**Overlapping Topics: DOMAINS -**Language development
Is good for children to develop their cognitive abilities to learn and understand words and grammar rules.
**Overlapping Topics: DOMAINS -**Language development (Examples)
For example the development of language skills is linked to cognitive development it requires thinking abstractly
Overlapping Topics: DOMAINS - Emotion and cognition
Is when children develop a better understanding and regulating their emotions.
Overlapping Topics: DOMAINS -**Emotion and cognition (Examples)
For example this cognitive development on emotion helps develop their memory and problem solving. If a child can better regulate their emotions then this will allow them to use their working memory more effectively by helping them problem solve and have decision making.
**Overlapping Topics: Toddler Cognition and Language -**Piaget 0-2 years olds are in the sensorimotor period
During this stage children do not have a fully developed language system and only communicate through cries, coos, and gestures. Children start to understand more words and can follow simple instructions. They have limited cognitive and language abilities but they do rapidly develop these skills during preschool years.
Overlapping Topics: Toddler Cognition and Language - 4 months old
Babies start cooing
Overlapping Topics: Toddler Cognition and Language - 9 months old
babies start to babble
Overlapping Topics: Toddler Cognition and Language - 12 months old
baby waves “bye bye”,calls “mama,” “Dada,” or other special name, and Understands “no
Overlapping Topics: Toddler Cognition and Language - 5 months old
they follow words and gestures
Overlapping Topics: Toddler Cognition and Language - 22 months old
they can point and objects and body parts when asked and can combine 2 words
Overlapping Topics: Preschool Cognition and Language - (2-7 year old) - preoperational period (Piaget)
Can use symbolic thought (ex. a child uses a block as a pretend phone they can use an object as a symbol to represent something else). Children begin to use language at this stage but they don’t have adult logic.
Overlapping Topics: Preschool Cognition and Language - Operational
Refers to logical manipulation of information (ex. a child understands if you have four blocks and add two more then there’s six blocks)
Overlapping Topics: Preschool Cognition and Language - child's logic
Is only based on their own personal experience of the world and not everyone else's.
Overlapping Topics: Preschool Cognition and Language - egocentric
2-7 year olds only focusing on their own perceptions. It is difficult for them to understand people’s thoughts, feelings, and perspectives.
Overlapping Topics: Preschool Cognition and Language - Egocentrism
Only care about their own perspective and believe everyone thinks they way they do
Overlapping Topics: Preschool Cognition and Language - Perceptual salience
Children reason based on what they see and hear
Overlapping Topics: Preschool Cognition and Language - Animism
Attribution life to objects (ex. cup is alive, toys need to stay home because their tired (toystory))
Overlapping Topics: Preschool Cognition and Language - Middle Childhood
are ages 6-12 years old
Overlapping Topics: Preschool Cognition and Language - Early Childhood
are ages 2-6 years old
Overlapping Topics: Preschool Cognition and Language - Concrete operational period 6-12 year olds (Piaget)
They can develop logical thought and reason about concrete objects and events. At this stage children’s language skills continue to improve and are able to communicate complex ideas and thoughts
Overlapping Topics: Preschool Cognition and Language - In Middle Childhood
Kids don’t use Abstract thinking but they are flexible, organized, and memory improves
Overlapping Topics: COGNITIVE THEORISTS: - Vygotsky
Explained cognitive development as a sociocultural theory which is the importance of culture and social interaction in development. He believed that cognitive skills are obtained through interactions with more knowledgeable peers or adults (known as scaffolding).
Overlapping Topics: COGNITIVE THEORISTS: - Early Childhood according to Vygotsky:
Suggests that children are influenced by social interaction and they begin to communicate and engage in problem solving.
Overlapping Topics: COGNITIVE THEORISTS: - Middle childhood according to Vygotsky
Children become more independent and begin to internalize socially (find their values, beliefs, and have their own thoughts and behaviors about society)
Overlapping Topics: COGNITIVE THEORISTS: - Information Processing Theorists (IPT)
It is not the work of one theorist, it is based on ideas and research of multiple cognitive scientists that studies how individuals perceive, analyze, manipulate, use, and remember information.
