1. Physical and Cognitive Development in Early Childhood
Chapter 7
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2. Chapter Outline Physical changes Cognitive changes
Language development
Early childhood education
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3. Physical Changes Body growth and change Motor development Sleep
Nutrition and exercise
Illness and death
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4. Body Growth and Change Height and weight
Average growth is 2.5 inches and 5 to 7 pounds per year during early childhood
Growth patterns vary individually
Two most important contributors to height differences
Ethnic origin and nutrition
Growth hormone deficiency: Produced by the pituitary gland to stimulate the body to grow
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5. Body Growth and Change The brain Changes in child’s brain structure
Brain growth slows during early childhood
Brain reaches 95% of adult volume by 6 years
Changes in child’s brain structure
Myelination: Nerve cells are covered and insulated with a layer of fat cells
Rapid, distinct spurts of growth especially in the frontal lobes
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6. Figure 7.1 - A Myelinated Nerve Fiber
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7. Motor Development Gross motor skills Fine motor skills
Simple movements at age 3
More adventurous at age 4
Hair-raising risks at age 5
Fine motor skills
Still clumsy at 3 years
Improved fine motor coordination at 4 years
Body coordination by 5 years
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8. Sleep Should sleep 11-13 hours each night without interruption
Can experience narcolepsy, insomnia, and nightmares
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9. Sleep Children’s sleep problems and negative developmental outcome
Alcohol use problems in adolescence
Attention problems
Impaired brain development
Overweight
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10. Nutrition and Exercise
Overweight young children
Serious health problems in early childhood
Strongly influenced by caregivers’ behavior
Categories for obesity, overweight, and at risk for being overweight
Determined by body mass index (BMI)
U.S. has second highest rate of childhood obesity
Exercise should be a daily occurrence
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11. Nutrition and Exercise
Malnutrition in young children from low-income families
11 million preschool children are experiencing malnutrition
Biggest problem is iron deficiency anemia
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12. Illness and Death The United States
Leading causes of death in U.S. children are:
Motor vehicle accidents
Cancer
Cardiovascular disease
Children’s safety
Environmental tobacco smoke
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13. Figure 7.2 - Main Causes of Death in Children 1 through 4 Years of Age
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14. Illness and Death State of illness and health of the world’s children
Devastating effects of health occur in countries with high poverty rates
Dramatic increase in deaths due to HIV/AIDS, especially in poor countries
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15. Cognitive Changes Piaget’s preoperational stage Vygotsky’s theory
Information processing
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16. Piaget’s Preoperational Stage
Piaget’s second stage
Ages 2 to 7 years
Children represent the world with words, images, and drawings
Form stable concepts and begin to reason
Cognitions are dominated by egocentrism and magical beliefs
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17. Piaget’s Preoperational Stage
Operations: Reversible
Mental actions that allow children to do mentally what they formerly did physically
Symbolic function substage: Child gains the ability to mentally represent an object that is not present
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18. Piaget’s Preoperational Stage
Egocentrism: Inability to distinguish one’s own perspective from someone else’s
Animism: Belief that inanimate objects have lifelike qualities and are capable of action
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19. Figure 7.4 - The Three Mountains Task
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20. Piaget’s Preoperational Stage
Intuitive thought substage: Children use primitive reasoning and want to know the answers to questions
Centration and the limits of preoperational thought
Centration: Centering attention on one characteristic to the exclusion of all others
Conservation: Altering a substance’s appearance does not change its basic properties
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21. Figure 7.6 - Piaget’s Conservation Task
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22. Figure 7.7 - Some Dimensions of Conservation: Number, Matter, and Length
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23. Vygotsky’s Theory
Children think and understand primarily through social interaction
Zone of proximal development (ZPD): Range of tasks that are too difficult for the child alone but that can be learned with guidance
Scaffolding - Changing the level of support
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24. Vygotsky’s Theory Language and thought
Children use speech to communicate socially and to help them solve tasks
Private speech - Use of language for self-regulation
Inner speech becomes their thoughts
More private speech = more social competence
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25. Vygotsky’s Theory
