cognitive Development In Early Childhood Chapter 9: pgs (Infants & Children)

Piaget’s Theory: The Preoperational Stage (pg 311) 2nd stage ages ___to ____ yrs extraordinary increase in mental representation _________________ Dual ___________-a symbolic object is viewed as both an object & a symbol (symbol-real world relations; a banana can be used as a banana in the kitchen or it can be used as a telephone at the office)

Make-Believe Play (pg 312) Development of make-believe play: with age, make-believe gradually becomes: more detached from real-life conditions-pretend with less realistic toys (block as a phone) less________________ more complex combinations of schemes-______________ play (make- believe play with others)-role relationships, story lines Benefits of make-believe play: interactions ____________, show more __________, and draw more children into the activity in a more cooperative manner (Creasey, Jarvis, & Berk, 1998) strengthens a variety of ____________, including sustained attention, logic, memory, reasoning, and creativity (Bergen & Mauer, 2000; Berk, 2006a;Elias & Berk, 2002; Kavanaugh & Engel, 1998; Lindsey & Colwell, 2003; Ruff & Capozzoli, 2003)

Enhancing Make-Believe Play (pg 314) Provide sufficient space and play materials Supervise and encourage… __________________________ Offer a variety of both realistic materials and materials without clear functions Ensure that children have many rich, real-world experiences to inspire positive fantasy play Help children solve… __________________________

According to Piaget, Some Things Preschoolers Do Not Yet Understand… (pg 315) Egocentrism tend to focus on _________________________________________ Animistic thinking _________________________________________________________ _____________________________________________ Inability to conserve refers to the idea that _________________________________ _____________________________________________________ Over the past 2 decades, researchers have challenged these thoughts, showing that preschoolers DO have some of these skills already in place or emerging

Piaget & Education (pg 321) 3 educational principles that continue to have major influences on today’s teacher training & classroom practices: ________________-children are encouraged to discover for themselves through spontaneous interaction w/the environment _____________________________-teachers introduce activities that build on children’s current thinking Developmentally appropriate practice _______________________-Piaget assumes that all children go through the same sequence of development, but just at different rates

Vygotsky’s Sociocultural Theory (pg 322) Stresses the _____________ of cognitive development A rapid growth in _________ broadens preschoolers’ ability to participate in social dialogues w/more knowledgeable individuals (Berk, 2008) ________ speech-self-directed speech that children use to plan & guide their own behavior

Effective Social Interaction (pg 324) _________________________ during a teaching session to fit the child’s current level of performance ____________________________as the child becomes more capable Scaffolding shared endeavors between more________ & ____________ participants (Rogoff, 1998, 2003) Guided participation

Vygotsky & Early Childhood Education (pg 325) Classroom provides opportunities for ___________________ & promotes _______________ of individual differences Promotes________ _____________ teachers guide children’s learning w/explanations, demonstrations, verbal prompts, and being acutely aware of each child’s zone of proximal development Use of_______ ________________ children w/varying abilities work in groups, teaching & helping one another Make-believe play is the ideal social context for fostering ____________ development in early childhood

Information Processing…focuses on several mental strategies: (pg 327) Attending Sustained attention increases sharply between 2-3 ½ years Memory ______________ (ability to tell whether a stimulus is the same or as similar to one they have seen before) ___________ (remembering in the absence of perceptual support)-much poorer than recognition _____________________(deliberate mental activities that improve the likelihood of remembering) Episodic memory-memory for everyday experiences Memory for familiar events (repeated, routine events=getting ready for bed) Memory for unique events (descriptions of special events)

Early Literacy in Early Childhood (pg 336) _________ literacy-active efforts to construct literacy knowledge through informal experiences (storybooks, calendars, lists, signs) 5-7 yrs old=invented spelling _______________ awareness-ability to reflect on & manipulate the sound structure of spoken language (rhyming games) Low SES families have fewer home & preschool language & literacy learning opportunities; therefore, they are behind in emergent literacy skills & reading achievement throughout the school yrs (Foster et al., 2005; Serpell et al., 2002) middle-SES neighborhoods average ___ books _______; low-SES neighborhoods just __ book per _____ children!! (Neuman & Celano, 2001) on average, a ________ child is read to for a total of ___ hours during preschool years, while a __________ child for _______ hours!!

