Copyright © Allyn & Bacon 2007 Development Through the Lifespan Chapter 7 Physical and Cognitive Development in Early Childhood This multimedia product and its contents are protected under copyright law. The following are prohibited by law:  Any public performance or display, including transmission of any image over a network;  Preparation of any derivative work, including the extraction, in whole or in part, of any images;  Any rental, lease, or lending of the program.

Copyright © Allyn & Bacon 2007 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

Copyright © Allyn & Bacon 2007 Epiphyses of the Bone

Copyright © Allyn & Bacon 2007 Brain Development in Early 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  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

Copyright © Allyn & Bacon 2007 Handedness  Reflects dominant cerebral hemisphere  Right-handed (90%) - left hemisphere  Left-handed (10%) - both hemispheres  May be genetic basis, but affected by experience  Position in uterus, practice  Few left-handers show developmental problems  Left hemisphere damage may link left-handedness & some mental problems

Copyright © Allyn & Bacon 2007 Influences on Physical Growth and Health  Heredity and Hormones  Growth hormone  Thyroid-stimulating hormone  Emotional Well-Being  Psychosocial dwarfism  Nutrition  Infectious Disease  Malnutrition  Immunization  Childhood Injuries  Heredity and Hormones  Growth hormone  Thyroid-stimulating hormone  Emotional Well-Being  Psychosocial dwarfism  Nutrition  Infectious Disease  Malnutrition  Immunization  Childhood Injuries

Copyright © Allyn & Bacon 2007 Eating in Early Childhood  Appetite decreases  Vary meal to meal  Wariness of new foods is adaptive  Need high-quality diet  Limit fats, oils, salt, and sugar  Appetite decreases  Vary meal to meal  Wariness of new foods is adaptive  Need high-quality diet  Limit fats, oils, salt, and sugar

Copyright © Allyn & Bacon 2007 Infectious Disease and Malnutrition  Poor diet suppresses immune system  Illness reduces appetite  Diarrhea a danger  Oral rehydration therapy and zinc can help  Poor diet suppresses immune system  Illness reduces appetite  Diarrhea a danger  Oral rehydration therapy and zinc can help

Copyright © Allyn & Bacon 2007 Immunizations  Many American children lack full set  Cost  Schedules  Misconceptions about vaccines  Many American children lack full set  Cost  Schedules  Misconceptions about vaccines

Copyright © Allyn & Bacon 2007 Factors Related to Childhood Injuries  Gender and temperament  Poverty, low parental education  Births to teenagers not ready for parenthood  Shortage of high-quality child care  Societal conditions  International differences  Gender and temperament  Poverty, low parental education  Births to teenagers not ready for parenthood  Shortage of high-quality child care  Societal conditions  International differences

Copyright © Allyn & Bacon 2007 Motor Skill Development in Early Childhood  Gross Motor Skills  Balance improves  Gait smooth and rhythmic by age 2  Upper- and lower-body skills combine into more refined actions by age 5  Greater speed and endurance  Fine Motor Skills  Self-help: dressing, eating  Drawing

Copyright © Allyn & Bacon 2007 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  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

Copyright © Allyn & Bacon 2007 Individual Differences in Motor Skills  Genetics  Size, shape  Gender  Practice  Caregiver encouragement

Copyright © Allyn & Bacon 2007 Piaget’s Preoperational Stage  Ages 2 to 7  Gains in mental representation  Make-believe Play  Symbol-Real World Relations  Limitations in thinking  Egocentrism  Conservation  Hierarchical Classification  Ages 2 to 7  Gains in mental representation  Make-believe Play  Symbol-Real World Relations  Limitations in thinking  Egocentrism  Conservation  Hierarchical Classification

Copyright © Allyn & Bacon 2007 Early Childhood Development of Make-Believe  More detached from real life conditions  Less self-centered  More complex  Sociodramatic Play With age, make-believe gradually becomes:

Copyright © Allyn & Bacon 2007 Benefits of Make-Believe Play  Practice representational schemes  Reflect on thinking, control behavior, and take another’s perspective  Gain in social, language, and literacy skills  Improve attention, memory, and logical reasoning  Strengthen imagination and creativity  Practice representational schemes  Reflect on thinking, control behavior, and take another’s perspective  Gain in social, language, and literacy skills  Improve attention, memory, and logical reasoning  Strengthen imagination and creativity

Copyright © Allyn & Bacon 2007 Dual Representation  Viewing a symbolic object as both an object and a symbol  Mastered around age 3  Adult teaching can help  Viewing a symbolic object as both an object and a symbol  Mastered around age 3  Adult teaching can help  Provide maps, photos, drawings, and opportunities for make-believe play to support child’s experience with symbols  Point out similarities to real world  Provide maps, photos, drawings, and opportunities for make-believe play to support child’s experience with symbols  Point out similarities to real world

