PSY 213 1st Edition Lecture12Outline of Last Lecture I. Body Growth and ChangeII. Nutrition and Exercise III. Illness and DeathIV. Piaget’s Preoperational StageV. Substages of Preoperational ThoughtVI. Vygotsky’s TheoryOutline of Current Lecture I. Information ProcessingII. Understanding Phonology and MorphologyIII. Advances in PragmaticsIV. Early Childhood EducationV. Variations in Early Childhood EducationVI. Early Childhood EducationVII. The SelfVIII. ParentingIX. Child MaltreatmentCurrent LectureI. Information ProcessingAttention - Focusing of mental resources on select informationThese 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. Executive attentioni. Action planningii. Allocating attention to goalsiii. Error detection and compensationiv. Monitoring progress on tasksv. Dealing with difficult circumstances Sustained attention: Focused and extended engagement with:Object, task, event, or other aspect of the environmentMemory - Retention of information over timeShort-term: Individuals can retain information up to 30 seconds with no rehearsalExecutive functioning: Umbrella-like concept that consists of:Higher-level cognitive processes linked to the development of the brain’s prefrontal cortexManaging one’s thoughts to engage in goal-directed behavior and self-controlTheory of mind: Awareness of one’s own mental process and the mental processes of othersAges 2 to 3 - Children begin to understand the following three mental statesPerceptionsEmotionsDesiresBetween ages and four and five they understand that people can have false beliefsChildren with autism have something called mind blindness. They have difficulty thinking about what another person thinks, wants, and believes.II. Understanding Phonology and MorphologyPhonology: Sound system of a language, including the sounds used and how they may be combinedDuring preschool years, children:a. Become sensitive to the sounds of spoken wordsb. Produce all the sounds of their languagec. Demonstrate a knowledge of morphology rulesi. Use plurals, possessives, prepositions, articles, and verb formsIII. Advances in PragmaticsPragmatics: Appropriate use of language in different contextsa. Characterize young children’s language developmentYoung children’s literacyb. Positive orientation toward reading and writing must be developedc. Strategies for using books effectively with preschool childrenIV. Early Childhood EducationVariations in early childhood educationEducation for young children who are disadvantagedControversies in early childhood educationV. Variations in Early Childhood EducationChild-centered kindergarten: Education of the whole child and concern for his or her physical, cognitive, and socioemotional developmentMontessori approach: Child is given freedom and spontaneity in choosing activitiesDevelopmentally appropriate educationa. Developmentally appropriate practice (DAP): Typical developmental patterns of children and the uniqueness of each childVI. Early Childhood EducationEducation for young children who are disadvantageda. Project head start: Compensatory program designed to provide children from low-income families:i. Opportunity to acquire the skills and experiences important for success inschoolb. Controversies in early childhood educationi. Controversy over curriculumii. Universal preschool educationVII. The SelfInitiative versus guilt Children use their perceptual, motor, cognitive, and language skills to make things happena. On their own initiative, then, children at this stage exuberantly move out into a wider social worldb. The great governor of initiative is consciencec. Initiative and enthusiasm may bring guilt, which lowers self-esteemSelf-understanding and understanding othersd. Increased awareness reflects young children’s expanding psychological sophisticatione. Self-understanding: Substance and content of self-conceptionsf. Physical activities are central component of the self in early childhood g. Unrealistically positive self descriptionsVIII. ParentingBaumrind’s parenting stylesa. Authoritarian parenting: Restrictive, punitive style in which parents exhort the child to follow their directions and respect their work and effort. No nonsense parenting style! (kids go wild in college)b. Authoritative parenting: Encourages children to be independent but still places limits and controls on their actions. Parents are very warm, encourage independence. They’re not out of control. Parents explain and rational. Negotiate. MOST EFFECTIVE (kids who do well in school, come to [arents for help,and happy!)c. Neglectful parenting: Parent is uninvolved in the child’s life. Low warmth, no rules(kids give up easily, do horrible in school, high risk for dropping out)d. Indulgent parenting: Parents are highly involved with their children but place fewdemands or controls on them. High in warmth, but no demands or rules (dependent on adults, don’t take responsibility, over inflated self esteem)Parenting styles in contexte. Authoritative parenting conveys the most benefits to the child and to the family as a wholePunishmentf. Corporal punishment is linked to lower levels of moral internalization and mental healthg. Handle misbehavior by reasoning with the child, especially explaining the consequences of the child’s actions for othersCoparentingh. Support that parents give each other in raising a childIX. Child MaltreatmentTypes of child maltreatmenta. Physical abuse b. Child neglect c. Sexual abuse (parents or people child knows and trusts)d. Emotional abuse Context of abusee. About 1/3 of parents who were abused themselves when they were young go on to abuse their own