Chapter 3 - Development Childhood - Adolescence

Front 1

What are the central issues during Early Childhood?

Back 1

Cognitive development=language acquisition
Physical development=large & small muscle skills
Socioemotional development=Prosoicial behavior

Front 2

What are the central issues during Middle Childhood?

Back 2

Cognitive development=memory and metacognitive skills
Physical development=Physical growth
Socioemotional development=Self-concept, self-esteem, & peer relations

Front 3

What are the central issues during Adolescence?

Back 3

Cognitive development=Hypothetical & deductive reasoning
Physical development=Puberty
Socioemotional development=Identity formation, social responsibility & intimacy

Front 4

small muscle development

Back 4

Development of dexterity of the fine muscles of the hand

Front 5

large muscle development

Back 5

development of motor skills such as running or throwing, which involve the limbs and large muscles

Front 6

emergent literacy

Back 6

Knowledge & skills relating to reading that children ususally develop from experience with books and other print media before the beginning of formal reading instruction in school

Front 7

whole language

Back 7

educational philosophy that emphasizes the integration of reading, writing & language & communication skills across the curriculum in the context of authentic or real-life materials, problems & tasks

Front 8

peers

Back 8

people who are equal in age or status

Front 9

readiness training

Back 9

instruction in the background skills and knowldege that prepare children for formal teaching later

Front 10

compensatory preschool progams

Back 10

programs that are designed to prepare disadvantaged children for entry into kindergarten & first grade

Front 11

early intervention programs

Back 11

compensatory preschool programs that target very young children at the greatest risk of school failure

Front 12

self-concept

Back 12

a person's perception of his or her own strengths, weaknesses, abilities, attitudes & values

Front 13

self-esteem

Back 13

the value each of us places on our own characteristics, abilities & behaviors

Front 14

social comparison

Back 14

the process of comparing oneself to others to gather information & to evaluate & judge one's abilities, attitudes & conduct

Front 15

puberty

Back 15

developmental stage at which a person becomes capable of reproduction

Front 16

reflectivity

Back 16

the tendency to analyze one-self and one's own thoughts

Front 17

foreclosure

Back 17

an adolescent's premature establishment of an identity based on parental choies, not on his or her own

Front 18

identiry diffusion

Back 18

inability to develop a clear direction sense of self

Front 19

moratorium

Back 19

experimentation with occupational & ideological choices without definite commitment

Front 20

identity achievment

Back 20

a state of consolidation reflecting conscious, clear-cut decisions concerning occupation & ideology

Front 21

How do children develop during the preschool years?

Back 21

Physically, young children develop strength & coordination of lg. muscles first & then of small muscles(as in cutting with scissors or writing). Cognitive abilities corresponding to Piaget's sensorimotor and preoperational stages also include acquisition of language. Oral language is usually acquired by 3yrs. & includes development of vocabulary, grammatical rules & conventions of discourse. Foundations of reading & writing are usually acquired before formal schooling begins.Socioemotional development in early childhood can be partly described in terms of Erikson's initiative vs. gult stage. Peer relationships help children overcome the egocentrism that Piaget described as characteristic of preoperational thinking. Prosocial behavior includes caring, sharing, comforting & cooperating. Parten identified four categories of Play - solitary, parallel, associative & cooperative- that reflect increasing levels of social interaction & sophistication. Play exercises children's linguistic, cognitive, social & creative skills.

Front 22

What kinds of early childhood education programs exist?

Back 22

Economic & social factors hav eled to an increasing demand for early childhood education programs, including day-care centers, preschools, compensatory preschool programs & kindergartens. Research finding have tended to suppor trends toward early intervention, school-readiness trainig, continuation of compensatory programs in the early elementary grades, targeting of students who are at risk & avoidance of the potential drawbacks of kindergarten retention. Developmentally appropriate practice, instruction based in indivdual's characteristics & needs rather than on age, has become increasingly important

Front 23

How do children develop during the elementary years?

Back 23

Btwn. 5-7yrs. children have slower growth but greater health & skill. They think in ways described in Piaget's theory as the concrete operational stage. Children in the upper elementary grades move from egocentric thought to more decentered thought. At 9-12yrs. children can use logical, reversible thought, can reason abstractly & can have insight into causal & interpersonal relationships.
In middle childhood, children may be seen as resolving Erikson's industry vs. inferiority psychosocial crisis. School becomes a major inflence in development, a place where the child develops a public self, builds social skills, establishes self-esteem on the basis of academic & nonacademic competencies. In preadolescence (btwn. 9-12yrs.) conformity in peer relations, mixed peer groupings & challenges to adult authority become more important.

Front 24

How do children develop during middle school and high school years?

Back 24

Puberty is a series of major physiological changes leading to the ability to reproduce. Significant differences exist in the age of onset of puberty. Both early & late maturers may experience difficulties. Adolescents develop reflectivity & greater metacognitive skills, such as those described in Piaget's formal operations: combinatorial problem solving & hypothetical resoning. Adolescents may be seen as resolving Erikson's identity vs. role confusion psychosocial crisis. They pay attention to how other people view them, search the past, experiment with roles, act on feelings & beliefs & graduually seek greater autonomy & intimacy in peer relations. Identity forclosure occurs when the individual chooses a role prematurely, but by late adolescence, most individuals have developed a state of identity achievement. Many factors, such as dropping out, substance abuse & AIDS place adolescents at risk.