1. TODDLERHOOD 2-3 year olds Chapter 5
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2. Cognitive Development Section 2
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3. Piaget Cognitive Development
Stage 1: Sensorimotor Stage
6 Substages of Sensorimotor Development
Substage 1: Simple reflexes (0-1 month)
Substage 2: First Habits & Primary Circular Reactions (1-4 months)
Substage 3: Secondary Circular Reactions (4-8 months)
Substage 4: Coordination of Secondary Schemes (8-12 months)
Substage 5: Tertiary Circular Reactions (12-18 months)
Substage 6: Mental Representations (18-24 months)

4. Piaget Cognitive Development
Piaget’s sensorimotor stage continues into toddlerhood
Stage 5: Tertiary Circular Reactions— Intentionally try out different behaviors
Little scientists
Flushing toilet until it breaks
Stage 6: Mental Representations—Think about possibilities and select actions
Words are mental representations of ideas, objects, people, actions, ideas
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5. Piaget Cognitive Development
Further cognitive advancements during toddlerhood according to Piaget:
Object Permanence
A-not-B error is avoided- now look for objects where they last saw it hidden.
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6. Piaget Cognitive Development
Deferred Imitation: ability to repeat actions observed at an earlier time.
Piaget suggested 18 months, but shown to begin sooner
Categorization

7. Vygotsky's Sociocultural Theory
Lev Vygotsky viewed cognitive development as both a social and cultural process
Social- children learn through interaction with others
Cultural- what children need to know is determined by the culture in which they live
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8. Vygotsky’s Sociocultural Theory
Two influential ideas are Zone of Proximal Development and Scaffolding
Zone of Proximal Development (ZPD)— range of skills child can perform IF guided, but can’t accomplish alone
Scaffolding—Degree of assistance provided
Let's Watch
Led to extension of theory
Guided Participation—Teaching interaction between two people
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9. Vygotsky’s Sociocultural Theory
Private speech: self guiding, self directing speech children make to themselves as they learn in the ZPD
Children internalize private speech as they become more competent at a task
Used more in toddlerhood & early childhood
Let's Watch

10. Language Development: Biology and Evolution
Many evolutionary biologists believe language developed for its social functionality
Important distinguishing feature of human language is
Infinite Generativity—Combine symbols in infinite ways
LO 5.9 Biological and Evolutionary Bases of Language
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11. Language comprehension
Broca’s Area
language production
Wernicke’s Area
Language comprehension
Figure 5.4 • Illustration of the Brain Lobes Showing Location of Broca’s Area and Wernicke’s Area
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12. Table 4.2 Milestones of Infant Language Development
Highlight each milestone
L.O. 4.21
Table Milestones of Infant Language Development

13. Language Development: Milestones
Begins slowly then begins to rise sharply during toddlerhood
12–18 months called the slow expansion
First 50 words or so part of toddler routine
Mama, dada,dog, kitty, hair, tummy, cookie, eat, bath, cup, chair, hi, bye-bye
LO 5.10 Language Development Milestones
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14. 12-18 months Slow Expansion
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15. Slow Expansion
Holophrases- single word represents a whole sentence. ex: “cup” can mean “fill my cup”
Overextension-single word represents many related objects. Ex: Lovey my dog's name
Call all dogs or any thing that reminds him/her of dog Lovey
Calling all males “daddy”
Underextension- applying a general word to specific object.
Ex: word “doggie” only applies to his/her dog “kitty”
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16. 18-24 months Naming Explosion
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17. Naming Explosion
Fast mapping-learning & remembering the name of an object after being exposed to it only once.
Telegraphic speech- 2 word phrases “Big car” means “Look at that big car.” “My ball” means “ This is my ball.”
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18. Language Development: Milestones•
During third year toddler becomes more adept at language
Diminished frequency of overextension and underextension
Show understanding of rules of language
Show overregularization- applying grammatical rules in cases that call for exception. • •
EX: mouse/mice foot/feet A toddler might say mices, feets
LO 5.10 Language Development Milestones
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19. Toddlers around the world
How can adults help strengthen children’s language development?
Spend most of their time with children of mixed ages
Many people around them: siblings, grandparents, uncles, aunts, cousins,
In many cultures adult do not directly speak to toddlers directly
Gusii of Kneya discourage children from speaking= selfish/disobedient