Overlapping Topics: COGNITIVE THEORISTS: - Early Childhood according to IPT
Their attention is more planful, they scan more thoroughly, they remember better and can follow simple memory tasks, their memory strategies are more effective when recall leads to a desired goal
Overlapping Topics: COGNITIVE THEORISTS: - Middle Childhood according to IPT
Their attention is relevant and more planful in decisions about task completion, working memory expands, IP capacites, executive functions, improved understanding of self and other IP, metacognition, metamemory, meta-language improvements
Overlapping Topics: PSYCHOSOCIAL STAGES: What age do Trust vs. Mistrust occurs? (Erikson’s 4 stages)
0-1 yrs
Overlapping Topics: PSYCHOSOCIAL STAGES: In Trust vs. Mistrust (Erikson’s 4 stages)
Infants must rely on caregivers to meet their needs, which can create a sense of trust or mistrust.
Positive resolution leads to a sense of trust in the world, while negative resolution leads to a lack of trust.
Overlapping Topics: PSYCHOSOCIAL STAGES: What is bad about having too much trust, (Erikson’s 4 stages)
Complete trust is not ideal as it can lead to danger from strangers.
Overlapping Topics: PSYCHOSOCIAL STAGES: Autonomy vs, Shame and Doubt - Age (Erikson’s 4 stages)- Age?
Toddler (1-3 yrs)
Overlapping Topics: PSYCHOSOCIAL STAGES: Toddler __Autonomy vs, Shame and Doubt - (__Erikson’s 4 stages) - Autonomy vs, Shame and Doubt
Toddlers develop independence and autonomy as they assert their will and control their bodies.
Caregivers' control or criticism can lead to shame and doubt.
Positive resolution leads to self-control and confidence, while negative resolution leads to inadequacy and self-doubt.
Overlapping Topics: PSYCHOSOCIAL STAGES: Toddler __Autonomy vs, Shame and Doubt - (__Erikson’s 4 stages): What is bad about having too much autonomy?
Complete autonomy is not ideal as it can lead to dangerous situations.
Overlapping Topics: PSYCHOSOCIAL STAGES: Toddler __Autonomy vs, Shame and Doubt - (__Erikson’s 4 stages): What is an Example of Autonomy vs Shame and Doubt:
If the parents allow the child to try and feed themselves, even if they make a mess and struggle at first, they are encouraging autonomy. However, if the parents don't allow the child to try and feed themselves, or criticize them for making a mess, the child may develop feelings of shame and doubt about their ability to do things on their own.
Overlapping Topics: PSYCHOSOCIAL STAGES: __(__Erikson’s 4 stages): What Erikston stage started in Early Childhood (3-6 yrs)
Initiative vs. Guilt
Overlapping Topics: PSYCHOSOCIAL STAGES: __(__Erikson’s 4 stages): What is Initiative vs. Guilt?
Exuberant, bold play vs. overly strict superego
Children develop initiative as they explore and take risks, which can result in feelings of guilt if they are criticized or punished.
Overlapping Topics: PSYCHOSOCIAL STAGES: __(__Erikson’s 4 stages):
Positive resolution leads to a sense of purpose and________, while negative resolution leads to ____and the fear of punishment.
initiative, guilt
Overlapping Topics: PSYCHOSOCIAL STAGES: __(__Erikson’s 4 stages): What Erikston stage started in Middle Childhood (6-12 yrs)
Industry vs. Inferiority
Overlapping Topics: PSYCHOSOCIAL STAGES: __(__Erikson’s 4 stages): Industry vs. Inferiority
Children develop a sense of competence and industry as they acquire new skills and knowledge.
Positive resolution leads to a sense of accomplishment and industry, while negative resolution leads to a sense of inferiority and inadequacy.
Overlapping Topics: PSYCHOSOCIAL STAGES: __(__Erikson’s 4 stages): Excessive focus on ______can lead to neglect of other important aspects of life.
industry
MORTALITY: Top Causes of Death- 1-4 yrs
Accident (unintentional injuries)
Congenital malformations, deformations, and chromosomal abnormalities
Assault (homicide)
MORTALITY: Top Causes of Death-5-9 yrs
Accident (unintentional injuries)
Cancer
Assault (homicide)
MORTALITY: Top Causes of Death- 10-14 yrs
Accidents (unintentional injuries)
Intentional self -harm (suicide)
Cancer
PROMOTING POSITIVE DEVELOPMENT: Parents, teachers, and peers can encourage children to engage in physical activity by
Playing outside, participating in sports, or taking dance class. This can help promote positive motor development
PROMOTING POSITIVE DEVELOPMENT: Parents, teachers, and peers can engage in conversations with children,
Asking them questions and listening to their answers. This can help promote cognitive development and language skills
PROMOTING POSITIVE DEVELOPMENT: Parents, teachers, and peers can encourage positive social interactions, such as
sharing, taking turns, and playing cooperatively. This can help promote positive social and emotional development
PROMOTING POSITIVE DEVELOPMENT: Parents, teachers, and peers can model and encourage empathy and compassion towards others.
