DEV PSYCH-Early Childhood

Gross Motor development at 2-3

Walks more rythmically

Rigid Upper body

Fine Motor development at 2-3

Puts on and removes simple clothing items

Zips and unzips large zippers

Uses a spoon

Gross Motor Development at 3-4

Walks up stairs, alternating feet, and down stairs, leading

with one foot

Jumps and hops, flexing upper body

Throws and catches with slight involvement of upper body;

still catches by trapping ball against chest

Pedals and steers tricycle

Fine Motor Development 3-4

Fastens and unfastens large buttons

Serves self food without assistance

Uses scissors

Copies vertical line and circle

Draws first picture of person, using tadpole image

Gross Motor development at 4-5

Walks down stairs, alternating feet

Runs more smoothly

Gallops and skips with one foot

Throws ball with increased body rotation and transfer of

weight from one foot to the other; catches ball with hands

Rides tricycle rapidly, steers smoothly

Fine Motor Development at 4-5

Uses fork effectively

Cuts with scissors following line

Copies triangle, cross, and some letters

Gross Motor Development at 5-6

Increases running speed to 12 feet per second

Gallops more smoothly; engages in true skipping

Displays mature throwing and catching pattern

Rides bicycle with training wheels

Fine Motor Development at 5-6

Uses knife to cut soft food

Ties shoes

Draws person with six parts

Copies some numbers and simple words

Changes in throwing at age 2

At age 2 to 3, children stand still, simply bringing the hand back and throwing

rigidly without taking a step. Gradually, they involve the entire body. By

Changes in throwing by 5-6 years old

. By age 5 to 6, they typically engage in arm, leg, and trunk rotation and preparatory

action before executing the throw. Integrated throwing movements become increasingly refined and adapted to the throwing situation during

middle childhood.

The most complex self-help skill of early childhood

Shoe tying - Mastered around age 6

Sccribles

First sequence in children learning how to draw

As long as drawing materials are available, many children begin to draw during

the second year. At first, the intended representation is contained in gestures rather than in

the resulting marks on the page.

2-year-olds treat realistic-looking pictures symbolically However, they have difficulty interpreting line drawings.

When an adult held up a drawing indicating which of two objects preschoolers should drop down a chute, 3-year-olds used the drawing as a symbol to guide their behavior, but 2-year-olds did not

First Representational Forms

Around age 3, children’s scribbles start to become pictures.

Often children make a gesture with the crayon, notice that they have drawn a recognizable

shape, and then label it. In one case, a 2-year-old made some random scribbles and then,

realizing the resemblance between his scribbles and noodles, named the creation “chicken

pie and noodles” (Winner, 1986).

Few 3-year-olds spontaneously draw so others can tell what their picture represents.

However, after an adult demonstrated how drawings can be used to stand for objects in a

game, more 3-year-olds drew recognizable forms (Callaghan & Rankin, 2002). Western

parents and teachers spend much time promoting 2- and 3-year-olds’ language and makebelieve

play but relatively little time showing them how they can use drawings to represent

their world (Cohn, 2014). When adults draw with children and point out resemblances

between drawings and objects, preschoolers’ pictures become more comprehensible and

detailed (Braswell & Callanan, 2003).

Around age 3, children’s scribbles start to become pictures.

Often children make a gesture with the crayon, notice that they have drawn a recognizable

shape, and then label it. In one case, a 2-year-old made some random scribbles and then,

realizing the resemblance between his scribbles and noodles, named the creation “chicken

pie and noodles” (Winner, 1986).

A major milestone in drawing occurs when children use lines to represent

the boundaries of objects, enabling 3- and 4-year-olds to draw their first

picture of a person. Fine-motor and cognitive limitations lead preschoolers

to reduce the figure to the simplest form that still looks human: the universal

“tadpole” image, a circular shape with lines attached, shown on the left in

Figure 8.6, produced by children from widely differing cultures (Ger

More realistic Drawing 5-6 year old

Writing

When preschoolers first try to write, they scribble, making no distinction between writing and drawing. As they experiment with lines and shapes, notice print in storybooks, and observe people writing, they attempt to print letters and, later, words.

