Human Development - Early Childhood Cognitive Development

Piaget’s Preoperational Stage

• Symbolic function substage: the child gains the ability to mentally represent an object that is not present

• Animism

• Artificialism

• Transductive reasoning

Animism

The belief that inanimate objects are capable of actions and have

lifelike qualities.

• Example: “That mean chair hurt me!”

Artificialism

The belief that environmental characteristics can be attributed to human actions or interventions.

• Example: “The clouds are blowing hard.”

Transductive Reasoning

Occurs when a child draws a relationship between two separate events that are otherwise unrelated

• Example: “I’m putting on my bathing suit so it will be summer”

Vygotsky’s Social Constructivist Approach

An emphasis on the social contexts of learning and the construction of knowledge through social interaction.

• According to Vygotsky, children think and understand primarily through social interaction.

• Zone of proximal development

Zone of Proximal Development (ZPD)

The range of tasks too difficult for the child alone but that can be learned with guidance.

• Closely linked is scaffolding—that is, changing the level of support and instruction provided. As competence increases, less guidance is given.

Vygotsky and Language 

• Language and thought: Children use speech to communicate socially and to help them solve tasks.

• Young children also use language to plan, guide, and monitor their behavior.

Private Speech

Use of language for self-regulation.

• Plays a positive role in development.

• Is often delayed in children with executive functioning challenges.

Inner Speech

Internalized egocentric speech.

• Occurs when a child gains the skill to act without verbalizing.

Vygotsky, Language, and Culture

• Language & thought start out independently & merge between 3-7 years

• Language comes to guide thought and behavior

• Thought then is a cultural phenomenon since it reflects the culture through the culture’s language

Information Processing in Early Childhood

Attention

• Sustained attention

• Selective attention

Working memory and executive function

• Young children get better at attention, memory, and cognitive tasks by staying focused and inhibiting impulses.

• It is easier for children to control impulses when they are better skilled in self-regulation.

Sustained Attention

The ability to remain focused on a stimulus for an extended period of time.

Selective Attention

The ability to systematically deploy one’s attention, focusing on relevant information and ignoring distractors.

Stress

• Positive

• Tolerable

• Toxic

Positive Stress

Brief increases in heart rate, mild elevations in stress hormone levels.

Tolerable Stress

Serious, temporary stress responses, buffered by supportive relationships. 

Toxic Stress

Prolonged activation of stress response systems in the absence of protective relationships.

Adverse Childhood Experiences (ACEs)

Potentially traumatic events that occur in childhood, such as abuse, neglect, and household dysfunction, such as domestic violence, untreated mental illness, substance abuse.

Protective and Compensatory Experiences (PACEs)

Experiences that help to mitigate or compensate for the negative impacts of ACEs.

Positive Childhood Experiences (PCEs)

Focus on positive interactions and environments that promote healthy development and well-being.

Positive Childhood Experiences (PCEs) - Key Factors

• 2019 research: Found a dose–response relationship between positive childhood experiences (PCEs) and adult mental/relationship health, even among those with adverse childhood experiences (ACEs).

• Key finding: More PCEs = greater protection; they buffer the impact of ACEs regardless of how many ACEs occurred.

• Critical insight: With few or no PCEs, even a small number of ACEs can strongly harm adult well-being

Parenting Styles

The degree of warmth, support, and boundaries that parents provide.

• Authoritarian

• Permissive

• Uninvolved

• Authoritative

Authoritarian Parenting Style

Emphasizes behavioral control and obedience over warmth.

Permissive Parenting Style

Emphasizes warmth, acceptance, and indulgence

Uninvolved Parenting Style

Parents focus on their own needs rather than those of their children

Authoritative Parenting Style

Parents are warm and sensitive to children’s needs but also are firm in their expectations.

Approaching Tough Topics with Preschoolers

Anything that is mentionable is manageable (Mr. Rogers)

• “I’m so glad you’re sharing this with me.”

Let the child lead. Consider responding with a question first.

• “Good question. Why do you ask?”

• “What do you know about that/what do you think?”

• “I want to make sure I do a good job of answering. Let me think about it and get back to you.” (Make sure to circle back!)

Respond in a manner that is developmentally appropriate.

• Keep it honest

• Keep it brief

• Keep it accessible (language, books, play, comfort measures )