Copyright © Allyn & Bacon 2007 Limitations of Preoperational Thought  Cannot perform mental operations  Egocentrism and animistic thinking  Cannot conserve  Lack hierarchical classification  Cannot perform mental operations  Egocentrism and animistic thinking  Cannot conserve  Lack hierarchical classification

Copyright © Allyn & Bacon 2007 Egocentrism Failure to distinguish others’ views from one’s own

Copyright © Allyn & Bacon 2007 Animistic Thinking Belief that inanimate objects have lifelike qualities

Copyright © Allyn & Bacon 2007 Limits on Conservation  Centration Focus on one aspect and neglect others  Irreversibility Cannot mentally reverse a set of steps  Centration Focus on one aspect and neglect others  Irreversibility Cannot mentally reverse a set of steps

Copyright © Allyn & Bacon 2007 Piagetian Class Inclusion Problem

Copyright © Allyn & Bacon 2007 Follow-Up Research on Preoperational Thought Egocentric Thought Can adjust language to others & take others’ perspectives in simple situations Animistic thinking comes from incomplete knowledge of objects Illogical Thought Can do simplified conservation Can reason by analogy Categorization Everyday knowledge is categorized Appearance versus reality Can solve appearance-reality tasks in nonverbal ways

Copyright © Allyn & Bacon 2007 Educational Principles Derived from Piaget’s Theory  Discovery learning  Sensitivity to children’s readiness to learn  Discovery learning  Sensitivity to children’s readiness to learn  Developmentally appropriate practices  Acceptance of individual differences  Developmentally appropriate practices  Acceptance of individual differences

Copyright © Allyn & Bacon 2007 Vygotsky’s Sociocultural Theory and Early Childhood  Private Speech  Zone of Proximal Development  Private Speech  Zone of Proximal Development

Copyright © Allyn & Bacon 2007 Children’s Private Speech  Piaget called this “egocentric speech”  Vygotsky viewed as foundation for all higher cognitive processes  Helps guide behavior  Used more when tasks are difficult, after errors, or when confused  Gradually becomes more silent  Piaget called this “egocentric speech”  Vygotsky viewed as foundation for all higher cognitive processes  Helps guide behavior  Used more when tasks are difficult, after errors, or when confused  Gradually becomes more silent

Copyright © Allyn & Bacon 2007 Zone of Proximal Development  Scaffolding supports children’s learning  Assisted discovery and peer collaboration also help children learn  Scaffolding supports children’s learning  Assisted discovery and peer collaboration also help children learn

Copyright © Allyn & Bacon 2007 Vygotsky and Education  Assisted Discovery  Teacher:  Guides learning  Tailors help to Zone of Proximal Development  Peer Collaboration  Assisted Discovery  Teacher:  Guides learning  Tailors help to Zone of Proximal Development  Peer Collaboration

Copyright © Allyn & Bacon 2007 Vygotsky and Make-Believe Play  Provides Zone of Proximal Development  Imaginary substitutions help children separate thinking from objects  Rules strengthen capacity to think before acting  Provides Zone of Proximal Development  Imaginary substitutions help children separate thinking from objects  Rules strengthen capacity to think before acting

Copyright © Allyn & Bacon 2007 Evaluation of Vygotsky’s Theory Helps explain cultural diversity in cognition Emphasizes importance of teaching Focus on language deemphasizes observation, other learning methods Says little about biological contributions to cognition Vague in explanation of change Helps explain cultural diversity in cognition Emphasizes importance of teaching Focus on language deemphasizes observation, other learning methods Says little about biological contributions to cognition Vague in explanation of change

Copyright © Allyn & Bacon 2007 Model of Information Processing

Copyright © Allyn & Bacon 2007 Improvements in Information Processing  Attention  Planning  Memory  Memory Strategies  Everyday Experiences  Theory of Mind  Metacognition  Emerging Literacy  Mathematical Reasoning  Ordinality, Counting, and Cardinality  Attention  Planning  Memory  Memory Strategies  Everyday Experiences  Theory of Mind  Metacognition  Emerging Literacy  Mathematical Reasoning  Ordinality, Counting, and Cardinality

Copyright © Allyn & Bacon 2007 Improvements in Inhibiting Impulses

Copyright © Allyn & Bacon 2007 Recognition and Recall Recognition  Noticing that a stimulus is identical or similar to one previously experienced  Easier than recall Recognition  Noticing that a stimulus is identical or similar to one previously experienced  Easier than recall Recall  Generating a mental representation of an absent stimulus  More difficult than recognition

Copyright © Allyn & Bacon 2007 Memory Strategies  Rehearsal  Organization  Elaboration

Copyright © Allyn & Bacon 2007 Autobiographical Memory  Long-lasting representations of one-time events  Improves with cognitive, conversational skills  Parents help develop narrative  Elaborative  Repetitive  Long-lasting representations of one-time events  Improves with cognitive, conversational skills  Parents help develop narrative  Elaborative  Repetitive

