chapter 7 physical and cognitive development in early childhood
TRANSCRIPT
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CHAPTER 7Physical and Cognitive Development in Early Childhood
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Growth and Motor Development Changes in height
and weight happen more slowly during early childhood
2 – 3 inches and 6 pounds per year
Steady progress in major locomotor skills
Running, jumping, skipping
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Body Growth
Norms – standards of what is “typical” at different ages
Wider individual differences in early childhood
BMI shows whether child’s weight is appropriate for height.
Rise in childhood obesity 1963-2002U.S. Department of Health and Human Services
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Obesity in Childhood
Lowering risk of obesity
Variety of healthy food choices
Food is not a bribe, punishment, or entertainment
Encouraging active play
Serving as a good role model
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Brain Development
Synaptogenesis peaks at age 1, continues through childhood
Synaptic pruning begins in first years, continues through young adulthood
Lateralization: The localization of a
function to one of the hemispheres of the brain
Corpus callosum: The connection between
the two halves of the hemispheres of the brain
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The Brain and Nervous System Lateralization
At this stage there is growth of the corpus callosum
Helps create functional specialization of left and right hemispheres
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Brain Plasticity
Degree to which the brain can be altered by experience
Sensitive period—example—language development
A time in development during which the organism is especially open to environmental influence
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Motor Development
Gross motor skills Abilities required to
control large movements of the arms, legs, and feet, or the whole body
Must be studied in cultural context
Fine motor skills Involves smaller
movements of the hand and fingers
Depend on culture and experience
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Table 7.1: Some Milestones in Normative Gross Motor Development
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Table 7.2: Some Milestones in Normative Fine Motor Development in the United States
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Physical Development and Well-Being
Injuries and illnesses in early childhood Unintentional injury is the leading cause of death in
the U.S. Drowning, automobile accidents, fire and burns,
airway obstruction Successful immunization has decreased death. Minor illnesses Reducing childhood mortality rates
Oral rehydration therapy Immunization Mosquito nets Education
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Childhood Immunization Schedule
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Health and Wellness Illnesses and Accidents
Each year, 4 – 6 bouts of brief sickness
High levels of family stress more likely to produce sick children
25% of U.S. children under 5 have one accident in any one year requiring medical treatment
More common among boys
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Physical Development
Sleep and sleep problems
Promoting sleep: Regular bedtime
rituals Consistent sleep
schedules Quiet time before
lights out
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Advances/Limitations in Cognition in Early Childhood
Understanding of cause and effect
Ability to classify Empathy (Piaget thinks this
enters during middle childhood)
Understanding of identity (superficial changes don’t change the nature of things)
Symbolic representation Language Pretend play Numbers
Preoperational period—2-7—still have trouble thinking logically
Centration Irreversibility Fooled by appearances—
focus on end states rather than transformations
Egocentrism Animism Transductive reasoning
Advances in cognitionImmature aspects of cognition—according to Piaget—as shown on conservation tasks
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Figure 7.8: Conservation Tasks in Preoperational Children
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Figure 7.4 Piaget’s Conservation Tasks
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The Preoperational Period—Can Parents Accelerate Logical Thinking in Preschoolers?
Piaget would have answered “No”—children
develop logical thinking through their own explorations and actions
Peers might promote cognitive development
Contemporary challenges to Piaget Cognitive
development is better described as a series of overlapping waves.
Young children understand more than Piaget credited them for
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Challenges to Piaget’s Views
Young children do understand others’ emotions
Can regulate their own emotions
Appearance and reality Older children
understand the same object can be represented differently, depending on point of view
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Theory of Mind
Children’s awareness of their own and other people’s thought processes and mental states
Cognitive and language abilities are important to development of theory of mind, as are experiences with adults and older children.
http://www.youtube.com/watch?v=8hLubgpY2_w&feature=related
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Lev Vygotsky
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Vygotsky’s Sociocultural Theory Child embedded in a social
context and focused on increasing abilities with assistance of others
Scaffolding: Providing learning
opportunities, materials, hints, and clues when a child has difficulty with a task
Zone of proximal development--From actual performance to potential performance.
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Piaget vs. Vygotsky
Piaget: Change comes from within
Vygotsky: Change comes from outside, then you internalize it
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Guided Participation
Rogoff expanded Vygotsky’s sociocultural theory to examine varied ways children learn their society’s values and practices through participation in family and community activities
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Language and Thought
Relationship between language and thought
Piaget – thought precedes language development; thought evident in sensorimotor period
Vygotsky – language and thought develop together First attempts to speak are
efforts to establish and maintain social contact – social speech
3 – 4 years old—children use language as a tool to organize thoughts
Self-directed talk becomes private speech
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Figure 7.9: Information Processing Model
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Memory
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Attention
Focusing on some information while ignoring other information
If you don’t attend you can’t learn
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Language Development
Vocabulary Fast mapping Telegraphic speech Overregulation Semantics Meaning of words and
sentences or the content of speech
Specialized knowledge accelerates development of concepts in particular areas
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Emergent Literacy
Foundations for literacy emerge in early childhood.
Changing expectations for literacy milestones
Exposure to books and language, and parent-child communication, is crucial
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Early Mathematical Thinking During early
childhood, children master a number of mathematical concepts: Magnitude Numbers Counting Addition and
subtraction
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Child Care and Early Education Programs
Widespread use of child care In-home care Child-care homes Child-care centers
Quality of child care linked to cognitive and social development. Structural quality:
Characteristics of child-care settings, such as group size, child/adult ratios, and caregiver education and training
Process quality: An assessment of children’s interactions and experiences
in child-care settings
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Figure 7.11: Common Child-Care Arrangements in the United States
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Early Education Programs
Perry Preschool Project Abecedarian Project Chicago Parent-Child Centers Head Start Pre-kindergarten programs
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Figure 7.12: Impact of Early Intervention on Later Outcomes
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Figure 7.13: Academic Benefits of Prekindergarten