Around age 4, children’s writing shows some distinctive features of print, such as separate forms arranged in a line on the page. But children often include picturelike devices. For example, they might use a circular shape to write “sun.”

Between ages 3 and 5, children acquire skill in gripping a pencil.

By age 5, most children use an adult grip pattern and a fairly constant pencil angle across a range of drawing and writing conditions. Through experimenting with different grips, preschoolers gradually discover an adult grip with one or two fingers on top of the pencil, which maximizes writing stability and efficiency.

Mirror Image Letter Pairs

b-d q and p- are hard to distinguish

Girls Motor Development

Girls have an edge

in fine-motor skills and in certain gross-motor skills that require a combination of

good balance and foot movement, such as hopping and skipping

Boys Motor Development

Boys are ahead of

girls in skills that emphasize force and power. By age 5, they can broad-jump slightly

farther, run slightly faster, and throw a ball about 5 feet farther

Preschoolers should engage in adult-led physical activity for how long

At least 60 minutes every day

Dual Representation-Occurs in the preoperation stage (2-7 years)

Viewing a symbolic object as both an object in its own right and a symbol

2 and ½ year olds have trouble with

Dual Representation

According to Piaget young children are not capable of

Operations-mental representations of actions that obey logical rules

The most important illogical thought of the preoperational stage

Irreversibility

Irreversibility

An inability to mentally go through a series of steps in a problem and then reverse direction,

returning to the starting point.

During the 2nd and 3yrd years

Children discrimminate many basic level categories

Cognitivve Attainments at 2-3 years old

Shows a dramatic increase in representational activity, as reflected in the development of

language, make-believe play, understanding of dual representation, and categorization

Takes the perspective of others in simplified, familiar situations and in everyday, face-toface

communication

Distinguishes animate beings from inanimate objects; prefers natural over supernatural

explanations for events

Grasps conservation, notices transformations, reverses thinking, and understands many

cause-and-effect relationships in simplified, familiar situations

Categorizes objects on the basis of common function, behavior, and natural kind as well as

perceptual features, depending on context; uses nonobvious, inner features to categorize

objects varying widely in external appearance

Sorts familiar objects into hierarchically organized categories

Cognitive Attainments at 4-7

Becomes increasingly aware that make-believe and other thought processes are representational

activities

Replaces beliefs in magical creatures and events with plausible explanations

Passes Piaget’s conservation of number, mass, and liquid problem

Piaget and Education

Discovery learning. In a Piagetian classroom, children are encouraged to discover for themselves through spontaneous interaction with the environment. Instead of presenting ready-made knowledge verbally.

Sensitivity to children’s readiness to learn: In a Piagetian classroom, teachers introduce activities that build on children’s current thinking, challenging their incorrect ways of viewing the world. But they do not try to speed up development by imposing new skills before children indicate they are interested and ready.

Acceptance of individual differences. Piaget’s theory assumes that all children go through the same sequence of development, but at different rates.

Private Speech

Childrens self directed speech that helps guide their way of thinking and problem solving

It is used more when tasks are reasonably challenging or when children face an obstacl and are unsure how to proceed.

Intersubjectivity

The process by which two participants who begin a task with different understandings arrive at a shared understanding

Sccafolding

Adjusting the amount of support offered during a teaching sesssion to fit the chld`s level of performance

Preschoolers freely use private speech when only but they use morre in the presence of others

Vygotsky and Education

Vygotskian classrooms prioritze assisted discovery

Vygotsky saw make-believe play as the ideal social context for fostering cogntive development

Preschoolers capacity: Animistic.egocentric, and magical thinking

Preschoolers everyday knowledge is categorized

Episodic Memory

Memory of everyday experiences

Semantic Memories

General Memory not associated with

Memory for routine events

Scripts-Scripts help children (and adults) organize, interpret, and predict routine experiences.

