copyright © allyn & bacon 2004 development through the lifespan chapter 7 physical and...

Copyright © Allyn & Bacon 2004

Development Through the Lifespan

Chapter 7

Physical and Cognitive Development inEarly Childhood

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Physical Development in Early Childhood

Body Growth Slows Shape becomes more

streamlined Skeletal Growth

Continues New growth centers Lose baby teeth

Asynchronies Brain, lymph nodes grow

fastest


Brain Development inEarly Childhood

Frontal lobe areas for planning and organization develop.

Left hemisphere active Language skills Handedness

Linking areas of the brain develop Cerebellum, reticular

formation, corpus callosum


Influences on Physical Growth and Health Heredity and Hormones

Growth hormone, thyroid-stimulating hormone Emotional Well-Being

Psychosocial dwarfism Nutrition Infectious Disease

Immunization Childhood Injuries


Factors Related to Childhood Injuries Individual Differences

Gender Temperament

Poverty, low parental education

More children in the home

Societal conditions International differences


Motor Skill Development in Early Childhood

Gross Motor Skills Walking, running smoother Catching, throwing,

swinging, riding Fine Motor Skills

Self-help: dressing, eating Drawing


Progression of Drawing Skills Scribbles – during 2nd year

First Representational Forms Label already-made drawings –

around age 3 Draw boundaries and people –

3–4 years More Realistic Drawings –

preschool to school age Early Printing – Ages 3–5


Piaget’s Preoperational Stage Ages 2 to 7 Gains in Mental

Representation Make-believe Play

Limitations in Thought — Cannot Perform Mental Operations Egocentrism Conservation Hierarchical Classification


Limits on Conservation

Centration – Focus on one aspect and neglect others

Irreversibility – Cannot mentally reverse a set of steps


Early ChildhoodDevelopment of Make-Believe

With age, make-believe gradually becomes:

More detached from real life conditions

Less self-centered More complex

Sociodramatic Play


Piagetian Class Inclusion Problem


Follow-Up Research on Preoperational ThoughtEgocentric Thought

Can adjust language to others and take others’ perspectives in simple situations.Animistic thinking comes from incomplete knowledge of objects.

Illogical Thought

Can do simplified conservationCan reason by analogyUse causal expressions

Categorization Everyday knowledge is categorized.

Appearance versus reality

Make-believe helps children tell the difference.



Educational Principles Derived from Piaget’s Theory

Discovery learning Sensitivity to children’s

readiness to learn Developmentally

appropriate practice Acceptance of individual

differences


Vygotsky’s Sociocultural Theory and Early Childhood

Private Speech Helps guide behavior Gradually becomes more silent

Zone of Proximal Development Scaffolding supports children’s

learning. Assisted discovery and peer

collaboration also help children learn.


Model of Information Processing System


Improvements in Information Processing Attention

Planning

Memory Memory Strategies Everyday Experiences

Theory of Mind Metacognition

Emerging Literacy Mathematical Reasoning

Ordinality, Counting, and Cardinality


Development of Theory of Mind Awareness of Mental Life – infancy – age 3 Mastery of False Beliefs – around age 4


Individual Differences in Early Childhood Mental Development

Factors Contributing to Individual Differences:

Home environment Quality of child care,

preschool or kindergarten Child-centered versus academic Early intervention programs

Television Educational TV


Child Care Arrangements for Preschoolers


Language Developmentin Early Childhood Vocabulary

Fast-mapping

Grammar Overregularization

Conversation Pragmatics

Supporting Language Development Expansions Recasts

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drawing slide

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early childhood body

physical development

brain development

physical growth