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

2. 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)

3. 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)

4. 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… __________________________

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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)

11. 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!!

12. 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

13. 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 (Siegler, 2009)

14. 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

15. 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

16. Signs of a Developmentally Appropriate Classroom (pg 345)

17. 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)

18. 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)

19. 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

20. 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