H_D 101 1nd Edition Lecture 16 Outline of Last 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 These 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.16. Evaluation of Vygotsky’s theory 17. Improvements in information processing a. Attentionb. Memory c. Theory of mind d. Emerging literacy e. Mathematical responding 18. 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 structureOutline of Current Lecture 1. Erikson’s Theory: Initiative versus Guilta. Initiative b. Guilt 2. Self-control a. Based on observable characteristics b. Typical emotions and attitudesc. Asserting rights over objects 3. Self-esteem 4. Emotional understanding a. Preschoolers judge b. Others who contribute: 5. Emotional self-regulation 6. Self-conscious emotions 7. Individual differences in empathy a. Temperamentb. Parenting 8. Peer sociability in play a. Nonsocial activity b. Parallel play c. Social interaction9. Cognitive play categories a. Functional play b. Constructive play c. Make-believe play 10. Early childhood friendships11. Perspectives on moral development a. Psychoanalytical b. Social learning c. Cognitive-developmental 12. Punishment in early childhood a. Alternatives to harsh punishment b. How parents can increase the effectiveness of punishment13. Positive discipline 14. Types of aggression a. Proactive/instrumental b. Reactive/hostile15. Types of hostile aggression a. Physical b. Verbal c. Relational 16. Sources of aggression a. Individual difference b. Family c. Media voice 17. Helping control aggression 18. Gender stereotypes in early childhood 19. Child rearing styles a. Authoritative b. Authoritarian c. Permissived. Uninvolved 20. Child malnutrition 21. Factors related to child malnutrition 22. Consequences of child malnutrition a. Emotional problems b. School c. Brain damage d. Adjustment difficulties 23. Preventing child malnutritionCurrent Lecture1. Erikson’s Theory: Initiative versus Guilta. Initiative : - new sense of purposefulness - eagerness to try new tasks, join activities- play permits trying out new skills- strides in conscience developmentb. Guilt: - overly strict conscience, causing too much guilt- related to excessive: threats, criticism, punishment- criticism: “ why cant you be more like your older brother?”2. Self-control a. Based on observable characteristics: - appearance- possessions- behaviorb. Typical emotions and attitudesc. Asserting rights over objects: - (“Mine!”) helps define boundaries of self.3. Self-esteem: - Judgments we make about our own worth- Feelings about those judgments- Includes: global appraisal, judgments of different aspects of self4. Emotional understanding a. Preschoolers judge: - causes of emotions- consequences of emotions- behavioral signs- confusion: seeing one thing but hearing another: a person is do happy that they are crying b. Others who contribute: - Parents - Siblings - Play c. Other: - Emotional understanding improves - Emotional self-regulation improves - More self-conscious emotions (shame, guilt) and empathy5. Emotional self-regulation: - By age 3–4, know strategies for adjusting emotional arousal- Effortful control important- Affected by parents, temperament6. Self-conscious emotions: - Shame, Embarrassment, Guilt, Envy, Pride- Adult feedback indicates when to experience these emotions- Culture also influences7. Individual differences in empathy (the ability to feel the same things as others are feeling)a. Temperament: - sociable, assertive, good at emotional regulation- more likely to display sympathy and pro-social behaviorb. Parenting: - warm, sensitive parents who encourage emotional expressiveness8. Peer sociability in play a. Nonsocial activity: - unoccupied, onlooker behavior- solitary play- fine sometimes, but when it is happening all the time intervention is needed to get the child involved in the groupb. Parallel play: - plays near other children with similar materials- does not try to influence them- 16-18 months usually c. Social interaction: - associative play: playing with the same material near each other and exchanging materials - cooperative play: playing for a common goal: playing house, or building a road for cars9. Cognitive play categories a. Functional play: - simple, repetitive motor movements- with or without objectsb. Constructive play: - creating or constructing somethingc. Make-believe play: - acting out everyday and imaginative roles10. Early childhood friendships: - Someone “who likes you,” plays with you, shares toys- Friendships change frequently.- Friends more reinforcing, emotionally expressive than nonfriends: Friendship provides social support, The ease in acquiring friends predicts later achievement behaviors.11. Parental influences o early peer relations:a. Direct - arrange informal peer activities - guidance on how to act toward othersb. indirect: - secure attachment- emotionally expressive, sensitive communication- parent–child play12. Perspectives on moral development a. Psychoanalytical: -