FAD 3220 Exam 2 Studyguide Chapter 7 Physical and Cognitive Development in Early Childhood Sleep patterns Sleep problems 11 hours of sleep per night Start to give up naps in boys Motor Skills Frequent waking sleep talking night terrors and nightmare are common Enuresis wetting the bed occurs in 10 to 15 of 5 year olds more common Great advances in gross motor skills Physical skills that involve large muscles Example running jumping climbing Less structured play or free play is better than organized sports Fine motor skills small muscles and eye hand coordination o Ex Buttoning shirts drawing pictures tying shoelaces Systems of action more precise range of motion and control of the environment dominance of one hemisphere of the brain Handedness or which hand is preferred is usually evident by age 3 reflecting the increasingly complex combinations of skills permitting a wider or Kellogg s research in stages of art production which reflect fine motor coordination and brain development are the scribbling shape design and pictorial stages Cognitive Development Piagetian Approach Preoperational stage symbolic thought expands but children cannot yet use logic 2 to 7 years second major stage of development in which Expansion in the use of symbolic thought using mental representations words number images to which o Allows children to reflect on people objects and events that are not Symbolic Function a child has attached meaning physically present reproduction of an observed behavior after the passage of o Deferred imitation time by calling up a stored symbol of it o Pretend play o Language phonetic symbols that convey meaning play involving imaginary people or situations Understanding in Preoperational Thought At age 3 most children understand the relationship between pictures maps and scale models and what they represent By 5 years nearly all children should be able to use a simple map to locate objects Causation o Piaget states that children cannot logically link cause and effect However children can link cause and effect with regards to familiar situations o Transduction tendency to mentally link particular phenomena whether or not there is a logically causal relationship Example divorce Identities shape form size etc People and many things are basically the same even if they change in Example If mom takes off her glasses she s still mom Categorization overgeneralize new information based on those categories Classification children make categories in their mind and may Example Disney movies teachers are all nice Animism Attributes life to objects that are not alive o Might display when they re asked about something they don t know Preoperational Thought Understanding of Numbers o Ordinality comparing quantities By four a child can say more or less bigger or smaller Rudimentary arithmetic counting o Cardinality o Number sense counting number knowledge number transformation estimation number patterns Immature Aspects of Preoperational Thought Centration tendency of children to focus on one aspect of a situation and neglect others o Focus on states rather than transformations o Example thinking that a taller container has more water in it Decenter Egocentrism to think simultaneously about several aspects of a situation inability to consider another person s point of view o Influence on cause and effect o Kids have trouble taking others perspectives Conservation appearance is altered as long as nothing is taken away Irreversibility ways ability to recognize that two things that are equal remain so if their failure to understand that an operation or action can go two or more Theory of Mind The awareness of the broad range of human mental states Between 3 to 5 children understand that thinking takes place inside the mind Social cognition Children have difficulty distinguishing between appearance and reality and fantasy and the recognition that other people have mental states reality Information Processing Memory Encoding Storage Retrieval Capacity for memory is increasing Young children focus on the details of a memory while older children can remember the general gist of the event Encoding Information into a folder Storage Putting folder into filing cabinet Retrieval Search for file when needed Childhood Memory Sensory Memory change over the lifespan Working Memory increases in this stage Recognition vs Recall initial brief temporary storage of sensory information doesn t short term storage of information being actively processed Recognition multiple choice test Recall open ended question Children rely on recognition because it s easier than recall kids need more prompting to remember 3 Types of Memories Generic familiar repeated events general not specific Episodic particular event specific time event temporary memory fades quickly helps us form generic memories easier to remember a first time Autobiographical distinct experiences that hold significance ex Injury birth of a sibling Influences on Memory Retention Children tend to focus on details contributes to type of memory Emotional impact of the event More likely to remember active participation Did vs saw Social Interaction Model that children construct autobiographical memories through conversation with adults about shared events based on Vygotsky s sociocultural theory which proposes Low elaborative adults repeat the memory to a child High elaborative ask questions to the child to trigger memories remember better Intelligence Psychometric and Vygotskian Approaches The two most commonly used psychometric intelligence tests for young children are the Stanford Binet Intelligence Scales and the Wechsler Preschool and Primary Scale of Intelligence Intelligence test scores have risen in industrial countries Intelligence test scores may be influenced by a number of factors including home environment and SES child can do alone and what the child can do with help vygotsky s term for the difference between what a temporary support to help a child master a task Zone of Proximal Development Scaffolding Language Development Fast mapping it once or twice in conversation process by which child absorbs the meaning of a new word after hearing Dramatic increase in words from 3 to 6 From simple to complex At first they omit articles a an the Age 4 or 5 more complex sentences long narratives And then and then Age 5 to 7 more adultlike speech Pragmatics how to use language to communicate how to hold a conversation Social speech taking the other person
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