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Child Development > Chapter 9 > Flashcards

Chapter 9 Flashcards

1
Q

Pre-Operational Stage

A

Ages 2 to 7 yrs

Defined by increase in capacity for mental representations

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2
Q

How do children develop mental representations?

A

Sensorimotor activity —> internal images —> labeling with words

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3
Q

Imaginary Play

A

Before age 2: detaches from real life conditions

After age 2: becomes less self-centered and more flexible

Age 3: includes complex combinations of schemes; can take part in socio-dramatic play, or the make-believe with others that increases rapidly in complexity during early childhood

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4
Q

Why is imaginary play important?

A 
◦  Social competence 
◦  Sustained attention 
◦  Inhibiting impulses 
◦  Memory
◦  Logical reasoning
◦  Language
◦  Literacy
◦  Creativity
◦  Perspective-taking
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5
Q

Symbolic Representation and Reality

A

Dual representation: viewing a symbolic object as both an object in its own right and a symbol

When does this ability develop?
NOT at 2.5 yrs of age, but at approximately 3 yrs (DeLoache,
1987)

HOWEVER—
◦ Adult intervention
◦ Realistic pictures
◦ Exposure to diverse symbols

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6
Q

Limitations of Preoperational Thought:

Egocentrism & Animistic thinking

A

Egocentrism

Egocentrism: failure to distinguish the symbolic viewpoints of others from one’s one

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7
Q

Limitations of Preoperational Thought

Inability to conserve

A

What is conservation?
Typically a product of CENTRATION & IRREVERSIBILITY

Conservation Flaws: They focus on one aspect of a situation, neglecting other important features (looking at only the height of the juice in the glass)

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8
Q

Limitations of Preoperational Thought

Lack of Hierarchical Classification


A

…..

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9
Q

Follow-up research on preoperational thought

A

Piaget underestimated children’s abilities
◦ Children do not consistently show egocentric thinking
◦ Preschool children can hierarchically classify (Markman, 1990)
◦ Conservation errors stem from underdeveloped language skills (Mehler & Bever, 1968; McGarrigle & Donaldson, 1974)

Kids partake in prosocial behavior
Can classify better when asked in a way that they understand

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10
Q

Egocentric

A

What does the mountain task require?

Talk to adults vs. peers (Gelman & Schatz, 1978)

Prosocial behavior

Name on paper

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11
Q

Private speech

A

Children’s self directed talk

People used to think it meant that the kid was crazy, but it is actually builds on child’s emerging cognitive abilities

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12
Q

Social origins of early childhood cognition

Effective Social Interaction

A

Intersubjectivity: the process by which two participants who begin a task with different understandings arrive at a shared understanding

Scaffolding: adjusting the support offered during a teaching session to fit the child’s current level of performance

More successful independent attempts
Advanced cognitive development

Guided Participation refers to shared endeavors between more expert and less expert participants without specifying the precise features of communication

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13
Q

Information Processing

Gains in cognitive functions:

A

◦ Attention
◦ Impulse control
◦ Working memory
◦ Planning

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14
Q

Information Processing:

Attention

A

Sustained attention increases sharply between 2 and 4 years.

Inhibition
◦ Responding with the opposite of the dominant stimulus
◦ Helpful parents
◦ Learning Aids

Planning
◦ Children can participate in planning if there aren’t too many options

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15
Q

Information Processing:

Memory

A

Easier to study in early childhood because they have language and some retention

Recognition & Recall
◦ Memory strategies

Memory for Everyday Experiences
◦ Episodic Memory
◦ Memory for familiar events
◦ Memory for one-time events

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16
Q

Evaluation of Vygotsky’s theory

A

Says little about basic motor, perceptual, attention, memory, and problem solving skills contribute to socially transmitted higher cognitive processes

Probably best to mold this with Piaget’s theory

17
Q

Autobiographical Memory

A

Two styles of caregiver–child communication:

Elaborative Style and
Repetitive Style

Elaborative Style:
•  Follows child’s lead
•  Asks varied questions
•  Adds information
•  Volunteers own recollections
Repetitive Style:
•  Provides little information
•  Keeps repeating same
questions
•  Ignores child’s interest

Elaborative style leads to better recall and more organized, detailed personal stories one to two years later.

18
Q

Information Processing:

Problem Solving

A

Children experiment with many ways of problem solving

Overlapping waves theory:
when given challenging problems, children try out various strategies and observe which work best, which work less well, and which are ineffective;
select strategies based on accuracy and efficiency

19
Q

Information Processing:

Theory of Mind

A

Metacognition:
Thinking about thought

Milestones:
◦ Age 1: view others as intentional beings who are available for communication
◦ Age 2: aware of others’ emotions and desires
◦ Age 3: realize that thinking is internal, but focus on desires
◦ Age 4: realize both beliefs and desires determine behavior; awareness of false beliefs

20
Q

Information Processing:

Factors Contributing to Preschoolers’ Theory of Mind

A

◦ Language and verbal reasoning
◦ Cognitive skills
◦ Make-believe play
◦ Social interaction

21
Q

False-Belief

A

….

22
Q

Information Processing:

Early Literacy Development

A

◦ Emergent Literacy: children’s active efforts to construct literacy knowledge through informal experiences

◦ At first, children rely on sounds of letters
◦ Phonological Awareness
◦ What can parents & teachers do to increase a child’s likelihood of success in future reading endeavors?