Once formed, scripts can be used to predict what will happen on similar/

Barbara Rogoff

Guided Participipation

Memory for routine events

Autobiographical memory

Vygotsky and Education

Guide children with ZDP, scaffolding,and speech

Sustained Attention Improves

Increases sharply 21/2-3 years

Which is better in early childhood recognition or recall

Recognition

Theory of Mind

A coherent set of ideas about mental activities (metacognition)

Children learn that people have different thoughts,feelings, and ideas than they do.

Overlapping Waves theory of Problem Solving

According to the theory, when given challenging problems, children try out various strategies and observe which work best, which work less well, and which are ineffective. Gradually, they select strategies on the basis of two criteria: accuracy and speed—for basic addition, the min strategy.

Second type of Episodic Memory-representations of meaningful one time events

Autobiographical memory

Elaborative style for autobiographical events

they follow the child’s lead, ask varied questions, add information

to the child’s statements, and volunteer their own recollections and evaluations

of events, assisting the child in weaving together a story.

Elaborative Parents scaffold the child`s story

min

Information Processing Experiments requires

Inhibiting an impulse

Focus on a competing goal

Ex: Tap and stroop test

Mastery of false beliefs occurs around age 4

Emergent Literacy

Understanding occurs before practical usage: Then- Phonological awarenesss-Gradual mastey of the relationship between betweensymbols and words.

More informal experiences contrbute to earlier

Script

General description of what occurs and where it occurs of a specific event.General narrative.

Scripts improve as they become more detailed, organized(sense of time), and more personal in narrative.

Phonological Awareness

Gradual Mastery of symbolic functions of written language

Ordinaliy occurs at

14-16 months

Unique Quantities occurs at

2.5-3.5 years

Cardinality understanding that the last number is the amount of the group occurs at

3.5-4 yrs.

Estimation occurs at

4+ years

Fast-Mapping

Using contextual cues to make fast reasoanbly accurate guesses of the meaning of an unfamilar word

Mutal Exclusivity Bias

A word once its learned can’t be used to refer to other things-Facilitates fast mapping

Synaptic boootstrapping

Joint attention

Grammar Development in Early Childhood-Overregularization

Applying grammatical rules more broadly than they should be, usually resolves by 6

Conversation improvements

At age 2 on children begin to master pragmatics- the social convention of conversations.

Is aided by the presence of sibilings, adapt language to social expectations by age 4 (talking to a parent vs peer)

Telephone talk improves from 4-8

Supporting Language Development- Recasts

Restructuring incorrect speech into correct form

What is expansion in language development

Elaborating on children` s speech

Erik Lenneberg said that

Children born ready to learn language

Sensitive/critical period for applying this innate knowledge to language learning.

The theory is that children deprived from language past puberty are in trouble

Self-Concept is based on

Observable Characteristics at 2

Typical emotions/attitudes at 3.5

Personality at 5

They are able to talk about

Self-Concept is influenced by

Parent-Child Relationships-Securely attached children are able to elaborate on themselves more

Narrative of past events-More elaborative narrative strucutre helps facilitate a greater self-concept

Self-Esteem

The aspect of self-concept that involves judgement,

Judgements about own worth

Global appraisal and judgements of different aspects of self

Affects preschoolers iniitiative

Sociometrics

Used to measure social competence

Socially competemt

Universally well-liked

Controversial Sociometrics

Really liked by some and really disliked by others

Rejected

Not well liked

Neglected-Sociometrics

Neither

Social Information Processing Theory

A cognitive model of social problem-solving that outlines the steps children go through to understand and respond to social situations:

1. Encoding cues – Noticing and taking in relevant social information (such as body language, tone, and facial expressions).

