Sunday July 5 2015 CHD 2220 Child Development Exam 2 Study Guide MILESTONES CHILDREN MEET Development in Infancy and Toddlerhood Birth to 6 months 7 to 12 months 1 PhysicalCognitiveLanguageEmotion SocialHeight and weight increasesImitates adults facial experessionsCoos and eventually babblesSocial smile and laughterNewborn re exes declineRepeats behaviors that lead to pleasureEstablishes connection with caregiverMatches feeling tone of caregiverResponses can be classically and operantly conditionedAwareness of many physical propertiesDistinguishes positive and negative emotionSleep becomes organizedRecognitive memory improvesEmotional expression related to environmentHolds head up rolls over and grasps objectsForms categoriesRecognizes human facial patternsPhysicalCognitiveLanguageEmotional SocialApproaches adult like sleep wake cyclesEngages in intentional or goal directed behaviorBabbling expands to language soundsSmiling and laughter increaseSits alone crawls and walksFinds a hidden object in an initial locationAttention with caregiver becomes more accurateAngry and fear increaseReaching and grasping improves accuracyRecall memory improvesTakes turns in simple gamesStranger anxiety and separation anxiety appearIntermodal perception improvesSolves simple problems based of knowledge of previous problemsComprehends some word meanings and says rst wordsAttachment to caregiver 13 to 18 months Sunday July 5 2015 19 to 24 months 2 PhysicalCognitiveLanguageEmotional Social Height and weight gain toddlers slim downExplores properties of objects by acting upon themAdds vocabularyJoins in play with familiar adults siblings and peersWalking in better coordinatedSearches in several locations for a hidden objectProduces 50 wordsRealizes that others emotional reactions may differ from one s ownManipulates small objectsAttention improvesComplies with simple directivesRecall memory improves Realizes that pictures an symbolize real objectsPhysicalCognitiveLanguageEmotional SocialJumps walks on tiptoe runs ands climbsSolves simple problems Produces 200 to 250 wordsSelf conscious emotions emergeManipulates small objects with good coordinationFinds a hidden object that has been moves out of sightCombines two wordsAcquires vocabulary to talk about feelingsEngages in make believe playUses language to assist with emotional regulationCategorizes objects conceptually Tolerates caregiver absencesBegins to use language as a toolRecognizes image of self and uses own nameShows empathy and self control Shows genet stereotyped toy preferences Development in Early Childhood 2 years Sunday July 5 2015 3 to 4 years 3 PhysicalCognitiveLanguageEmotional SocialHeight and weight increase but slower than toddlerhoodIncreasing uses language as a toolVocabulary increases rapidlyUnderstands causes consequences and behavioral signs of basic emotions Balance improves walking is smooth and running emergesSociodramtic play increases Uses cues to gure out word meaningsBegins to develop self concept and self esteemJumps hops throws a and catchesRecognition memory is well developed Adds grammatical markersDevelopment of a moral senseCan dress themselvesShows awareness of the difference between inner mental and outer physical eventsDisplays effective conversational skillsGender stereotyped beliefs and behavior increaseUses a spoonBegins to countFirst drawing are gestural scribbles PhysicalCognitiveLanguageEmotional SocialMay no longer need a daytime napUnderstands symbolic functions of drawingsAware of some meaningful features of written languageDescribes self in terms of observable characteristics and emotionsRunning jumping throwing and catching become more re nedGrasps conversationCoins new words based on known wordsHas several self esteemsGalloping and one foot skipping appearDistinguishes appearance from realityMasters increasingly complex grammatical structuresEmotional self regulation improvesPedals and steers tricycleUses private speech to guide behavior Adjusts speech to t the age sex and social status of listenersRelies more on language to express empathyUses scissorsImproved sustained attentionEngages in associative and cooperative play with peers Sunday July 5 2015 5 to 6 years LANGUAGE DEVELOPMENT Improvements in perception and cognition in infancy enable humans to develop language skills By six months infant make progress in distinguishing basic sounds of their language and in meaning by twelve months they will say their rst word By age six children understand the meaning of nearly 10 000 words speak in complete sentences and are able to hold a conversation with others Theories of Language Development 4 Uses fork effectively Uses scripts to recall familiar eventsDraws rst picture of a person and distinguishes writing from nonwritingKnows meanings of numbers up to ten counts correctly and grasps cardinalityPhysicalCognitiveLanguageEmotional SocialPhysical CognitiveLanguageEmotional Social Starts to loose primary teethReplaces beliefs in magical creatures and events with natural plausible explanationsUnderstands the letters and sounds are linked in systematic waysImproves in emotional understanding to interpret predict and in uence others emotional reactions Increases running speed gallops more smoothly and engages in true skippingImproves ability to distinguish appearance from reality Uses invented spellingsBecomes better at social problem solvingUses knife to cut soft foodsPasses Piaget s conservation of number mass and liquid problemsHas acquired a vocabulary of about 10 000 words Acquired morally relevant rules and behaviorsTies shoesBegins to plan effectivelyUses most grammatical constructions competently Preference for same sex playmateDraws more complex picturesImproves in recognition recall scripted memory and autobiographical memoryUnderstands gender constancy The Nativist Perspective Sunday July 5 2015 According to linguist Noam Chomsky s nativist theory language is a uniquely human accomplishment echoed into the structure of the brain Focusing on grammar Chomsky reasoned that the rules of sentence organization are too complex to be directly taught to or discovered by even a cognitively sophisticated young child He proposed that all children have a language acquisition device LAD an innate system that contains a universal grammar or set of rules to all languages It enables children no matter which language they hear to understand and speak in a rule oriented fashion as soon as they pick up enough words
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