Copyright © Allyn & Bacon 2007 Metacognition  Awareness and understanding of various aspects of thought  Develops with theory of mind  Awareness and understanding of various aspects of thought  Develops with theory of mind

Copyright © Allyn & Bacon 2007 Development of Theory of Mind  Awareness of Mental Life  Infancy – age 3  Mastery of False Beliefs  Around age 4  Awareness of Mental Life  Infancy – age 3  Mastery of False Beliefs  Around age 4

Copyright © Allyn & Bacon 2007 Fostering Emergent Literacy  Spoken language skills  Phonological awareness  Adult conversations  Informal literacy experiences  Interactive reading  Games  Writing  Training, books for low SES families  Spoken language skills  Phonological awareness  Adult conversations  Informal literacy experiences  Interactive reading  Games  Writing  Training, books for low SES families

Copyright © Allyn & Bacon 2007 Early Childhood Mathematical Reasoning  Ordinality  Relationships between quantities  14 to 16 months  Cardinality  When counting, last number is the total  3-1/2 to 4 years  Ordinality  Relationships between quantities  14 to 16 months  Cardinality  When counting, last number is the total  3-1/2 to 4 years

Copyright © Allyn & Bacon 2007 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 Factors Contributing to Individual Differences:  Home environment  Quality of child care, preschool or kindergarten  Child-centered versus academic  Early intervention programs  Television  Educational TV

Copyright © Allyn & Bacon 2007 Features of a High-Quality Home Environment  Stimulation  Toys, games, reading  Language  Academic  Physical organization  Pride, affection, warmth  Social modeling  Variety  No physical punishment  Stimulation  Toys, games, reading  Language  Academic  Physical organization  Pride, affection, warmth  Social modeling  Variety  No physical punishment

Copyright © Allyn & Bacon 2007 Types of Preschool Child-Centered  Children select from wide variety of activities  Learn through play Child-Centered  Children select from wide variety of activities  Learn through play Academic  Teachers structure learning  Formal lessons  Letter, numbers, colors, shapes  Repetition and drill

Copyright © Allyn & Bacon 2007 Benefits of High-Quality Preschool

Copyright © Allyn & Bacon 2007 Signs of Developmentally- Appropriate Practice  Physical setting  Group size  Caregiver-child ratio  Daily activities  Adult-child interactions  Teacher qualifications  Relationships with parents  Licensing & accreditation  Physical setting  Group size  Caregiver-child ratio  Daily activities  Adult-child interactions  Teacher qualifications  Relationships with parents  Licensing & accreditation

Copyright © Allyn & Bacon 2007 Dangers and Benefits of TV Dangers  Aggression  Ethnic, gender stereotypes  Consumerism  Time away from other activities Dangers  Aggression  Ethnic, gender stereotypes  Consumerism  Time away from other activities Potential Benefits  Learning, make- believe play  Educational shows  Slow, easy stories  Prosocial behavior

Copyright © Allyn & Bacon 2007 Learning with Computers  Programming languages  Problem solving, metacognition, collaboration  Programming languages  Problem solving, metacognition, collaboration  Word processing  Can support emergent literacy  Games  Practice basic skills  Word processing  Can support emergent literacy  Games  Practice basic skills

Copyright © Allyn & Bacon 2007 Language Development in Early Childhood  Vocabulary  Fast-mapping  Grammar  Overregularization  Conversation  Pragmatics  Supporting Language Development  Expansions, Recasts  Vocabulary  Fast-mapping  Grammar  Overregularization  Conversation  Pragmatics  Supporting Language Development  Expansions, Recasts

Copyright © Allyn & Bacon 2007 Vocabulary Development  Fast-mapping 1.Objects 2.Verbs 3.Modifiers  Coin new words  Metaphors

Copyright © Allyn & Bacon 2007 Strategies for Word Learning  Mutual exclusivity bias  Figure out sentences  Adult help  Mutual exclusivity bias  Figure out sentences  Adult help

Copyright © Allyn & Bacon 2007 Learning Grammar  Basic Rules  Subject-verb-object structure by age 4  Plurals  To be  Overregularization  Complex Structures  Questions  Not complete until middle childhood  Basic Rules  Subject-verb-object structure by age 4  Plurals  To be  Overregularization  Complex Structures  Questions  Not complete until middle childhood

Copyright © Allyn & Bacon 2007 Pragmatics  2-year-olds can have effective conversations  By 4, adjust to fit age, sex, social status of listener  Difficult situations  Telephone  2-year-olds can have effective conversations  By 4, adjust to fit age, sex, social status of listener  Difficult situations  Telephone

Copyright © Allyn & Bacon 2007 Supporting Early Childhood Language  Direct feedback  Recasts  Expansions  Direct feedback  Recasts  Expansions