Chpater 9 Flashcards
Indicators for high quality child care center
- Cognitive growth suffers in low quality centers, and accelerates in high quality programs
- Factors for high quality
- Trained caregivers
- Small group size
(leading to sensitivity to individual needs and high levels of verbal stimulation)
Late talker
- fewer than 50 words by age 2, no combinations
- By age 5, 75% will have outgrown this deficit
- Trouble with using third person singular
- Trouble using past tense
- Adult relatives who experienced language delays
Representational skills
The ability to recognize that one object stands for another
advances in childrens thinking
Pretend play
Imaginary companions
advances in childrens thinking
Sociodramatic play
A type of play that involves enactment of roles and stories
May exercise and expand children’s memory and ad linguistic skills.
(Advances in childrens thinking)
Preoperational stage (Paiget)
- childrens use of operations or mental actions or thoughts
- ages 2 to 7
- become capable of representational thought
- reasoning ability still limited
Characteristics (Paigets theory)
- More symbolic than sensorimotor. Sensorimotor representations: mental representation of objects and people that can be manipulated in the mind.
- Inability to engage in operations
- Irreversibility: cannot mentally reverse actions
- Lacks conversation skills. Once a child understands conservation, they have identity concept: the essential sameness of an object despite the physical changes to it.
- Invitive rather than logical thinking: Children begin to use primitive reasoning and want to know the answers to all sorts of questions (4-7 years)
Characteristics (Piaget theory) cont
- Limited by egocentrism: the child cannot distinguish between ones own perspective and someone elses perspective
- Animism: children focus on one characteristic and ignore all others.
- Static thinking: the tendency to attend more to the outcome than to the changes that produced the outcome.
- They cannot do call-inclusion part whole relations of categories: dog is different than an animal
Attention (information processing theory)
the process by which we select information that will be processed further
Information processing theory
Unlike Piaget, this theory suggest a continued growth of many cognitive skills
Memory (information processing)
- Sensory storage
- Short-term memory (20-30 secs)
- Long-term memory (long period)
Recall vs Recognition (information processing)
Recognition memory-ability to identify something that was encountered before
Recall memory-ability to reproduce material from memory
Mistakes in recall (information processing)
- Preschoolers may incorporate fictitious elements into their accounts of real events
- Children’s memories are influenced by their experiences
- Differences in recall are due to blank and blank factors, as well as to type of event being remembered.
Theory of mind
The understanding of inner mental events that people think, imagine, pretend, and wonder about the world around them. EX: mom asks if child ate carrots and the child says blank.
Pre literacy and early mathematical skills
- Affected by culture and context
- Many US children know the alphabet before they start school
- These skills depend on other
- Phonemic awareness, the ability to hear and manipulate the sounds of spoken language
- Exposure to alphabet and printed materials
- Parents who model literacy skills at home
- The reproduction of graphic symbols follow a set of pattern, as do math skills
- One to one correspondence, cardinality: the concept that the last number in a sequence represents quality.
Vygotsky sociocultural approach
Cognitive growth seems to originate in their social experience with older children and adults
Guided Practice (vygotsky)
Support from others
Scaffholding (vygotsky)
changing level of support given as a child begins to master an activity
Zone of proximal development ZPD (vygotsky)
The gap between what can be done alone and what can be done with adult support
Private speech (vygotsky)
- Arises out of children’s internalization of speech they have heard from others
- Especially likely when the child is working on challenging problems
- Declines as the child grows older
- May reappear when confronted by an especially difficult task
- Impact on education: cooperative learning
Language and vocabulary development
by the age of 5 most children are competent speakers of a language and have mastered the basics of semantics, syntax, and pragmatics of the language
Semantics
The meanings associated with words
Syntax
The grammar, rules, of a language
Pragmatics
The practical rules guiding the use of verbal and nonverbal communication in different situations
Fast Mapping
Associating the sound of a word with the concept it stands for
Mutual exclusivity bias
Objects have only one label and words refer to separate non-overlapping categories
syntactic bootstrapping
children use grammatical information to help them work out most likely meaning of a new word
Morphemes
the smallest grammatical units, in a fixed sequence
overregularize
inappropriate use of grammatical rules (foot=foots)
Grammatical development
- Neurological factors underlie development
- general cognitive development also contributes
- also perhaps semantic bootstrapping, using information in word meanings
- is heavily influenced by the language environment
Tv watching and children
- Most successful program is sesame street. 77% or preschoolers and 86% of kindergarteners watch at least once per week. Designed to teach math and literacy skills
- Positive effects: children who watch regularly learn more words, frequent viewers by the age of 5 have higher GPA, long term and short term benefits for watching educational tv
- Negative effects: no link between TV watching t-and involvement in other activities, many shows contain violence, advertisement, positive correlation between TV watching and weight.
- American Academy of Pediatrics recommends 1-2 hours of quality TV viewing