This can help promote moral development and a sense of social responsibility.
PROMOTING POSITIVE DEVELOPMENT: Parents, teachers, and peers can encourage children to explore
their interests and express themselves in creative ways. This can help promote positive self-identity and self-esteem
Attachment:
Is a by directional emotional bond based on a history of interaction/being bidirectional an emotional bond based on history and interactions
ATTACHMENT: Caregivers behaviors
When a child is having negative emotions and a person is there for them then they might get attached. Consistent and predictable caregiving helps infants develop a sense of trust and security in their relationship, Caregivers who provide loving and affectionate interactions with their infant help to foster a sense of emotional security.
ATTACHMENT: When the attachment figure returns
the child smile that means there is a secure attachment they might recognize and say their name
ATTACHMENT: Infants with secure attachments
are more likely to be curious and motivated to explore their environment, which can promote learning and cognitive development.
FATHER REGISTRY: The Responsible Father Registry
Is a database that keeps track of men who may be the biological fathers of a child born out of wedlock. Its purpose is to make sure these men are notified if their child is going to be put up for adoption, so they have the chance to object if they want to.
FATHER REGISTRY: Department of Health and Human Services or the Department of Social Services.
The agency that hosts this is a state agency responsible for child welfare
Physical Development, Self-Help and Motor Skills for Kindergarten
Moves with control and balance while walking, running, jumping and climbing
Independently performs self-help tasks such as toileting hand washing, tooth brushing and dressing
SCHOOL READINESS: Approaches to Learning and Inquiry for Kindergarten
Shows curiosity through questioning
Shows creativity and imagination through pretend play
Use sense and observations to learn about the world around them
SCHOOL READINESS: Mathematical Thinking for Kindergarten
Describes and compares objects by size (big and small), length (long and short) and weight (light and heavy)
Recognizes and repeats simple repeating patterns, such as triangle, square triangle square
SCHOOL READINESS: Language and Literacy Development for Kindergarten
Uses words to seek help, answer questions and solve problem
Recognizes that letters represent spoken sounds
Writes name independently or using an example
SCHOOL READINESS: Emotional and Social Development for Kindergarten
Shows self-control
Makes friends
COMPARE PERIODS: At 2-6 year old kids(pre-logical)
Are busy learning language, gaining a sense of self and greater independence, and beginning to understand the working of the physical world
COMPARE PERIODS: At 3-4 years old
They can take make pictures of people and ascends stairs,
COMPARE PERIODS: At age 4-5 years (pre-logical) are busy learning language, gaining a sense of self and greater independence, and beginning told
they can skip and cut with scissors
COMPARE PERIODS: at age 5-6 years old (pre-logica)
They can tie shoes, throw and catch
COMPARE PERIODS: In middle school(logical)
they are less egocentric
They understand the perspectives of others
develop more complex skills in reading, writing,math,science, and social skills
EC Phys & Motor Dev: Early Childhood period motor development
Slower physical growth
New gross and fine motor skills
When kids first draw pictures of people 3-4 years old
EC Phys & Motor Dev: In Early Childhood or Middle Childhood do children grow slow and height and weight increases
kids can play harder in playing, playing with puzzles, and writing or drawing simple shapes and letters, become independent, they can zip sippers and tie shoelaces?
Early childhood
EC Phys & Motor Dev: Average 6-year old child is
45 pounds and is 45 inches tall
EC Phys & Motor Dev: Early childhood children grow
2-3 inches in height per year and gain around 4-5 pounds in weight per year
EC Phys & Motor Dev: Middle Childhood children are
2-5 inches and 5-8 pounds added each year
EC Phys & Motor Dev: Do girls slightly have more body fat than boys?
Yes,girls have more than boys
EC Phys & Motor Dev: Do girls have muscle in middle childhood?
No, boys do
EC Phys & Motor Dev: Improvement of muscle tone and strength:
as children grow, their muscles become stronger and more toned, which helps them maintain balance and coordination
EC Phys & Motor Dev: Cephalocaudal development
is relevant to these physical changes because it refers to the principle that development tends to proceed from the head downward meaning that the head and neck muscles become stronger and more coordinated first, followed by the shoulders and arms, and finally the legs and feet. As a result, young children typically have better control over their upper body movements before they are able to walk and run with stability.
