Development Through the Lifespan



Development Through the Lifespan

Chapter 7

Physical and Cognitive

Development in

Early Childhood

Physical Development in

Early Childhood

Body Growth Slows

Shape becomes more streamlined

Skeletal Growth Continues

New growth centers

Lose baby teeth

Asynchronies

Brain, lymph nodes grow fastest

Brain Development in

Early Childhood

Frontal lobe areas for planning and organization develop.

Left hemisphere active

Language skills

Handedness

Linking areas of the brain develop

Cerebellum, reticular formation, corpus callosum

Influences on

Physical Growth and Health

Heredity and Hormones

Growth hormone, thyroid-stimulating hormone

Emotional Well-Being

Psychosocial dwarfism

Nutrition

Infectious Disease

Immunization

Childhood Injuries

Factors Related to

Childhood Injuries

Individual Differences

Gender

Temperament

Poverty, low parental education

More children in the home

Societal conditions

International differences

Motor Skill Development

in Early Childhood

Gross Motor Skills

Walking, running smoother

Catching, throwing, swinging, riding

Fine Motor Skills

Self-help: dressing, eating

Drawing

Progression of Drawing Skills

Scribbles – during 2nd year

First Representational Forms

Label already-made drawings – around age 3

Draw boundaries and people –

3–4 years

More Realistic Drawings – preschool to school age

Early Printing – Ages 3–5

Piaget’s Preoperational Stage

Ages 2 to 7

Gains in Mental Representation

Make-believe Play

Limitations in Thought — Cannot Perform Mental Operations

Egocentrism

Conservation

Hierarchical Classification

Limits on Conservation

Centration – Focus on one aspect and neglect others

Irreversibility – Cannot mentally reverse a set of steps

Early Childhood

Development of Make-Believe

With age, make-believe gradually becomes:

More detached from real life conditions

Less self-centered

More complex

Sociodramatic Play

Piagetian

Class Inclusion Problem

Follow-Up Research on Preoperational Thought

Educational Principles

Derived from Piaget’s Theory

Discovery learning

Sensitivity to children’s readiness to learn

Developmentally appropriate practice

Acceptance of individual differences

Vygotsky’s Sociocultural Theory and Early Childhood

Private Speech

Helps guide behavior

Gradually becomes more silent

Zone of Proximal Development

Scaffolding supports children’s learning.

Assisted discovery and peer collaboration also help children learn.

Model of

Information Processing System

Improvements in

Information Processing

Attention

Planning

Memory

Memory Strategies

Everyday Experiences

Theory of Mind

Metacognition

Emerging Literacy

Mathematical Reasoning

Ordinality, Counting, and Cardinality

Development of Theory of Mind

Awareness of Mental Life – infancy – age 3

Mastery of False Beliefs – around age 4

Individual Differences in Early Childhood Mental Development

Factors Contributing to Individual Differences:

Home environment

Quality of child care, preschool or kindergarten

Child-centered versus academic

Early intervention programs

Television

Educational TV

Child Care

Arrangements for Preschoolers

Language Development

in Early Childhood

Vocabulary

Fast-mapping

Grammar

Overregularization

Conversation

Pragmatics

Supporting Language Development

Expansions

Recasts

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