20. Group Work #3 Watch the video and take notes Get into your groups
Select one person to record the answers to the questions
Put everyone’s name’s on the sheet of paper
Answer the questions
Let's Watch

21. Emotional and Social Development
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22. Self-Development in Toddlerhood LO 5.12 Emotional Development
This is the stage of life when a distinct sense of self first develops
Self-awareness reflects an understanding of the distinction between self and the external world
Self-recognition—recognizing image of self
Self-reflection—think about themselves as they would think about others
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23. Emotional Development LO 5.12 Emotional Development
Primary emotions develop in infancy anger, fear, happiness
Social emotions/secondary emotions/sociomoral emotions develop in toddlerhood
They include
Guilt
Shame
Embarrassment
Envy
Pride • • •
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24. Emotional Development
Empathy is an extremely important sociomoral emotion
Infants show a form of empathy by crying when they hear another infant cry
What might a toddler do if they see someone who is upset, sad, or crying?
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25. Table 1.2 Erikson’s Eight Stages of Psychosocial Development
Use table to highlight each stage.
Can use this time to ask critical thinking question.
“Based on experiences, which theory of human development do you consider more valid, Erikson’s or Freud’s”
Table Erikson’s Eight Stages of Psychosocial Development

26. What do you think is the reason why we attach to our caregivers?
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27. Varieties of Attachment: The Strange Situation
Mary Ainsworth was a colleague of Bowlby who devised a procedure to evoke attachment behavior
The strange situations devised to assess attachment by going through as series of introductions/separations
Done w/toddlers who were months old.
Led to the development of four attachment classificatio
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28. L.O. 5.15
Let's Watch
Figure 5.5 The strange situation. The Strange Situation features a series of episodes in which (a) the mother leaves the room, (b) the toddler is alone with the stranger, and (c) the mother returns to the room and is reunited with the toddler.
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29. Variations in Attachment LO 5.15 Attachment Theory
Secure attachment—Mom is secure base, cry upon separation, return to mom upon return
separation anxiety
Insecure avoidant attachment—No interaction w/ mom when she is present, no response upon separation or return
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30. Variations in Attachment LO 5.15 Attachment Theory
Insecure resistant attachment—less likely to explore toys when mother is present, show distress upon separation, show ambivalence upon return
Disorganized-disorientated—extremely unusual behavior, dazed when mom leaves, may show fear upon return
Autism spectrum disorder, down syndrome, severe abuse/neglect
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31. Attachment Quality and Later Development
Attachment theory suggests quality influenced by
Maternal Sensitivity—what a child needs at any given time
Maternal Responsiveness—quick to assist or soothe when needed
LO 5.16 Quality of Attachment
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32. Attachment Quality and Later Development
Securely attached children are able to love/ trust others b/c they could love and trust their primary caregivers.
Insecurely attached children show hostility, indifference, or over dependence on others in later relationships.
do not believe that others will be worthy of their love/trust.
LO 5.16 Quality of Attachment
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33. The Social World of the Toddler Peers and Friends
Peer interaction can be understood by types of play
Solitary play—all by themselves
Parallel play—same activity but not with each other
Simple social play—talking, smiling, sharing
LO 5.19 Relations With Siblings, Peers, & Friends
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34. Autism: A Disruption in Social Development
Features for diagnosis include
Lack of interest in social relations
Abnormal language development
Repetitive behaviors
Need for predictive routines
Some may have exceptional skills.
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35. a school for children with autism in Beijing, China.
Toddlers with autism have deficits in their social and language development. Here, a boy plays alone at
a school for children with autism in Beijing, China.
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36. Autism: A Disruption in Social Development
1:68 children affected by autism in US
Origins are unclear can be genetic or environmental such as vaccines and food.
Rates have increased in developed countries
Although diagnosed between 18–30 months, it can be seen in infancy
May never develop language
As adults, may live with parents or in sponsored group homes
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