Chapter 7 Physical and Cognitive Development in Early Childhood Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Physical and Cognitive Development in Early Childhood (1) Physical Development I.Skeletal and brain development II.Influences on physical growth and health (hormones, nutrition, disease, injury) III.Motor Development A.Gross motor development B.Fine motor development

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Physical and Cognitive Development in Early Childhood (2) Cognitive Development IV.Piaget: Preoperational Stage A.Mental representation B.Make-believe play C.Symbol/real-world relations D.Limitations of preoperational thought E.Evaluation of Piaget’s theory

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Physical and Cognitive Development in Early Childhood (3) V.Vigotsky’s Sociocultural Theory A.Zone of proximal development B.Scaffolding VI.Information Processing A.Attention and inhibition B.Memory C.The young child’s theory of mind

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Physical and Cognitive Development in Early Childhood (4) VI. Information Processing (continued) “Mind-Blindness and Autism D.Early childhood literacy E.Early childhood mathematical reasoning VII.Individual differences in mental development A.Kindergarten, preschool, and child care B.Educational media

Development Through the Lifespan Sixth Edition ● Laura E. Berk Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Physical and Cognitive Development in Early Childhood (5) VIII. Language development A.Vocabulary B.Grammar C.Conversation

Physical Development in Early Childhood  Skeletal growth:  new epiphyses emerge  lose baby teeth  Brain development:  rapid growth of the prefrontal cortex  hemispheres continue to lateralize Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Handedness  Reflects dominant cerebral hemisphere:  right-handed (90%)— left hemisphere  left-handed (10%)— both hemispheres  Jointly influenced by nature and nurture:  position in uterus  practice © Elena Stepanova/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Brain Development in Early Childhood  Left hemisphere especially active:  language skills  handedness  Links among parts of the brain increase:  cerebellum  reticular formation  hippocampus  corpus callosum Figure 7.2 Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Influences on Physical Growth and Health  Heredity and hormones:  growth hormone  thyroid-stimulating hormone  Nutrition  Infectious disease:  malnutrition  immunization  Childhood injuries © CandyBox Images/Fotolia Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Nutrition in Early Childhood  Appetite declines  Wariness of new foods is adaptive  Needs a high-quality diet  Imitates others’ food choices  Poor-quality diet is associated with cognitive deficits and behavior problems Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Infectious Disease and Malnutrition  Poor diet depresses immune system  Illness reduces appetite  Diarrhea a danger in developing countries; can be helped by  oral rehydration therapy  zinc supplements © Creativa/Fotolia Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Immunizations  Many U.S. children lack immunizations  Reasons include  cost  parents’ stressful daily lives  misconceptions about vaccine safety © Jaimie Duplass/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Factors Related to Childhood Injuries  Gender and temperament  Poverty, single parenthood, low parental education  Societal conditions:  international differences  teenage parents  shortage of high-quality child care Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

International Death Rates Due to Injury Figure 7.3 (Adapted from World Health Organization, 2008.) Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Motor Development in Early Childhood  Gross-motor skills:  balance improves  gait smooth and rhythmic by age 2  upper- and lower-body skills combine into more refined actions by age 5  greater speed and endurance  Fine-motor skills:  self-help: dressing, eating  drawing and printing Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Progression of Drawing Skills  Scribbles  First representational forms:  draws first recognizable pictures: 3 years  draws boundaries and tadpole people: 3–4 years  More complex drawings: 5–6 years  Early printing: 4–6 years Figure 7.4 (Left: Reprinted by permission from Artful Scribbles by Howard Gardner. Available from Basic Books, an imprint of The Perseus Books Group. Copyright © Right: From E. Winner, “Where Pelicans Kiss Seals,” Psychology Today, 20[8], August 1986, p. 35. Reprinted by permission from the collection of Ellen Winner.) Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Individual Differences in Motor Skills  Gender  Boys excel in skills using force and power  Girls excel in skills using balance and agility  Practice  Adult encouragement © locrifa/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Piaget’s Preoperational Stage  Ages 2 to 7  Gains in mental representation:  make-believe play  symbol–real-world relations  Limitations in thinking:  egocentrism  lack of conservation  lack of hierarchical classification Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Early Childhood Development of Make-Believe  With age, make-believe gradually  detaches from real-life conditions  becomes less self-centered  becomes more complex  Sociodramatic play develops © Lisa Eastman/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Benefits of Make-Believe Play  Contributes to cognitive and social skills  Strengthens mental abilities:  sustained attention  memory  language and literacy  creativity  regulation of emotion  perspective taking © Mat Hayward/Fotolia Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Dual Representation  Viewing a symbolic object as both an object and a symbol  Strengthens around age 3  Adult teaching can help:  experiences with maps, photos, drawings, and make-believe play  pointing out similarities of symbols to real world Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Egocentrism Failure to distinguish others’ viewpoints from one’s own Figure 7.5 Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Animistic Thinking Belief that inanimate objects have lifelike qualities © Rob Marmion/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Conservation Understanding that physical characteristics remain the same when appearance changes:  Centration: focus on one aspect to neglect of others  Irreversibility: inability to mentally reverse a series of steps Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Piagetian Conservation Tasks Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Figure 7.6 Exploring Lifespan Development Third Edition  Laura E. Berk

