H_D 101 1nd Edition Lecture 15 Outline of Last Lecture 1. Supporting early language development:a. Infantsb. Toddlers 2. Psychosocial stages during infancy and toddlerhood: a. First yearb. Second year 3. First appearance of basic emotions a. Happiness b. Angerc. Fear4. Understanding emotionsa. Emotional contagion/ operant conditioning b. Recognizing facial expressions c. Social referencing 5. Self-conscious emotions 6. Emotion self-regulation 7. Emotional control: a. Effortful controlb. Children need: 8. Temperament: a. Reactivity 9. Structure of temperament: a. Easyb. Difficult c. Slow to warm up d. Unclassified 10. Stability of temperament a. Develops with age 11. Genetic and environmental influences on temperament: a. Genetic b. Environmental 12. Goodness-of-fit13. Types of attachment14. Multiple attachments 15. Father’s attachment 16. Secure attachmentThese 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.Outline of Current Lecture 1. Physical Development in Early Childhood: a. Body growth slowsb. Skeletal growth continuesc. Brain growth increases 2. Influences on Physical Growth and Health3. Eating in Early Childhood4. Factors related to childhood injuries a. Gender and temptationb. Parental status c. Social conditions 5. Motor Skill Development in Early Childhooda. Ross-motor skillsb. Fine-motor skills 6. Progression of drawing skills a. 2 yearsb. 3-4 yearsc. 5 years 7. Piaget’s preoperational Stages a. Agesb. Gains in mental representation c. Limitations in thinking8. Limitations of preoperational thought 9. Egocentrism 10. Animistic thinking 11. Limits on conversation a. Centration b. Irreversibility 12. Follow-up research on preoperational thought a. Egocentric thought b. Illogical thought c. Illogical thought d. Categorization e. appearance vs reality 13. evaluation of Piaget 14. Vygotsky’s sociocultural theory 15. Zone of proximal development 16. Evaluation of Vygotsky’s theory 17. Improvements in information processing a. Attentionb. Memory c. Theory of mind d. Emerging literacy e. Mathematical responding18. Memory strategies a. Preschoolers use b. Autobiographical memory 19. Metacognition of the mind 20. Fostering emergent literacy a. Spoken language skills b. Information literacy experiences 21. Types of preschool a. Child-centeredb. Academic 22. Language development in early childhood a. Vocabulary b. Grammar c. Conversationd. Supporting language 23. Vocabulary development 24. Learning grammara. Basic rules b. Overgeneralization c. Complex structureCurrent Lecture1. Physical Development in Early Childhood: a. Body growth slows: - Shape becomes more streamlinedb. Skeletal growth continues- new growth centers- lose baby teethc. Brain growth increases: - Hemispheres begin to lateralize.- Handedness develops2. Influences on Physical Growth and Health: - Heredity- Nutrition- Infectious disease: malnutrition, Immunization- Childhood injuries3. Eating in Early Childhood: - Appetite decreases- Wariness of new foods- Needs high-quality diet- Imitates others’ food choices4. Factors related to childhood injuriesa. Gender and temptationb. Parental status: poverty, single parenthood, low parent education c. Social conditions: - international differences- births to teenagers not ready for parenthood- shortage of quality child care5. Motor Skill Development in Early Childhooda. Goss-motor skills: - balance improves- gain smooth and rhythmic by age 2- Upper- and lower-body skills combine into more refined actions by age 5.- Greater speed and endurance b. Fine-motor skills: - Self-help: dressing, eating - Drawing and painting 6. Progression of drawing skills a. 2 years: scribbles b. 3-4 years: - First representable forms - pictures represent recognizable objects – around age 3- draw boundaries and people – 3–4 yearsc. 5 years: - More realistic drawings – preschool to school age- Early printing – 3–5 years7. Piaget’s preoperational Stages a. Ages: 2-7 years b. Gains in mental representation: - make-believe play- symbol–real-world relationsc. Limitations in thinking: - egocentrism- conservation- hierarchical classification8. Limitations of preoperational thought : - Cannot perform mental operations- Egocentrism and animistic thinking- Cannot conserve- Lack hierarchical classification9. Egocentrism: - Failure to distinguish others’ views from one’s own10. Animistic thinking: - Belief that inanimate objects have lifelike qualities11. Limits on conversation a. Centration: - focus on one aspect and neglect othersb. Irreversibility: - cannot mentally reverse a set of steps12. Follow-up research on preoperational thought a. Egocentric thought:- can adjust language to others, take others’ perspectives in simple situations- Animistic thinking comes from incomplete knowledge of objects.b. Illogical thought: - can do simplified conservation- can reason by analogyc. Categorization: - Everyday knowledge is categorized d. appearance vs reality: - can solve appearance–reality tasks in nonverbal ways13. evaluation of Piaget: - Many experts refute Piaget’s preoperational stage. - Piaget’s stages too strict: need flexible stage approach- Piaget assumes abrupt change: Most experts believe change is gradual.14. Vygotsky’s sociocultural theory: - Private speech- Zone of proximal development15. Zone of proximal development : - Scaffolding supports children’s learning.- Guided participation extends concept of scaffolding, accounting for learning across situations and cultures.16. Evaluation of Vygotsky’s theory: - Helps explain cultural diversity in cognition- Emphasizes importance of teaching- Focus on language deemphasizes observation, other learning methods- Says little about biological contributions to cognition- Vague in explanation of change17. Improvements in information processing a. Attentionb. Memory: - memory strategies- everyday experiencesc. Theory of mind: - metacognitiond. Emerging literacye. Mathematical responding:- cordiality, counting, and cardinality18. Memory strategies a. Preschoolers use - Scripts - Greater elaboration with ageb. Autobiographical memory 19. Metacognition of the mind: - Awareness and understanding of various aspects of thought- Thinking about how we think20. Fostering emergent literacy