Developmental PsychologyAgenda Starting early childhood Ages 2 to 6Extra Credit Assignment #22-6 What is it like to be a toddler, preschooler, go to kindergarden?Growing rapidlyPicky Picky PickyMotor skills developingPowerPoint PresentationSlide 9What are children learningSlide 11Slide 12Fine motor skill developmentFine Motor SkillsDrawing and writingSlide 16Improved Motor SkillsSlide 18Brain DevelopmentSlide 20MyelinationSlide 22Connecting the HemispheresMaturation of prefrontal cortexPrefrontal CortexSlide 26Impulsiveness and perservationThe emotional brainThree brain parts in Limbic system  EMOTIONSSlide 30ExampleHormonal Feedback Loop: HPA AxisEmotions, Stress and the BrainStress and the limbic systemHave a great afternoon!Dr. van WidenfeltPSYC 307-100Fall, 2015-Today: chapter 8What is it like to be a toddler?What is changing in the brain?-Next: chapter 9PiagetExtra Credit Assignment #2ObservationWatch children (e.g., at a park, their home, pool or other activity)Watch a parent-child interaction (e.g., at a pumpkin patch or store)Interview a childInterview a parent about their child’s developmentGive a Piaget task to a childDo the mirror (rouge dot) test or other task we watched in class Write about your observation (1-1.5 pages double spaced) 1) State your goal in terms of what you planned to do or observe. For example, what principle or theme were you trying to understand. 2) Summarize the observation. 3) Describe the outcome. 4) Describe what you learned.Due DECEMBER 1st. PASTE onto ECAMPUS JOURNAL section.- Please do not email. Also do not upload report as an attachment. You can add a video or audio by uploading or adding link.- Worth up to 4 points.2-6What is it like to be a toddler, preschooler, go to kindergarden?Growing rapidlyBecoming slimmer with lower body lengtheningEach year from age 2 through 6, well-nourished children add almost 3 inches in height gain about 4 1⁄2 pounds in weight.By age 6 weigh between 40-50 lbs; 3 ½ feet tallPicky Picky PickyIn this age group normal to want certain routines and ritualsPeaks at age 3Have strong preferencesFood, clothesThings done in certain orderMotor skills developingGrossFineWhat are children learningBy age 3Can walk down stairsCan run and climbCan ride a tricycleCan copy over shapesWhat are children learningBy age 4Can dress selfPour juice without spillingCan use scissorsWhat are children learningBy age 5 Further develop balance and coordinationcan ride a tricycle, some can ride a bicyclethrow and catch a ballClimb a tree or ladder of a slideCan cut with a knifeLearning to tie shoesFine motor skill developmentFine Motor SkillsAre more difficult to masterInvolve small hand and finger movementsOften involve both sides of brainOn average, girlsmature 6 months earlierDrawing and writingStart scribbling by 16 monthsDrawing and writingEarly childhood see moving from scribbles to ‘art’, start seeing round shapesThen start identifying something, will say that is the sunBy age 2 1/2 can hold pencil or crayon in writing position, make a VBy age 4 or 5 see faces and peopleBy ages 5-7 see houses, families, cars, bikesImproved Motor SkillsWhat contributes to improved fine and gross motor skills?Improved Motor SkillsMuscle growth Brain maturationPracticeGuided practiceAdult encouragement Culture important Location, where liveBrain DevelopmentBrain DevelopmentSizeBy age 2, a child's brain weighs 75 percent of what it will in adulthood.Extensive sprouting and then pruning of dendrites has already taken place.The brain reaches 90 percent of adult weight by age 6.MyelinationA gradual increase in myelination Can think faster, process faster, respond fasterThe primary reason is new and extensive myelination.makes 5-year-olds much quicker than 3-year-olds, who are quicker than toddlers.MyelinationMyelination is a lifelong process. more and more myelin wraps around the axon throughout childhood.Note- Age-related slowdowns in adulthood are caused by gradual disappearance of myelin layersConnecting the HemispheresCorpus callosumLong, thick band of nerve fibers that connects the left and right hemispheres of the brain allows communication between themAllows coordination of two sides of brain and the bodySee better physical coordination occuringLateralizationSpecialization in certain functions by each side of the brain, with one side dominant for each activityLeft side of the brain controls the right side of the body, and vice versa.Maturation of prefrontal cortexPrefrontal cortex is very limited in infancy and continues to develop at least until early adulthood.Between ages 2 and 6, neurological increases are especially notable in the areas of the cortex, where planning, thinking, social awareness, and language occur.Prefrontal CortexFrom ages 2 to 6, maturation of the prefrontal cortex = more controlSleep becomes more regular.Emotions become more nuanced and responsive.Temper tantrums decrease or subside.Uncontrollable laughter and tears are less common.Impulsiveness and perservationMaturation of the prefrontal cortex gradually facilitates focused attention and curbed impulsiveness.Before such maturation, many young children jump from task to task; they cannot stay quiet. Others act in the opposite way: In a phenomenon called perseveration, some children persevere in, or stick to, one thought or action, unable to quit.The emotional brainPrimary processing of emotions occurs in the limbic systemThree brain parts in Limbic system  EMOTIONSAmygdalaRegulates and registers emotions, particularly fear and anxietyHippocampuscentral processing center Particularly important for memory.Hypothalamusresponds to the amygdala and the hippocampus produces cortisol and other hormones that activate other parts of the brain and bodyExampleAs the limbic system develops, it can become hypersensitiveExampleYoung children watch parents emotionsParent looks fearful Happens a lotChild remembers (hypocampus)Child becomes fearfulHormonal Feedback Loop: HPA AxisEmotions, Stress and the BrainModerate stress can be beneficial Stress can also be helpfulI.e., emotionally arousing experiences like a new school can be beneficial if stress is moderateContext