Piaget’s Class Inclusion Problem Figure 7.7 Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Follow-Up Research on Preoperational Thought Egocentrism  Able to take others’ perspectives  Animistic thinking results from incomplete knowledge of objects Logical thought  Conservation evident on simplified tasks  Reasons by analogy about physical changes Categorization  Hierarchical classification evident in everyday knowledge Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Evaluation of Piaget  Development of logical operations is gradual  Disagreement over whether a preoperational stage really exists  some experts deny the stage approach  others support a flexible stage notion—a related set of competencies develops over an extended period Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Vygotsky’s Sociocultural Theory  Private speech  Zone of proximal development  Scaffolding: support of an “expert” © Blend Images/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Children’s Private Speech  For Piaget, “egocentric speech”  For Vygotsky, the foundation for all higher cognitive processes  Serves a self-guiding function; increases during challenging tasks  Gradually internalized as silent, inner speech Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Zone of Proximal Development Scaffolding:  Adults aid learning by adjusting support to child’s level of performance  Effectiveness varies culturally © Irina Schmidt/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Evaluation of Vygotsky’s Theory  Helps us understand cultural variation in cognition  Focuses on language, deemphasizes other routes to cognitive development  Says little about how basic elementary capacities (motor, perceptual, attention, memory, and problem-solving skills) contribute to higher cognitive processes Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Gains in Information Processing  Attention: inhibition, planning  Memory: recognition, recall, episodic memory  Theory of mind: false belief  Emergent literacy  Mathematical reasoning © David Huntley Creative/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Recognition and Recall Recognition  Noticing that a stimulus is identical or similar to one previously experienced Recall  Generating a mental representation of an absent stimulus  More difficult than recognition Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Episodic Memory  Scripts: memory for familiar everyday events  Autobiographical memory: memory for one-time events © auremar/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Autobiographical Memory  Improves with cognitive and conversational skills  Influence of adult interaction:  elaborative style: fosters organized and detailed personal stories  repetitive style: weak at promoting autobiographical recall Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

The Young Child’s Theory of Mind  Early awareness of mental life: infancy through age 3  Mastery of false belief tasks: around age 4  Factors contributing to mastery of false belief:  language  executive function  social experiences Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Fostering Emergent Literacy  Language skills:  phonological awareness  vocabulary and grammar  Informal literacy experiences:  games  interactive reading  writing  Books for low-SES families © Ami Parikh/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Early Childhood Mathematical Reasoning  Ordinality:  order relationships between quantities  14–16 months  Cardinality:  when counting, last number is the total  3½–4 years © Michael Jay Berlin/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Individual Differences in Early Childhood Mental Development  Factors contributing to individual differences:  home environment  quality of child care, preschool, or kindergarten  child-centered vs. academic  early intervention programs  educational media © auremar/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Features of a High-Quality Home Environment  Stimulation:  toys, games, reading  language  academic  Physical organization  Emotional support  Modeling and encouragement  Variety in stimulation  No physical punishment © Monkey Business Images/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Types of Preschool Child-Centered  Children select from wide variety of activities  Learn through play Academic  Teachers structure learning  Formal lessons:  letter, numbers, colors, shapes  repetition and drill Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Signs of Developmentally Appropriate Practice  Physical setting  Group size  Caregiver – child ratio  Daily activities  Adult – child interactions  Teacher qualifications  Relationships with parents  Licensing and accreditation Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Educational Media  Television is most common form  Slow-paced, narrative programs are most effective:  gains in early literacy, math skills  more elaborate make-believe play  higher academic achievement  Excessive entertainment TV can be harmful Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Learning with Computers  Can support writing skills  Improves problem solving and metacognition  Excessive use for entertainment can be harmful © InesBazdar/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Language Development in Early Childhood  Vocabulary: fast-mapping  Grammar: overregularization  Conversation: pragmatics  Supporting language development:  recasts  expansions Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Vocabulary Development  Fast-mapping:  object names  verbs  modifiers  Coins new words  Uses metaphors © Monkey Business Images/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Strategies for Word Learning  Mutual exclusivity bias  Shape bias  Cues in sentence structure  Rich social information © Levranii/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Grammatical Development  Basic rules:  subject–verb–object structure between ages 2 and 3  small additions to sentences to express meaning: “-s,” variations of “to be”  Overregularization  Complex structures: question-asking, passive voice, embedded sentences, indirect objects Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Pragmatics  2-year-olds can engage in effective conversation  By age 4, adjusts speech to fit listener’s age, sex, social status  Challenging situations, such as telephone conversations © Roger costa morera/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

Supporting Early Childhood Language  Conversation with adults  Recasts: restructuring inaccurate speech to correct form  Expansions: elaborating on children’s speech © Jenkedco/Shutterstock Copyright © 2014, 2011, 2008 by Pearson Education, Inc. All Rights Reserved. Exploring Lifespan Development Third Edition  Laura E. Berk

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