HDFS 105 1st Edition Lecture 9 Outline of Last Lecture I. Review for Exam 1 Outline of Current Lecture I. Seven developmental areasII. Physical changesIII. Measuring intelligenceIV. Howard Gardner- Types of IntelligenceV. PiagetVI. Language development- 3 types of theories VII. Informational processingVIII. Theory of mindIX. Terms from linguistics X. Preschooler’s learning Current LectureI. 7 developmental areasA. Large motor: strength- limbs, torso, balance B. Fine motor: hands, fingers, eye-hand coordination C. Cognitive: thinking and problem solving skills D. Language: speaking, writing, communication E. Creative: self-expression, creative thinking, arts (using what is known and express it in new creative ways) F. Social: cooperation, relationships (taking turns) G. Emotional: attachment, self-esteem, self-control (leads to good behavior) II. Physical changesA. Growth rate slows after infancyB. Proximodistal and cephalocaudal development continue- impact fine and large motor skills C. Body slims, trunk lengthens, head still a bit large for bodyD. Growth patterns vary- both heredity and environmental influencesE. Good nutrition and exercise important II. Measuring intelligence These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.A. IQ tests use a single number to describe several areas of intelligence- compares with others of same age (not very good for preschoolers; everyone is on their own developmental curve/independent scale) B. Developmental Portfolios- use observation, samples, anecdoctal reports to document individual child's growth and progress (good but time consuming; samplesof their scribbles/drawings; observing each child's improvements) C. Milestone checklists use benchmarks based on the average child at a given age and compare IV. Howard Gardner- Types of Intelligence (Specific skills/areas people are good at; not everyone learn best the same way) a. Linguistic b. Logical-mathematical c. Spatial d. Musical e. Bodily-kinesthetic f. Interpersonal (good with collaboration with others) g. Intrapersonal (know themselves well and what they are best at)h. Naturalist (nature and biological sciences)V. Piaget a. Pre-operational stage (2nd stage) Age 2-7b. Children develop language capability c. Children develop symbolic thinking ability d. Children learn from exposure to materials in their environmente. Children learn through hands-on manipulation of materials (assigning symbols to what they know) f. Egocentrism- can’t share other's perspectives yet (everything in the world is focused on them; affects social skills in early childhood years) g. Conservationi. Understanding that the quantity or amount of something stays the same when it changes in shape or appearanceii. Most preschooler's can't do this yet. Why not? --> they don't pay attention to transformation/change (ex. They think that the same amount of water put into a taller glass has more water) iii. Centering- they focus on 1 feature of a situation at a time VI. Language Development: 3 types of theoriesa. Nativist- Chomsky- inborn abilityb. Behaviorist- learn through positive and negative feedback systems (gets praised when they say a new word and they repeat the word more) c. Socio-linguistic- Vygotsky- children learn through interaction with more experiencedpeers and with adults- Zone of Proximal Development (simply exposing them to the sound of language on television, etc. is not enough, they must physically interact with others and have an actual conversation back and forth)i. Language and thought support one another!II. Information processinga. Based on Piaget and Vygotsky's theories: i. How a child attends to select certain information, sustains attention, decides what to focus attention onii. Learning to control and sustain attention supports school readiness II. Theory of minda. Awareness of one's own mental processesb. This changes through early childhood c. Helps children understand their own emotions (earlier years, they don't have self-soothing techniques) d. Helps guide behavior e. It is thought that children with autism have difficulty developing theory of mind, understanding others' emotions, beliefs II. Terms from linguisticsa. Phonology- sounds we use and combine b. Morphology- meaning of words forms- nouns, plurals, verb endings, prepositions c. Pragmatics- use of language in various contexts, yesterday, tomorrow, change speechstyle to fit the situationd. Syntax- rules for phrases, order of wordse. Semantics- meaning of words II. Preschooler's learninga. How can we encourage development of language, analytical thinking and reasoning in preschool children? i. Play with them! Read to them! Listen to their ideas! Offer real hands on, open-ended experiences! Offer varied materials for them to explore!b. What do children learn at preschool and daycare?i. They should be stimulated and offered activities providing experience and opportunity to grow and develop in all 7 developmental areas ii. Academic ideas are included, but learning happens through play and experienceiii. Drill and practice activities, worksheets, are inappropriate methods for preschool children! b. Dramatic playi. Pretend play with peers provides opportunities for growth in: 1. Social skills and negotiation2. Language and communication3. Imagination4. Creativity5. Opportunities to work out real life problems and concerns through scenarios b. Playground- provides opportunities for growth in: i. Large muscle developmentii. Strength and coordinationiii. Balance iv. Social skillsv. Creativity vi. Confidence, self-esteem, taking new risks b. Blocks and building toys- provides opportunities for growth in:i. Eye-hand coordinationii. Hand and finger strength (helps with writing)iii. Social skills, collaborationiv. Classifying and patterning (math skills)v. Language and communicationvi. Imagination and creativityvii. Planning and problem solvingb. Water and sand play-provides opportunities for growth in:i. Fine motor skills ii. Tactile perceptioniii. Discovery of physical properties of materials iv. Classification (math)v. Social skillsvi. Language and communicationb. Science experimentsi. Classification, ordering (math)ii. Experimentation, hypothesizing, discussing resultsiii. Questioning, processing info discoverediv. Planning and problem solvingv. Language and vocabvi. Concepts of scientific lifevii. Enthusiasm for science and