Supporting Emergent Literacy in Early Childhood (Applying What We Know, pg 338) Provide literacy-rich homes and preschool environments ______________ Provide outings to libraries, museums, parks, zoos, and other community settings Point out letter-sound correspondences, play rhyming and other language-sound games, and read rhyming poems and stories Support children’s efforts at writing, especially narrative products _____________ Sources: McGee & Richgels, 2012; Neuman, 2006

Mathematical Development in Early Childhood (pg 337) _____________ Relationships between quantities (more or less than) 14-16 months Last number when counting is the total 3 ½ -4 yrs old ________________ at kindergarten entry ____________ math achievement years later , in elementary & secondary school (Duncan et al., 2007; Geary, 2006a) as with emergent literacy, children from ________ families begin kindergarten with considerably__________________ than their higher-SES agemates—a gap due to differences in _________________ (Berk, 2012) just a few sessions devoted to playing a number board game with an adult led to dramatic improvement in low-SES 4-year olds’ number concepts and proficiency at counting 1-10 (Siegler, 2009)

Where are the Children? (pg 341) ______________ includes a variety of arrangements for supervising children of employed parents, ranging from care in the caregiver’s or child’s home to some type of center-based program ____________ child care for all SES groups enhances cognitive, language, and social development _____________ a program with planned_____________________ aimed at enhancing the development of 2-5 yr olds child-centered programs-teachers provide activities from which children select; much learning takes place through play academic programs-teacher structures children’s learning, teaching academic skills through formal lesson

Where are the Children? (pg 341) ____________________ for “at-risk” preschoolers and/or with developmental delays research shows ________________ Project ___________ (1965) 10% of children in Head Start must have qualifying delays Intermediate Unit classrooms/IU coming into child’s current program

Signs of a Developmentally Appropriate Classroom (pg 345)

Educational Media Facts… (pg 346) Television _____________________________ 40% of 3 month olds watch TV; 90% by age 2 the average U.S. ____ yr old watches 1hr 30 min to 2hr 40min per day; middle childhood=3 ½ hrs/day (Common Sense Media, 2013) _______ children watch more TV (fewer alternative forms of entertainment are available/affordable) ___% of US preschoolers/___% of school-age children have a TV ______________ the average US child (all ages included) experience nearly___ hrs of background TV per day…___________________________________________ children’s ____________________ are associated with gains in early literacy & math skills and academic progress in elementary school (Ennemoser & Schneider, 2007) one study reported a link between PS viewing of Sesame Street and other similar educational programs and getting higher grades, reading more books, & placing more value on achievement in high school (Anderson et al., 2001)

Educational Media Facts…cont’d Computers (& other screen media) ___% of US children live in homes w/1+ computers the majority of ____ yr olds have used a computer; more than one-third from 1x/wk to everyday more _____ than girls are on the computer many classrooms offer computer ______________, online _________ & other literacy programs children spend more time using computers & other screen media for ____________ _____________ spend_________ per day playing games on screen media games designed for young children generally have specific educational goals, including literacy, math, science, colors, and other concepts (Garrison & Christakis, 2005)

Language Development in Early Childhood (pg 348) ________________ Using different types of words Verbs-go, run, broke Modifiers-red, round, sad 2-3 yrs=simple sentence (sub-verb-obj order) 3 ½-4 yrs=use sub-verb-obj sentences, but with newly acquired verbs Add –s for plurals, use prepositions, & form various tenses of the verb to be _________________ Pragmatics-the practical, social side of language begin to take turns, stay on the same topic, state their message clearly, & conform to cultural rules for social interaction 4 yrs=adjust speech to fit the age, sex, & social status of the listener (esp. in dramatic play) 3-6 yrs=begin to talk on the telephone 2 yrs old=_____ words 6 yr olds=_______ words

What Can I do to Facilitate Language?? (pg 353) Supporting Language Learning in Early Childhood: Conversational give-and-takes w/adults Give helpful, explicit feedback Use ________-restructuring incorrect speech into the correct form Use __________-elaborating on children’s speech, increasing its complexity