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56 Cards in this Set
- Front
- Back
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Physical Development in Early Childhood
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Body growth slows, shape becomes more streamlined.
Skeletal growth continues -new growth centers -loss baby teeth Brain growth increases -hemispheres begin to lateralize |
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Handedness
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Reflects dominant cerebral hemispheres
-R handed (90%)= left hemisphere -L handed (10%)= both hemispheres My be genetic basis, but affected by experience -position in uterus, practice -Few left-handers show developmental problems - |
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Influences on Physical Growth and Health
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Heredity and Hormones
Nutrition Infectious Disease -malnutrition -immunization |
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Growth Hormone
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necessary for development of all body tissues expect the central nervous system and genitals
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Thyroid Stimulating Hormone
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prompts the thyroid gland in the neck to release thyroxine, which is necessary for brain and development and for GH to have its full impact on the body
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Infectious Disease and Malnutrition
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Poor diet suppresses the immune system
Illness reduces appetite Diarrhea a danger |
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Immunizations
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many American children lack full set of them
Reasons: cost, schedules, misconceptions about vaccines |
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Motor Skill Development in Early Childhood
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Gross-motor skills
-balance improves -gain smooth and rhythms 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 painting |
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Progression of Drawing Skills
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Scribbles- during 2nd year
1st Representational forms -pictures represent recognizable objects around 3 -draw boundaries and people 3-4 years More realistic drawings- preschool to school age Early printing- 3-5 years |
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Piagets Cognitive Development Preoperational Stage
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Ages 2-7
Gains in mental representation -make-believe play -symbol-real-world relation Limitations in thinking -egocentrism -conservation -hierarchical classification |
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Dual Representation
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viewing a symbolic object as both and object and a symbol
mastered around the age of 3 Adult teaching can help -Maps, photos, drawing, and make-believe play supports experience with symbols -point out seminarists to real world |
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Limitations of Preoperational Thought
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Cannot perform mental operations
Egocentrism and animistic thinking Cannot conserve Lack hierarchical classification |
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Egocentrism
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Failure to distinguish others' views from one's own
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Animistic Thinking
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The believe that inanimate objects have lifelike qualities, such as thought, wishes, feeling, and intentions
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Limits on Conservation
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Centration= focus on one aspect and neglect others
Irreversibility= cannot mentally reverse a set of steps |
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Follow- Up Research on Preoperational Thought
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p. 176- 178
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Evaluation of Piaget
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Many experts refute Piagets pre operational stage
Piaget's stages too strict -need flexible stage approach Piaget assumes abrupt change -Most experts believe change is gradual. |
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Vygotsky's Sociocultural Theory
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Private Speech
Zone of proximal development |
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Zone of proximal development
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Scaffolding supports children's learning
Guided participation extends concept of scaffolding, accounting for learning across situations and cultures |
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Vygotsky and Make-believe play
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Provides zone of proximal development
-imaginary substitutions help children separate thinking from objects -Rules strengthen capacity for self-control |
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Evaluation of Vygotsky's Theory
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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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Memory Strategies
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deliberate mental activities that improve our chances of remembering
Preschoolers do not use: rehearsal, organization, elaboration Preschoolers use: scripts, greater elaboration with age |
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Autobiographical Memory
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Long-lasting representations of one-time events
Improves with cognitive conservational skills -Parents help develop narrative -elaborative= parents follow the child's lead -repetitive= use little information and repeat question |
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Metacognition
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Awareness and understanding of various aspects of thought
Develops with theory of mind "thinking about thoughts" |
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Development of Theory of Mind
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Awareness of mental life
-infancy through age 3 Mastery of false beliefs -around age 4 -influence of cultural and social factors |
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Pragmatics
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children meet and learn to engage in effective and appropriate communication= social side of language
2-year-olds can have effective conversations By age 4, adjust to fit age, sex, social status of listener Difficult situations= telephone |
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Left Hemisphere
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sensory information and control of right side of the body
verbal abilities positive emotion sequential, analytical processing |
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Right Hemisphere
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sensory information and control of the left side of the body
spatial abilities negative emotion holistic, integrative processing |
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Brain Plasticity
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-In infants and young children, parts of the brain are not yet specialized
-recover from brain injury better -Language skills recover better than spatial skills -they still have some problem with complex mental images Older children, even some adults show some plasticity |
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Executive Function
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multi-planning
multi- functional |
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Experience-expectant growth
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ordinary experiences “expected” by brain to grow normally
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Experience-dependent growth
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additional growth as a result of specific learning experiences
Body= sound, sight |
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Changing States of Arousal
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Sleep moves to an adult-like, night–day schedule during the first year.
