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Copyright © Allyn & Bacon 2007
Development Through the LifespanDevelopment Through the Lifespan
Chapter 7
Physical and Cognitive Development inEarly 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.
Chapter 7
Physical and Cognitive Development inEarly 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 ChildhoodPhysical 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
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 BoneEpiphyses of the Bone
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Brain Development inEarly ChildhoodBrain Development inEarly 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
HandednessHandedness
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 & somemental problems
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 & somemental problems
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Influences on Physical Growth and HealthInfluences 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 ChildhoodEating 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 MalnutritionInfectious 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
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ImmunizationsImmunizations
Many American children lack full set Cost Schedules Misconceptions
about vaccines
Many American children lack full set Cost Schedules Misconceptions
about vaccines
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Factors Related to Childhood InjuriesFactors 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 ChildhoodMotor 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
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
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Progression of Drawing SkillsProgression 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
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Individual Differences in Motor SkillsIndividual Differences in Motor Skills
Genetics Size, shape
Gender Practice Caregiver
encouragement
Genetics Size, shape
Gender Practice Caregiver
encouragement
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Piaget’s Preoperational StagePiaget’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
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Early ChildhoodDevelopment of Make-BelieveEarly ChildhoodDevelopment of Make-Believe
More detached from real life conditions
Less self-centered More complex
Sociodramatic Play
More detached from real life conditions
Less self-centered More complex
Sociodramatic Play
With age, make-believe gradually becomes:With age, make-believe gradually becomes:
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Benefits of Make-Believe PlayBenefits 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
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Dual RepresentationDual 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 ThoughtLimitations 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
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EgocentrismEgocentrism
Failure to distinguish others’ views from one’s own
Failure to distinguish others’ views from one’s own
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Animistic ThinkingAnimistic Thinking
Belief that inanimate objects have lifelike qualities
Belief that inanimate objects have lifelike qualities
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Limits on ConservationLimits 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
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Piagetian Class Inclusion ProblemPiagetian Class Inclusion Problem
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Follow-Up Research on Preoperational ThoughtFollow-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
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Educational Principles Derived from Piaget’s TheoryEducational 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
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Vygotsky’s Sociocultural Theory and Early ChildhoodVygotsky’s Sociocultural Theory and Early Childhood
Private Speech Zone of
Proximal Development
Private Speech Zone of
Proximal Development
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Children’s Private SpeechChildren’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 DevelopmentZone 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 EducationVygotsky 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 PlayVygotsky 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
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Evaluation of Vygotsky’s TheoryEvaluation 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
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Model of Information ProcessingModel of Information Processing
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Improvements in Information ProcessingImprovements 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
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Improvements in Inhibiting ImpulsesImprovements in Inhibiting Impulses
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Recognition and RecallRecognition 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
Recall Generating a mental
representation of an absent stimulus
More difficult than recognition
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Memory StrategiesMemory Strategies
Rehearsal Organization Elaboration
Rehearsal Organization Elaboration
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Autobiographical MemoryAutobiographical 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
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MetacognitionMetacognition
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
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Development of Theory of MindDevelopment 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
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Fostering Emergent LiteracyFostering 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
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Early Childhood Mathematical Reasoning 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
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Individual Differences in Early Childhood Mental DevelopmentIndividual 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 EnvironmentFeatures 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
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Types of PreschoolTypes 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
Academic Teachers structure
learning Formal lessons
Letter, numbers, colors, shapes
Repetition and drill
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Benefits of High-Quality PreschoolBenefits of High-Quality Preschool
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Signs of Developmentally-Appropriate PracticeSigns 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
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Dangers and Benefits of TVDangers 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
Potential Benefits
Learning, make-believe play Educational shows Slow, easy stories
Prosocial behavior
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Learning with ComputersLearning 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
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Language Developmentin Early ChildhoodLanguage Developmentin 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 DevelopmentVocabulary Development
Fast-mapping1. Objects
2. Verbs
3. Modifiers
Coin new words Metaphors
Fast-mapping1. Objects
2. Verbs
3. Modifiers
Coin new words Metaphors
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Strategies for Word LearningStrategies for Word Learning
Mutual exclusivity bias Figure out sentences Adult help
Mutual exclusivity bias Figure out sentences Adult help
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Learning GrammarLearning 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
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PragmaticsPragmatics
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 LanguageSupporting Early Childhood Language
Direct feedback Recasts Expansions
Direct feedback Recasts Expansions