Chapter 5 Flashcards
Physical growth
Average growth 2.5 inches and 5-7 lbs a year.
Girls slightly smaller-lighter until puberty. Trunks and Legs lengthen.
Head more proportional ; overall decline in body fat
Girl have more fatty tissue/boys muscle tissue
Genetics, ethnicity, nutritional, prenatal problems, experiences, and SES factors can affect children’s height differences.
The Brain in Early childhood
Brain growth not as paid as during infancy
Brain reaches 95% if adult volume by 6 years
Rapid, distinct spurts of growth in the frontal lobes
Poverty and Parenting quality linked to development of the brain
Increasing maturation due to experiences
From 3-6 dramatic growth Prefrontal cortex.
Planning actions, attention and language development
Before Age 5
90% of a child’s brain development happens before age 5
10% child brain development happens after 5
Number and Size of Dendrites increase and myelination continues
Myelination in the areas related to hand-eye coordination not complete until 4 years.
Poverty and parenting quality linked to development of brain (lower school readiness & cortical delays)
Gross Motor Development
Higher motor proficiency in preschool is linked with higher physical activity in adolescence.
Lower Motor competence, lower motivation for sports % self worth than higher motor
Sleep in Early childhood
Who guidelines: 3-4 year old 10-13 hours of good quality sleep. Sleep is linked to parental influences and quality interactions. Nightmares at 24 months of age and restless sleep at 48 months: ADHD at 11 years old.
Exercise in Early Childhood
WHO guidelines of physical activity
Infants- toddlers (1-3) >30 minutes of structured PA and > 60 minutes of unstructured PA throughout the day
Preschoolers (3-5) >60 minutes of structured PA AND>60 minutes of unstructured PA throughout the day. Games such as tag or follow leader; playing on the playground; walking, running, skipping, jumping, swimming, playing games that require catching and throwing.
Obesity in early childhood
Obesity is defined as body max index (BMI) at or above the 95th percentile of the CDC sex specific BMI for age growth charts.
Death in early childhood
Children in poverty have higher rates of accidents, death and asthma.
Children exposed to tobacco smoke are more likely to develop asthma, hyperactivity and conduct problems.
Low income countries die before 5 years of age due to dehydration/malnutrition from diarrhea.
Piaget’s Preoperational Stage
Piaget’s second stage ( age 2-7 years).
Children represent the world with words, images, and drawings.
Symbolic thought goes beyond simple connections of sensory information and physical action.
Stable concepts are formed and begin to reason “mental reasoning” Conditions dominated by egocentrism and magical beliefs “animism”.
2 substages (symbolic function and intuitive thought).
Preconceptual stage or symbolic stage
2-4 years
Finds seriation tasks very difficult
Shows limited syncretic thought, finding it difficult to concentrate on more than two objects.
Intuitive substage
4-7 years
Can do seriation tasks (often after trial and error)
Can perform syncretic tasks accurately
Piaget’s preoperational substages
Symbolic Function Sub- Stage
2-4 years
Child gains the ability to mentally represent an object that is not present.
Egocentrism-Inability to distinguish one’s own perspective from someone else’s
Animism- belief that inanimate objects have like qualities and are capable of action.
Mountain three tasks shows a child’s perspective from where he or she is sitting on page 151.
Symbolic Function
Sub- Stage
2-4 years
Child gains the ability to mentally represent an object that is not present.
Egocentrism
Inability to distinguish one’s own perspective from someone else’s
Animism
belief that inanimate objects have like qualities and are capable of action. Ex Mountain three tasks shows a child’s perspective from where he or she is sitting on page 151.
Intuitive function sub- stage
Children use primitive reasoning and want to know the answers to questions
THE WHY STAGE
The limits of preoperational thought: centering attention on one characteristic to the exclusion of all others.
Conservation task
altering a substance’s appearance does not change its basic properties.Preoperational child’s inability to mentally reverse actions applies to numbers, length, volume and area.
Vygotsky’s sociocultural theory of cognitive development
-Children think and understand through social interaction
Vygotsky’s Zone of Proximal development
Range of tasks too difficult for the child alone but can be learned with guidance.
Lower limit can be achieved by child alone.
Upper limit with adult guidance and instruction.
Other limits can’t be achieved yet.
Children think and understand through social interaction.
Vygotsky’s theory
Scaffolding involves changing the level of support during a teaching session- close, direct instruction is reduced; as competence increases less guidance.
Vygotsky vs piaget theories table
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Language
Language is used for social communication, solving tasks, and monitoring one’s own behavior
Theory of mind
refers to awareness of one’s own mental processes and the mental processes of others. Beyond the age of 5 children develop a deepening appreciation of the mind itself rather than just mental states.
Age 2-3 Children understand perceptions, emotions and desires
Age 4-5 understand false beliefs (beliefs that aren’t true)
Beyond 5 deeper understanding of the mind.
Vygotsky’s theory and Language
Language and thought
Children use speech to communicate socially and to hellp them solve tasks.
Young children also use language to plan, guide, and monitor to their behavior
Private speech
refers to this use of language for self regulation
When they gain the skill to act without verbalizing, they have internalized their egocentric speech in the form of inner speech. Private speech plays a positive role in development.
Executive function
High level cognitive processes linked to the development of the prefrontal cortex. - Involves managing one’s thoughts to engage in
Goal oriented behavior
Use of self control
Cognitive inhibition
Delay of gratification
phonology -
the rules of speech sounds, how phonemes are used
Morphology-
rules of word structure, how morphemes are used
Syntax
- rules of sentence structure
semantics
- rules of relating to meaning of language
Pragmatics-
rules that occur within social situations.
Language Development milestones
Be understood by an adult who does not talk with the child every day. Speak in complete sentences of at least five words.
Speak in complete sentences of at least five words
Follow directions/commands that have at least two-three different steps, such as “Find your coat and put it on”
Answer basic questions who,what,where, why
Talk about activities done at preschool & home etc.
Listen to simple stories and apply rules of syntax
Language’s Rule System
Phonology- the sound system of a language. EX: During the preschool years, most children become sensitive to the sounds of spoken words. Capable of producing all the sounds of their language 3ed bday can produce all vowel and most consonant sounds.
Morphology
the units of meaning in word formation. EX :As children move beyond two-word utterances, they demonstrate a knowledge of morphology rules such as plural and possessive forms of nouns. Appropriate verb endings. Prepositions, articles, and forms of to be Units of meaning in word formation (walks vs walked).
Fast mapping
Fast Mapping
Keep learning the meaning of new words. 1st grade 14.00 words
Syntax-
the way words are combined to form acceptable phrases and sentences. Preschool children show a growing mastery of complex rules of how words should be ordered.
Semantics
the meaning of words and sentences. Vocabulary development is dramatic.
Fast mapping
: a process in which young children learn the connection between a word and its referent quickly after only limited exposure.
“Initial connection between a word and its referent after only limited exposure. Ex “get the nut block not the blue one”
PRAGMATICS -
appropriate use of language in different contexts. Children learn culturally specific rules of conversation and adapt their speech in different settings.
As they get older, they become increasingly able to talk about things that are not here and not now. Around 4 to 5 years old, they learn to change their speech style to suit the situation.
Strategies that enhance vocabulary.
Children learn the words they hear most often
Children learn words for things and events that interest them
Children learn words best in responsive and interactive contexts rather than passive contexts
Children learn words best in contexts that are meaningful
Children learn words best when they access clear information about word meaning
Children learn words best when grammar and vocabulary are considered.
