Module 24: Expected Development in Early Childhood Flashcards
Expected Development at 3 years old
+ Children begin to lose their babyish roundness and takeon the slender, athletic appearance of childhood
+ Brain is approximately 90% of adult weight
+ Cannot turn or stop suddenly or quickly
+ Can jump a distance of 15-24 inches
+ Can ascend a stairway unaided, alternating feet
+ Can hop
+ Handedness is evident
+ All primary teeth are evident
+ Can now pick up tiny objects between their thumb and forefingers (tho still clumsy)
+ Know the difference between reality and imagination
+ Can use 900 to 1000 words
+ Typically begin to use plurals, possessives, and past
tense
Expected Development at 4 years old
+ Peak of the density of synapses in the prefrontal cortex
+ More effective control of stopping, starting, and turning
+ Can jump a distance of 24-33 inches
+ Can descend a long stairway alternating feet if supported
+ Able to categorize objects to identify similarities and differences
+ Can tell the differences in size
+ They conversate in sentences and may be declarative, negative, interrogative, or imperative
+ Can recognize facial expressions, recognize emotions thru vocal cues and body postures
Expected Development at 5 years old
+ Can start, turn, and stop effectively in games
+ Can descend a long stairway, unaided
+ Run hard and enjoy races with each other
+ Hand, arm, and body move together under better command of the eye
+ Can now count to 20 or more and know the relative sizes of the numbers 1 through 10
+ Speech is quite adultlike
+ Children understand the public aspects of emotions (understand the things that causes others to be sad or happy)
Expected Development at 6 years old
+ Brain is 90% of its peak volume
+ Permanent teeth begins to appear
+ Has an expressive vocabulary of 2,600 words and understands more than 20,000
Expected Development at 7 years old
Children start to understand that mental states can drive emotions
Handedness
the preference of using one hand over the other
What is true about left-handedness?
Left-handedness run in families
What are 3-5 year old children more proficient with?
3-5 yr old children are more proficient with language than younger children
Fast Mapping
allows a child to pick up approximate meaning of a new word after hearing it only once or twice in conversation
What part of speech is easier to fast map than all the others?
Nouns are easier to fast map than verbs
Syntax
a concept and involves the rules for putting together sentences in a particular language (grammar)
Pragmatics
practical knowledge of how to use language to communicate (communication itself)
Social Speech
speech intended to be understood by a listener
Private Speech
talking aloud to oneself with no intent to communicate with others (Egocentric Speech)
Vygotsky
+ Private Speech
+ Learning Process
Piaget
+ Egocentric Speech
+ Immature
Emergent Literacy
development of fundamental skills that eventually lead to being able to read
What promotes emergent literacy?
Social interaction promotes emergent literacy
Self-Concept
our total picture of our abilities and traits
When do children’s self-concept change?
Children’s self-definition typically change between ages 5 and 7
How will children begin to describe themselves at the age of 7 years old?
At about 7, children will be able to describe themselves in terms of generalized traits
Self-Esteem
self-evaluative part of the self-concept, the judgement children make about their overall worth
Self-esteem of Children
Children’s self-esteem tends to be unidimensional (either good or bad)
What happens when children whose self-esteem is contingent on success begin to fail?
Children whose self-esteem is contingent on success tend to become demoralized when they fail
What happens when children whose self-esteem is not contingent on success begin to fail?
Children with noncontingent self-esteem tend to attribute failure or disappointment to factors outside themselves or to the need to try harder
Emotional self-regulation
helps children guide their behavior and adjust their responses to meet societal expectations
Play
is vitally important to development and has significant current and long-term functions
What does play enable children to do?
Enables children to engage with the world around them, use imagination, to discover flexible ways to use objects and solve problems, and to prepare for adult roles
Social Cognitive Theory
observation enables children to learn much about gender-typed behaviors before performing them
Cognitive Levels of Play
- Functional Play (Locomotor Play or Sensorimotor Play)
- Constructive Play (Object Play or Practice Play)
- Dramatic Play (Pretend Play, Fantasy Play, Imaginative Play)
- Formal Games
Functional Play (Locomotor Play or Sensorimotor Play)
simplest level; begins during infancy, consisting of repeated practice in large muscular movements
Constructive Play (Object Play or Practice Play)
use of objects or materials to make something
Dramatic Play (Pretend Play, Fantasy Play, Imaginative Play)
involves imaginary objects, actions, or roles
Formal Games
organized games with rules, procedures, and penalties
6 Types of Play by Parten (1932)
- Unoccupied Behavior
- Onlooker Behavior
- Solitary Independent Play
- Parallel Play
- Associative Play
- Cooperative or Organized Supplementary Play
Unoccupied Behavior
6 Types of Play by Parten (1932)
child does not seem to be playing but watches anything of momentary interest
Onlooker Behavior
6 Types of Play by Parten (1932)
child spends most time watching others play
Solitary Independent Play
6 Types of Play by Parten (1932)
child plays alone
Parallel Play
6 Types of Play by Parten (1932)
plays beside the other children independently
Associative Play
6 Types of Play by Parten (1932)
children talk, borrow, and lend toys, follow each other around and play similarly
Cooperative or Organized Supplementary Play
6 Types of Play by Parten (1932)
child plays in a group organized for some goal – to make something, play formal game, or dramatize a situation
Reticent Play
combination of Unoccupied and Onlooker categories is often a manifestation of shyness
Social Play
involves interaction with peers
Constructive Play
combines sensorimotor/practice play with symbolic representation
Games
activities that children engage in for pleasure and that have rules
When does Sex Segregation become more prevalent?
Sex Segregation is common among preschoolers and becomes more prevalent in middle childhood
Gender Segregation
a phenomenon wherein girls tend to select other girls as playmates, and so boys
Discipline
refers to methods of molding character and of teaching self-control and acceptable behavior
External Reinforcements
may be tangible or intangible; it must be seen as rewarding and received fairly consistently after showing desired behavior
Internal Reinforcements
a sense of pleasure or accomplishment
When does punishment become effective?
+ Punishment, if consistent, immediate, and clearly tied to the offense, may be effective
+ Administered calmly, in private, and aimed at eliciting compliance not guilt
+ Effective when accompanied with short explanation
+ The desired behavior should be clear
Corporal Punishment
the use of physical force with the intention of causing a child to experience pain but not injury for the purpose of correction or control of the child’s behavior
Inductive Techniques
+ designed to encourage desirable behavior or discourage undesirable behavior by settling limits, demonstrating logical consequences of the action, explaining, discussing, etc.
+ to consider how her actions would affect others
Power Assertion
intended to stop or discourage undesirable behavior through physical or verbal enforcement
Withdrawal of Love
include ignoring, isolating, or showing dislike for a child
What are social emotions attached to?
Social emotions are usually attached to their parents