Sleep needs decline from 18 to 12 hours a day by age 2. Affected by social environment, cultural values |
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Influences on Early Growth
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Heredity
Nutrition breast vs. bottle-feeding (can find research for both) Malnutrition Emotional well-being Problems can cause nonorganic (abstract) failure to thrive. |
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Benefits of Breastfeeding
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Provides the correct balance of fat and protein
Ensures nutritional completeness Helps ensure healthy physical growth Protects against many diseases |
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Emotional Well-Being
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Nonorganic failure to thrive
symptoms similar to marasmus- bodies looking wasted, and they are with drawn and apathetic no biological cause can be corrected if treated early |
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Reinforcer
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increases probability of behavior occurring again
presenting desirable stimulus removing unpleasant stimulus |
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Punishment
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presenting unpleasant stimulus
removing desirable stimulus |
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Habituation
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refers to a gradual reduction in the strength of a response due to repetitive stimulation
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Novelty Preference
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= wanting to look at a new face after a while
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Familiarity Preference
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after a while, will choose the face of someone that looks that same
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Imitation
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Newborns have the ability to imitate.
reflex or voluntary capacity? Mirror neurons offer biological explanation. Powerful means of learning Helps facilitate positive relationships |
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Gross-motor development
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crawling, standing, and walking
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Fine-motor development
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reaching and grasping
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Motor Skills as
Dynamic Systems
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Increasingly complex systems of action with each skill
Each new skill is joint product of: CNS development body’s movement capacity child’s goals environmental supports |
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Fine motor:
Reaching and Grasping
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Prereaching (reach with feet first 2-3 months old)=Reaching with two hands, then one
Ulnar grasp=adjust grip to object 3-4 months Move objects from hand to hand 4-5months Pincer grasp 9 months |
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Cultural Variations in Motor Development
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Rates and patterns of development affected by :
-early movement opportunities -environmental stimulation -child-rearing practices |
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Developments in Hearing
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4-7 months - sense of musical phrasing
6-8 months- "screen out" sounds from non-native languages 7-9 months- recognize familiar words, natural phrasing in native language SYNAPTIC PRUNING |
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Improvements in Vision
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Improvements
2 months: focus and color vision 6 months: acuity, scanning, and tracking 6–7 months: depth perception |
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The visual Cliff
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Plexiglas covers that deep and shallow sides. By refusing to cross the deep side and showing preference for the shallow side, this infant demonstrates that ability to perceive depth
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Depth Perception Milestones
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3-4 weeks sensitivity to motion cues
2-3 months: sensitivity to binocular cues 6-7 months: sensitivity to pictorial cues; wariness of heights |
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Discrimination of Faces
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At 9 mos. Old, infants no longer show novelty preference with monkeys. Can distinguish only human faces. Humans learn to narrow focus to the species they see in their culture. Sensitive period occurs in 2nd half of 1st year, babies are biologically prepared to zero in on socially meaningful distinctions in one person vs. another.
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Milestones in Face Perception
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Birth- 1 month= prefer simple face like patterns
2-4 months= can distinguish strange from familiar face; prefer mother's face over stranger 5-12 months= can perceive emotional expression on faces |
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Early Face Perception
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Prefer to see something that is organized like a human face
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Intermodal Perception
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make a sense of these running streams of light, sound, tactile, odor, taste information by perceiving them as unified wholes
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Differential Theory
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-search for invariant features of environment
-not stable relationships between features -gradually detect finer and finer features |