Teaching strategies - Vygotsky’s theory can be applied to education
Assess child’s ZPD
Use the child’s ZPD in teaching
Use more-skilled peers as teachers
Place instruction in a meaningful context
Transform the classroom with Vygotskian ideas
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26. Vygotsky’s Theory Evaluating Vygotsky’s theory
Social constructivist approach: Emphasizes social contexts of learning and asserts that knowledge is mutually built and constructed through social interaction
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27. Figure 7.10 - Comparison of Vygotsky’s and Piaget’s Theories
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28. Information Processing
Attention – Focusing of mental resources on select information
Executive attention
Action planning
Allocating attention to goals
Error detection and compensation
Monitoring progress on tasks
Dealing with difficult circumstances
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29. Information Processing
Sustained attention: Focused and extended engagement with:
Object, task, event, or other aspect of the environment
Deficiencies in attention
Salient versus relevant dimensions
Planfulness
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30. Information Processing
Memory - Retention of information over time
Short-term: Individuals can retain information up to 30 seconds with no rehearsal
Assessing short-term memory - Memory-span task
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31. Figure 7.12 - Developmental Changes in Memory Span
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32. Information Processing
How accurate are young children’s long-term memories?
There are age differences in children’s susceptibility to suggestion
There are individual differences in susceptibility
Interviewing techniques can produce substantial distortions in children’s reports about highly salient events
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33. Information Processing
Executive functioning:
Umbrella-like concept that consists of:
Higher-level cognitive processes linked to the development of the brain’s prefrontal cortex
Managing one’s thoughts to engage in goal-directed behavior and self-control
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34. Information Processing
Theory of mind: Awareness of one’s own mental process and the mental processes of others
Developmental changes
Age 18 months–3 years - Children begin to understand three mental states
Perceptions, desires, and emotions
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35. Information Processing
Age 3 to 5 years - Children understand false beliefs
Age 5 to 9 years - Appreciation of the mind
Age 7+ years - Understand the beliefs and thoughts of others
Individual differences
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36. Figure 7.14 - Developmental Changes in False-Belief Performance
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37. Language Development Understanding phonology and morphology
Changes in syntax and semantics
Advances in pragmatics
Young children’s literacy
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38. Understanding Phonology and Morphology
During preschool years, children:
Become sensitive to the sounds of spoken words
Produce all the sounds of their language
Demonstrate a knowledge of morphology rules
Use plurals, possessives, prepositions, articles, and verb forms
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39. Changes in Syntax and Semantics
Learn and apply rules of syntax
Children learn the words
They hear most often
For things and events that interest them
Better in responsive and interactive contexts than in passive contexts
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40. Changes in Syntax and Semantics
Best in contexts that are meaningful
Best when they access clear information about word meaning
Best when grammar and vocabulary are considered
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41. Advances in Pragmatics
Adapt their speech in different settings
Young children’s literacy
Positive orientation toward reading and writing must be developed
Importance of early language skills
Phonological awareness
Readiness for school
Reading achievement in high school
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42. Early Childhood Education
Variations in early childhood education
Education for young children who are disadvantaged
Controversies in early childhood education
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43. Variations in Early Childhood Education
Child-centered kindergarten: Education of the whole child and concern for his or her physical, cognitive, and socioemotional development
Montessori approach: Child is given freedom and spontaneity in choosing activities
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44. Variations in Early Childhood Education
Developmentally appropriate and inappropriate education
Developmentally appropriate practice (DAP): Typical developmental patterns of children and the uniqueness of each child
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45. Early Childhood Education
Education for young children who are disadvantaged
Project head start: Compensatory program designed to provide children from low-income families:
Opportunity to acquire the skills and experiences important for success in school
Controversies in early childhood education
Curriculum controversy
Universal preschool education
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