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 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 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 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 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 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 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 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 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