23
Q

Supporting Emergent Literacy in Early Childhood

A

◦ Provide literacy-rich homes and preschool environments.
◦ Engage in interactive book reading.
◦ Provide outings to libraries, museums, parks, zoos, and other community settings.
◦ Point out letter–sound correspondences, play rhyming and language–sound games, and read rhyming poems & stories.
◦ Support children’s efforts at writing, especially narrative products.
◦ Model literacy activities.

24
Q

Information Processing:

Mathematical Development

A

Builds on informal knowledge

Ordinality
◦ Order relationships between quantities
◦ Emerges at 14-16mo

Cardinality
◦ Last number when counting is the total.
◦ Mastered by 3.5-4 years

Estimation

25
Q

Early Childhood Intelligence Tests

A 
Wider range:
◦  Verbal
◦  Memory
◦  Quantitative
◦  Spatial Reasoning

Lower SES tend to get anxious during testing

Stabilize at 6–7 yrs

26
Q

Home Observations for Measurement and Environment

A

Assess intellectual growth support of 3- to 6- year-olds’ home life

Home with educational toys and books

Warm and affectionate parents
◦  Stimulate language
◦  Academic knowledge
◦  Arrange interesting outings
◦  Demand socially mature behavior 
◦  Resolve conflict with reason
27
Q

Preschool, Kindergarten, and Child Care

A

More than 60% of children in child care or preschool

Preschool: planned educational experiences
◦ Range from child-centered to academic programs

Child care: program designed for child supervision

Some states offer government-funded pre-kindergarten programs located within public schools to all 4-year olds

28
Q

Early Intervention for At-Risk Preschoolers

A

Project Head Start
◦ Began in 1965
◦ Currently serves 904,000 children
◦ Provides children with a year or two of preschool, along with nutritional and health services

How successful are interventions?

Intense analysis of 7 different programs
◦ Gains in IQ and achievement during first 2-3 years
◦ Less likely to be placed in special education or retained in a grade
◦ Greater number graduated from high school

Perry Preschool Project

29
Q

Child Care

A

Substandard child care can impair
cognitive and social skills and psychological well-being.

Good child care enhances language, cognitive, and social development, especially for low-SES children.

Center-based care is more strongly linked to cognitive gains than home-based care.

30
Q

Signs of Developmentally Appropriate Early Childhood Programs

A

Safe, clean, richly equipped physical setting

No more than 18–20 children with 2 teachers

No more than 8–10 children with each teacher

Small-group and individual activities chosen by children

Positive adult–child interactions

Specialized, college-level teacher preparation

Encouragement of parent observation and participation

State licensing and voluntary accreditation (NAEYC, NAFCC)

31
Q

Educational Media

A

Time spent watching educational programs (such as Sesame Street) leads to
◦ gains in early literacy and math skills.
◦ academic progress in elementary and high school.

Background TV viewing
◦ impairs sustained attention.
◦ decreases quantity and quality of parent–child interaction.
◦ delays acquisition of reading skills.

32
Q

Language Development

A

By age 6 children have acquired about 10,000 words

Fast mapping: connecting words with their underlying concepts after only a brief encounter

How do children discover which concept each word picks out?

33
Q

Mutual Exclusivity Bias

A

The assumption that only one label can be applied to each object in early word learning

Bias might cause an infant to map a novel word onto an unfamiliar object

Child is presented with a duck and a novelty object.
When asked to identify a “blicket,” the child will point to the unfamiliar object, because he knows the word duck and he knows what a duck has looked like in his past. So he associates the new object with the new word “blicket”

34
Q

Syntactic Bootstrapping

A

Discovering word meanings by observing how words are used in syntax

How are words used in the context of a sentence?

“This is a citron one.” 
# must indicate a property of the car
“That lemon is a bright citron.” 
# must indicate a property of the lemon

“Joe has to wear a muzzle, so he doesn’t lick guests”

“You can call it a flying car, but it is better to say airplane.”

35
Q

Grammar

A

Overregularization – applying rules to words that are
exceptions

“Look at those gooses”
“She goed to the store”
“I have two foots”

Age 4 to 5 years – forming more complex sentences
“I think he will come.”
“Mom will come back tomorrow, right?”
“She gave her best friend the candy.” referring to indirect objects

36
Q

Explaining Grammar Development

A

Grammatical development is an extended process…
Does this support Noam Chomsky’s views?

Semantic bootstrapping: relying on word meanings to figure
out grammatical rules
! “agent qualities” (things that cause actions) = subjects ! “action qualities” = verbs

Observe structure of language

37
Q

Conversation

A

Around age 2, preschoolers begin to master pragmatics

Presence of sibling helps children acquire pragmatics

By age 4, children adapt language to social expectations

From age 4 – 8, telephone talk improves significantly


38
Q

How can caregivers support language learning?

A

Conversational give-and-take

DO NOT overcorrect

DO
◦ Recast: restructure incorrect speech into correct form
“I goed to the park.”
“Yes. We went to the park yesterday.”
◦ Expansion: elaborating on children’s speech, increasing its
complexity
◦ Listen attentively, elaborate, model, stimulate child’s talk further

Child Development (19 decks)

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