2. Interpreting cues – Making sense of that information and attributing intent (e.g., determining whether an action was accidental or hostile).

3. Clarifying goals – Deciding what outcome or objective they want to achieve.

4. Generating strategies – Thinking of potential behavioral responses to the situation.

5. Evaluating strategies – Anticipating the consequences and judging the likelihood of success for each response.

6. Enacting a response – Performing the chosen behavioral action.

What is emotional regulation

It's the capacity to control and direct emotional expression.

Brain regions linked to improvement in effortful control of emotion regulation

Prefrontal cortex and the anterior cingulate

Ego Resiliency

Being able to adapt emotional regulation to different situations for example,sitiing quietly in class versus playing on a playground

Predictors of high aggression

Harsh parenting,physical punishment,violent media, misunderstanding social cues

Predictors of empathy

Modeling,inductive reasoning

Discpline vs Punishment

Discipline involves involves the teaching and learning that we use to guide growth and development more broadly, right? Letting children know what they can and cannot do, what we expect them to do, what we expect them not to do.

It is a way in which children have an opportunity to gain approval from others by learning according to other people's standards, right? This forms a foundation for self-esteem and having a conscience and becomes the foundation for self-discipline.

The goal of discipline ultimately is self-discipline, right? Ensuring the safe health and safety of the person and others, preventing, you know, not destroying other people's or your own property, teaching moral values of your society.

That's different than punishment, which is simply putting a stop to a behavior. So you can see how discipline is much broader.

Alternatives to punishment

Time out, withdrawing privileges

Children`s self-concept affects their sense of

Initiative

Childrens self conept at 3.5

Describing themselves using typical emotions and attitudes

Children better understand that their present and future preferences will likely be different at what age

5

Emotional labeling occurs at ages

4-5

Emotional Labeling

When shown conflicting emotional cues, such as a happy kid with a broken kid

Younger kids are more likely to focus on the most abvious aspect and neglect the rest.

Improvements in language and children`s understanding of emotion, lead to children having better

Emotional self-regulation

Around age 3 self-concious emotions become clearly linked to

Childen`s self-evaluation

Intense shame is associated with maladjustment

Guilt when not associated with shame is seen as evidence of good adjustment

Empathy serves as a motivator of

Prosocial behavior

Advances in peer socialbility

Nonsocial Play: Playing alone or watching others

Parrallel Play:Playing alongisde others but not influencing their play in any way

Associative Play: Children engage in seperate activities but comment on each others works and exchange toys

Cooperative Play: Children orient towards a shared speciifc goal

Functional Play

Simple repetitive motor movements with or without objects, especially common within the first two years.

Constructive Play

Creating or constructing something,especially common betweeen 3-6 years

Make-believe Play

Acting out everyday and imaginary roles especially common between 2-6

The Social Problem Solving Process

Young children form a superego (conscience) by identifying with the same-sex parents whose morals they adopt.Children obey the superego to avoid guilt.

Freud believed moral development was completed by 5-6 years of age

Why do many researchers disagree with Freud

Today, most researchers disagree with Freud’s view of conscience development. In his theory, fear of punishment and loss of parental love motivate conscience formation and moral behavior. Yet children whose parents frequently use threats, commands, or physical force tend to violate standards often and feel little guilt, whereas parental warmth and responsiveness predict greater guilt following transgressions.

And if a parent withdraws love after misbehavior—for example, refuses to speak to or states a dislike for the child—children often respond with high levels of self-blame, thinking “I’m no good” or “Nobody loves me.” Eventually, to protect themselves from overwhelming guilt, these children may deny the emotion and, as a result, also develop a weak conscience.

Inductive Discpline

Promotes conscience formation, as it involves adults explaining to children their actions and the effects of their actions on others

Social Learning Theory states that moral behavior occurs through

Modeling and reinforcement

Ways to increase the effectiveness of a punishment

Consistency

A warm parent-child relationship

Explanations for what caused the punishment