FAD3320 (chapter 7) Chapter 7: Class NotesPhysical Development in Early Childhood: - Early Childhood: 3-6 years - Children slim down and shoot up- Head is still large, but body catches up- Boys are taller and heavier than girls - Typically grow 2-3 inches and gain 4-6 lbs per year Sleep Patterns- Average 11 hours of sleep per night and can give up daytime naps. - Need to assess your child’s “sleep temperament” o Morning or night person- how many hours of sleep needed after physical activity or day at school. Some children give up naps and some don’t Motor Skills - Great advances in gross motor skills - Physical skills that involve large muscles (hop w/ feet off ground) o Running, jumping, climbing- The book says… most children under age 6 are not ready for organized sports, but Nari disagrees! - Fine motor skills: physical skills that involve the small muscles and hand- eye coordination o Buttoning shirts, drawing, tying shoes, legos- Systems of Action: increasingly complex combinations of skills permitting a wider or more precise range of movement (process of learning to tie shoes) Health: obesity - Can be hereditary, but mainly environmental. o Children at this age are much more verbal about what theylike and don’t like. Parents shouldn’t let their children make too many choices about what they eat. o Parents try to teach their kids a varied palate through trying new foods- Increased caloric intake needs to be 2400-3000 calories because they are growing and expending calories. These calories should be decreased as they grow. - Decreased exercise if parents don’t encourage an active lifestyle or have too many electronics - Greatest increase in prevalence is among low- income families because of increased cheap, processed foods and less healthy foods. - When talking to families and kids about health it is important to consider their financial situation Cognitive Development: Piagetian Approach- Preoperational Stage: Second major stage of development, in which symbolic thought expands, but they can’t use logic yet. o Occurs at approx. age 2-7 but differs among childrenPreoperational Thought- Symbolic Function: using mental representations (words, numbers, or images) to which a child has attached meaning. Time is difficult to grasp. o Deferred imitation- strong symbol of something and using it later o Pretend/ fantasy/ dramatic/ imaginative play o Language- uses systems of symbols to communicate o Understanding objects in space (maps) 3yrso Understanding causation o Transduction: tendency to mentally link particular phenomena, whether or not there is logically a causal relationship (children thinking parents got divorced because they were bad) - Understand identities o Mom, sister, grandma, and grandpa and their relationships to one another o People and many things are basically the same even if they change in shape, size, form exc. (hair cut or style) - Understand Categorization o Good, bad, ugly, pretty exc. (quality) o Animism: attribute life to objects that are not alive o Don’t understand what is appropriate, rude, or polite- Numberso Ordanality- bigger or smaller o Cardinality- counting (31/2 yrs) o Number sense- counting, number knowledge, number transformation, estimations, number patterns o They typically come across numbers more than letters causing sense of numbers to come earlier than letters Immature Aspects of Preoperational Thought - Centration: tendency of children to focus on one aspect of the situation and neglect the others (common) - Decenter: to think simultaneously about several aspects of a situation- Egocentrism: inability to consider another person’s point of view (think everyone experiences the world the same way they do; eating/ sleep when they do; looking at something while driving)- Conservation: two things that are equal remain so if appearance is altered, as long as nothing is taken away (which weighs more? 50 lb feather or 50 lb of gold?) (Juice in a glass height vs. volume) - Irreversibility: failure to understand that an operation or action can go two or more ways. (don’t understand that you can undo or fix things in their mind; they have to see it) Influences on Memory Retention - Uniqueness of the event (going to Disney world vs. home) - Emotional impact of the event - Active participation - The way adults talk w/ child about shared experiences (social interaction model) Language Development - Fast mapping: process by which a child absorbs the meaning of anew word after hearing it once or twice in conversation (including bad words) - Dramatic increase in words from 3-6 o 3- 900 to 1,000 known words o 6- speaks 2600 words; understands 20,000o They understand A LOT more words than they can speak- Language goes from simple to complex - They omit articles (a, an, the) - Long narratives (“and then… and then... and then…)- Try to imitate adult like speech - Understand social speech (inside, outside voice) - Private speech (talking to yourself) *good thingChapter 7 Book Notes *Includes all bolded/ main information not presented in lecture- Night terrors: child awakens abruptly, early in the night/ morningfrom a deep sleep. Child may scream, breathe rapidly and thrashout even though they aren’t actually awake and remember nothing about it the next morning - Enuresis: repeated, involuntary urination at night by children old enough to have bladder control (common) - Handedness: preference for using one hand over the other. Is usually evident approx. age 3 - Food allergy: abnormal immune system response to specific food. Most are outgrown- Lower SES families are at more risk for injury, illness and death. - Families with children are fastest growing part of homeless population- Parental smoking is a preventable cause of childhood illness and death - Air pollution, pesticides and lead can also effect neurological development - Theory of mind: first explored by Piaget: Awareness and understanding of mental processes and states (beliefs, intents, desires, dreams exc.) o Knowledge about thinking and mental states (don’t know mind is continuously active until middle childhood) o False beliefs and deception don’t understand people canbe wrong or have different beliefs and interpret things differently o Distinguish between appearance and reality o Distinguish between fantasy and reality Three steps of memory system: - Encoding: process by which info is prepared for long- term storage and later retrieval
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