Cephalocaudal development. This principle helps explain why
young children may “top-heavy” and have difficulty with balance and coordination early on their development
Fine motor development: F
Fine motor skills refer to the ability to control small movements of the hands and fingers. These skills are crucial for tasks such as holding a pencil or crayon, forming letters and shapes, and coloring within lines
Cognitive development:
refers to the growth of mental processes such as attention, memory, problem solving, and language. They may also be able to plan and organize their thoughts more effectively, leading to more coherent and detailed writing
Social-emotional development:
refers to the growth of skills related to social interactions and emotional regulation. They may also develop a stronger sense of identity and begin experiment with different styles and forms of writing and drawing
Development in multiple domains is necessary for children to achieve proficiency in
drawing and writing.
Biological differences in physical develop this is due to genetic and other biological factors are
Genetic factors such as height, body shape
Biological differences in physical development: Nutrition
A lack of essential nutrients can lead to stunted growth, delayed motor development, and other health concern
Demographic differences in physical development associated with age, gender, and socioeconomic status are
Age: Physical development varies by age and change in height, weight, and body
Gender: females tend to have puberty earlier than males
Socioeconomic status: Children from lower socioeconomic backgrounds may experience nutritional deficiencies or exposure to environmental toxins that can hinder their physical development
EC Cognitive and Language Dev: Sally-Anne helps us understand that in early childhood children are egocentric and have pre-logical thinking because
at around 3 years old children don’t understand that others think the way they do. At 4 years old they gradually continue to develop theory of mind.
EC Cognitive and Language Dev: Some people with Autism
struggle with theory of mind and are not able to think about others however some people with autism have been able to have theory of mind
EC Cognitive and Language Dev: Preschoolers (theory of mind)
don’t realize anything is going on unless they see a person’s outside signs
We as people use sounds or expressions when talking to preschoolers
EC Cognitive and Language Dev: Three-year-olds have difficulty distinguishing between
what they once thought was true and what they now know to be true.
They feel confident that what they know now is what they have always known
EC Cognitive and Language Dev: in Early Childhood in Theory of Mind
They have difficulty hiding how they really feel (e.g., saying thank you for a gift they do not really like).
EC Cognitive and Language Dev: Not until middle childhood do (theory of mind)
they understand that people may hide how they really feel.
EC Cognitive and Language Dev: Middle Childhood Improve
their own mental life, Thinking and problem solving advances
EC Cognitive and Language Dev: Middle Childhood understand
the mind is constantly working on new information it is very active
EC Cognitive and Language Dev: In Children 2-3 years old
they understand what people are coming from
rub the back that provide comfort
Make believe play, early perspective taking, recognition memory, difference between inner mental and outer physical events
Understand memories are different than what is going on right in front of them
EC Cognitive and Language Dev: In Children 3-5 years old
Cause and effect, Hierarchical classification, Egocentric speech/private speech,Scripts, Understand people can have false beliefs,Cardinality principle (1-1 correspondent) all occur during the time period
EC Cognitive and Language Dev: In Children 3-5 years old - Cause and effect
Helps kids understand that if you throw a ball the ball will move through the air and possible land somewhere else
EC Cognitive and Language Dev: In Children 3-5 years old - Hierarchical classification
Can group objects like animals or vehicles
However might have difficult understanding a robin is a type of bird which is a type of animal
EC Cognitive and Language Dev: In Children 3-5 years old - Egocentric speech/private speech
talk aloud to themselves during activities usually in problem-solving or decision making
normal and help them develop
EC Cognitive and Language Dev: In Children 3-5 years old - Scripts
Are like mental “maps”/ “templates” like a kid has a bedtime script that includes taking a bath, brushing teeth, putting on pajamas and reading a story
EC Cognitive and Language Dev: In Children 3-5 years old -Scripts are important because
they are able to understand and navigate the world around them and this can help them anticipate what will happen next, plan their actions, and adapt to new situations and contexts
EC Cognitive and Language Dev: In Children 3-5 years old -Cardinality principle (1-1 correspondent)
When kids can count
EC Cognitive and Language Dev: In Children 3-5 years old -An example of cardinality principle:
A kids has four apple he counts “one apple” then “two apple” then “three apples” the child was able to understand 1-1 correspondent because they he didn’t count the object multiple times or skip over others if he did this would be an inaccurate understanding of the cardinality of the set.
EC Cognitive and Language Dev: In Children 5-7 years old
appearance vs reality, recall, scripted memory improve, letter and sounds systematically linked all occur during the time period
EC Cognitive and Language Dev: In Children 5-7 years old - Appearance vs reality
They recognize that things are not always what they seem