1. CHAPTER 7 PHYSICAL AND COGNITIVE DEVELOPMENT IN EARLY CHILDHOOD

2. LEARNING OUTCOMES  Describe the main physical characteristics  Skeleton growth  Brain development  Handness  Describe the cognitive development  List feeding recommendations/tips  Describe common injuries (see CDC injury chart)see CDC injury chart  Identify immunization resources and what is the current law  Describe language development stages

3. Copyright © 2010 Pearson Education, Inc. All Rights Reserved.

4. INFLUENCES ON PHYSICAL GROWTH AND HEALTH Heredity and hormones: growth hormone thyroid-stimulating hormone Nutrition Infectious disease: malnutrition immunization Childhood injuries © CandyBox Images/Fotolia

5. MUSCLE AND BONE DEVELOPMENT Between 2 and 6, approximately 45 new epiphyses emerge into the skeleton Fat replaces red marrow in the long bongs. Red marrow helps the body produce blood cells.

6. TEETH Deciduous teeth are important Establish good dental habits Teach child not to swallow tooth paste Toddlers start to go to the dentist twice a year

7. INFECTIOUS DISEASE AND MALNUTRITION Poor diet depresses immune system Illness reduces appetite Diarrhea a danger in developing countries; can be helped by oral rehydration therapy zinc supplements © Creativa/Fotolia

8. PICKY EATERS http://www.eatright.org/resources/for-kids http://www.whattoexpect.com/feeding-picky- eaters/video.aspx http://www.whattoexpect.com/feeding-picky- eaters/video.aspx Picky Eaters Make it fun Interactive It takes up to 15 times Reintroduce foods Can we be retrained to like certain food?

9. IMMUNIZATIONS Many U.S. children lack immunizations Look at page 171 for US rate compared to other countries….. Reasons include cost parents’ stressful daily lives misconceptions about vaccine safety

11. HOW VACCINES WORK http://www.cdc.gov/measles/cases-outbreaks.html http://www.cdc.gov/vaccines/hcp/patient- ed/conversations/downloads/vacsafe-understand- color-office.pdf http://www.cdc.gov/vaccines/hcp/patient- ed/conversations/downloads/vacsafe-understand- color-office.pdf http://www.cdc.gov/vaccines/hcp/patient- ed/conversations/downloads/not-vacc-risks-bw- office.pdf http://www.cdc.gov/vaccines/hcp/patient- ed/conversations/downloads/not-vacc-risks-bw- office.pdf

13. IMMUNIZATION RATES http://www.mercurynews.co m/health/ci_27396612/data- vaccination-rates-at- california-elementary-schools http://www.mercurynews.co m/health/ci_27396612/data- vaccination-rates-at- california-elementary-schools http://www.cdph.ca.gov/pr ograms/immunize/Pages/Im munizationLevels.aspx http://www.cdph.ca.gov/pr ograms/immunize/Pages/Im munizationLevels.aspx http://www.nytimes.com/int eractive/2015/02/06/us/calif ornia-measles-vaccines- map.html

14. INTERNATION AL DEATH RATES DUE TO INJURY Figure 7.3 (Adapted from World Health Organization, 2008.) Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

15. WHAT ARE OUR RATES IN THE US? Where would you look to get US rates for injury? Hint CDC Hint in PPT from last week

16. SLEEP AND REST Need 10 to 12 hours of sleep. Some still need a daytime nap. Follow a consistent bedtime routine. Dreams and nightmares are common. Night terrors Sleep walking

17. BRAIN DEVELOPMENT IN EARLY CHILDHOOD Left hemisphere especially active: language skills handedness Links among parts of the brain increase: Key areas and roles: cerebellum reticular formation hippocampus corpus callosum Figure 7.2

18. HANDEDNESS Reflects dominant cerebral hemisphere: right-handed (90%)— left hemisphere left-handed (10%)— both hemispheres Jointly influenced by nature and nurture: position in uterus practice © Elena Stepanova/Shutterstock

19. COMMUNICATION Language more sophisticated 2 year old – 250 words 4-year-old o Uses 3 to 4 word sentences o Understands who, what, and where questions 5-year-old o Can form sentences with five or more words o Vocabulary contains 2,000 to 2,400 words o By age 6-year- old o 10,000 words o Fast mapping

21. MOTOR 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 and printing

22. COGNITIVE DEVELOPMENT Piaget: Preoperational stage continues to develop Reversibility – objects can change shape and be the same. Centration – paying attention to only one aspect of a problem Vygotsky – Proximal Zone of Development Magical thinking Longer attention span

23. PIAGET’S PREOPERATIONAL STAGE Ages 2 to 7 Gains in mental representation: make-believe play symbol–real-world relations Limitations in thinking: egocentrism lack of conservation lack of hierarchical classification

24. EARLY CHILDHOOD DEVELOPMENT OF MAKE-BELIEVE  With age, make-believe gradually  detaches from real-life conditions  becomes less self-centered  becomes more complex  Sociodramatic play develops © Lisa Eastman/Shutterstock

25. VYGOTSKY’S SOCIOCULTURAL THEORY Private speech Zone of proximal development Scaffolding: support of an “expert” © Blend Images/Shutterstock

26. CHILDREN’S PRIVATE SPEECH For Piaget, “egocentric speech” For Vygotsky, the foundation for all higher cognitive processes Serves a self-guiding function; increases during challenging tasks Gradually internalized as silent, inner speech

27. ZONE OF PROXIMAL DEVELOPMENT Scaffolding: Adults aid learning by adjusting support to child’s level of performance Effectiveness varies culturally © Irina Schmidt/Shutterstock

28. FOSTERING EMERGENT LITERACY Language skills: phonological awareness vocabulary and grammar Informal literacy experiences: games interactive reading writing Books for low-SES families © Ami Parikh/Shutterstock

29. INDIVIDUAL DIFFERENCES IN EARLY CHILDHOOD MENTAL DEVELOPMENT Factors contributing to individual differences: home environment quality of child care, preschool, or kindergarten child-centered vs. academic early intervention programs educational media © auremar/Shutterstock

30. DIFFERENT DEFINITIONS OF PLAY? Is it play? If yes, what type of play?

31. DEFINITIONS OF PLAY IN THE LITERATURE Sociodramatic Construction Sensorimotor Gross Motor Rough and Tumble Solitary Associative Cooperative Parallel

32. HOW DO YOU DEFINE PLAY IN CHILDREN? What do you think play is? Poll: Text Message To 37607 Type “BCPOLLING” Hit Send

34. BUT, WHAT IS PLAY? How does play support development across the domains? Turn to your neighbor and compare your definitions of play.

35. TYPES OF PRESCHOOL 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 © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

36. LEARNING WITH COMPUTERS  Can support writing skills  Improves problem solving and metacognition  Excessive use for entertainment can be harmful © InesBazdar/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved.

37. SCREEN TIME Screen time" is a term used for activities done in front of a screen, such as watching TV, working on a computer, or playing video games. Screen time is sedentary activity, meaning you are being physically inactive while sitting down. Very little energy is used during screen time. Most American children spend about 3 hours a day watching TV. Added together, all types of screen time can total 5 to 7 hours a day.

38. SCREENTIME DISCUSSION Screentime is too much for children What is considered too much? What is an issue for children? Discuss in small groups

39. 39

40. CURRENT GUIDELINES Children under age 2 should have no screen time. Limit screen time to 1 to 2 hours a day for children over age 2. Despite what ads may say, videos that are aimed at very young children do not improve their development.