disabilities such as cerebral palsy, spina bifida, loss of limbs, muscular dystrophy
  5. 7. Each child's unique combination of genes that determine physical characteristics or the presence of certain diseases that affect development or health
  6. 8. When a child with a disability is a full-time member of a regular classroom with children who are developing normally as well as with children with special needs
  7. 10. Hearing impairment, stuttering, articulation problems, cleft palate, chronic voice disorders, other related learning disabilities
  8. 11. Severe asthma, epilepsy, hemophilia, congenital heart defects, severe anemia, malnutrition, diabetes, tuberculosis, cystic fibrosis, Down syndrome, sickle cell anemia, Tay-Sachs disease, AIDS
  9. 12. Having parents of two different races
  10. 14. An impaired ability to read and understand written language
  11. 15. Persistent adversity in young children that activates the body's stress management system, creating prolonged physical responses that can interfere with development
  12. 17. Relating to, involving, or representing different races
  13. 19. Based on the accepted principle that all areas of human growth and development are interrelated
  14. 21. Children who have unusually high intelligence, as characterized by: learning to read spontaneously; being able to solve problems, and communicate at a level far advanced from their age; excellent memory and vocabulary; and unusual approaches to ideas, tasks, people