copyright © 2010 pearson education, inc. all rights reserved. early childhood physical, cognitive,...
TRANSCRIPT
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Copyright © 2010 Pearson Education, Inc. All rights reserved.
Early ChildhoodPhysical, Cognitive,
and Language Development
Chapter 6
6
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Early ChildhoodPhysical, Cognitive, and Language Development
• Physical Development
• Motor Skills Development
• Cognitive Development
• Language Development
• Play and Learning
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Early Childhood
• Ages 2 to 6 involve a time of remarkable growth and achievement
• Accompanying physical development are rapid changes in children’s thinking
• Neurological development underlies much of early childhood development, including advances in:– Thinking, memory, problem solving, language,
physical coordination, and social and emotional development
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Physical Development• Physical development is the result of interaction
of genetics, experience, nutrition, care, play, and exercise
• Changes in Body– Age 2 to 6 is a time of rapid physical growth
– Bodies become longer, more slender, less-top-heavy
– Bones harden
• Brain Development– Rapid growth spurt
– Myelinization and lateralization occur
– Neural impulses become faster and more precise
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X-ray of a 2-year-old’s and a 6-year-old’s hand and wrist
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Changing Body Proportion in Girls and Boys from Birth to Maturity
SOURCE: FromMoving and learning: The elementary school physical education experience (3rd ed.), by B. Nichols, copyright ゥ 1994. Reprinted by permission of the McGraw-Hill Companies, Inc.
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Handedness
• A function of brain lateralization
• May have a genetic basis
• Preference for hand develops by 20 months, but may be seen in developing fetus (sucking dominant thumb)
• Only 10% of children are left-handed
• Left-handed people are more likely to be ambidextrous
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Brain Development and Early Intervention
• Remediation for developmental problems should begin by age 3
• High-risk children benefit from educational programs and other interventions targeting nutrition, health needs, social and cognitive development, and family needs
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Development: Interactive and Individual
• Brain development and other aspects of development interact
• Generalized statements about growth may or may not apply to individual children
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Motor Skills Development• Gross Motor Skills
– Develop automaticity, ability to perform without thinking
– Become able to integrate separate, simple actions into more complex patterns—functional subordination
• Fine Motor Skills between 2 and 6:
– Grasping
– Fastening and unfastening clothing
– Using scissors and eating utensils
– Tying knots
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Motor Development in Early Childhood
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Learning and Motor Skills
• Motor development requires readiness to learn
• Practice is essential to motor development
• Motor learning is enhanced by attention
• Feedback helps children acquire and refine their skills
• Children’s behaviors may be extrinsically or intrinsically motivated
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Cognitive Development
• Piaget’s Preoperational Period (ages 2-7)– Cognitive development builds on schemes developed
in the sensorimotor stage
– Two parts:
• Preconceptual period – age 2 to 4 or 5
• Intuitive or transitional period – age 4 or 5 to 7
• Limitations on realistic thinking– Animism
– Reification
• Young children are also egocentric
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Characteristics of Preoperational Thought
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Cognitive Development
• Symbolic representation – use of actions, images, words, to represent past and present events, experiences, and concepts
• Limitations of Preoperational Thinking– Lack of conservation
– Thinking is perception-based, rather than logic-based
– Preoperational children can’t think backwards
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Limitations of Preoperational Thinking
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Conservation of Mass Problems
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A Conservation of Number Problem
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The Classic Liquid-Beakers Problem
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Video Clip
Piaget’s three mountains task demonstrating preoperational egocentrismhttp://www.youtube.com/watch?v=OinqFgsIbh0
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Video Clip
Demonstration of conservation tasks with preoperational childhttp://www.youtube.com/watch?v=GLj0IZFLKvg
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Video Clip
Funny Piaget conservation tasks video: Piaget teaches Stewie from Family Guy, Kenny from South Park, and Michael Jackson conservation of number and volumehttp://www.youtube.com/watch?v=LYGMDNKzSI0
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Video Clip
Demonstration of liquid conservation task with concrete operational childhttp://www.youtube.com/watch?v=gA04ew6Oi9M
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Video Clip
Deductive reasoning demonstrationhttp://www.youtube.com/watch?v=zjJdcXA1KH8
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Evaluating Piaget’s Theory
• Critics say that children’s thinking is not as limited as Piaget described
• Children may be able to use more logic than he gave them credit for, if they can relate to the problem
• Piaget underemphasized the role of social aspects of learning, which Vygotsky advanced
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Beyond Piaget: Social Perspectives
• Lev Vygotsky’s concept of zone of proximal development means children’s achievement can be optimized by adult guidance
• The most effective guidance, or instruction, involves scaffolding, the progressive structuring of tasks so that the level of difficulty is appropriate to the child’s ability
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The Role of Memory
• Memory is central to cognitive development• Memory processes reach nearly adult
capabilities by the age of 7• Two different types of information retrieval:
– Recognition
– Recall
• Memory is improved with effective strategies for encoding and retrieval– For instance, children learn scripts, or sequences, for
routine activities
– Scripts form the beginnings of the historical self
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Language Development
• In early childhood, children learn that words can be used to express concepts
• Children learn the rules of grammar in an orderly sequence, but sometimes apply them inappropriately (e.g., overregularization)
• Children develop private speech, the language they use to talk to themselves
• They learn to talk to each other:– Collective monologues
– Pragmatics
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Stages of Grammar Acquisition
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Language Development
• Parents teach children about categories and symbols and how to translate children’s worlds into ideas and words
• Assumptions about gender are often embedded in parents’ language
• Young children may become bilingual when different languages are used at home and at school
• Being bilingual enhances cognitive development and flexibility
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Play and Learning
• Play is the work of childhood
• Play’s many forms promote cognitive development
• Children learn about physical laws and properties by playing with objects
• Young children are too egocentric to engage in social play, but engage in parallel play
• Social play and dramatic play develop at age 3 or 4
• Play with peers– Promotes social and personality development and
– Cognitive and motor skills
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Kinds of Play
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Summary
• Early childhood—from age 2 to 6—is a period of remarkable growth and achievement
• Physical and cognitive development is rapid, and is most dependent on the developing brain
• The ways children behave and think—and the ways their brains develop—for an integrated, interactive, and dynamic system
• Connections continue to be made between the neurons, unneeded connections are pruned, and cells become coated in myelin, a sheathing that makes the neurons function more precisely
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Summary
• Physical development involves the child’s ability to perform increasingly complex motor activities without thinking about them (automaticity)
• They learn motor skills with practice and they learn most easily when their brains are ready
• Piaget called this stage of cognitive development the preoperational period, when children are developing language and thinking skills
• Piaget believe that children actively construct their view of the world by assimilating and accommodating new experiences
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Summary
• Cognitive ability at this stage, however, has many limits. This stage of thinking is characterized by egocentrism and lack of conservation
• Vygotsky felt that children learn best when they are guided by a competent adult or older child
• At this stage children’s memory develops and improves
• Language development at this stage is rapid, particularly the explosion of vocabulary
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Summary
• Girls and boys develop language skills at different rates
• Play is the work of childhood. Children become more social and interactive in their play at this stage
• They move from parallel play to dramatic play
• Play with other children promotes social and personality development, as well as cognitive and motor skills