Ch7_Early childhood Physical and Cognitive

Chapter 7: Early Childhood - Physical and Cognitive Development

Overview

• Focus on key areas of development in early childhood, including motor skills, cognitive growth, and foundational theories from major developmental psychologists like Piaget and Vygotsky.

Growth Patterns

• Growth of Brain: Continuous brain development occurring between ages 3-7. Major increases in size and weight occur due to myelination, enhancing attention skills and visual processing, essential for learning.

• Key Facts:

  • At age 2, the brain reaches 75% of an adult's weight.

  • At age 5, it reaches 90% of its adult weight.

  • Brain plasticity is highest in toddlers, allowing brain regions to adapt functions from damaged areas.

Motor Skills Development

Gross and Fine Motor Skills

• Gross Motor Skills: Involves large muscle movements for locomotion (e.g., walking, running).

  • Skills advance with complexity, coordination, and strength.

  • Children engage in rough-and-tumble play, necessary for social and physical development.

• Fine Motor Skills: Develop more slowly, focused on manipulation and coordination using small muscles (hands/fingers).

  • Importance in cognitive exploration, social interaction, and fostering independence.

Artistic Development

• Children progress from basic shapes at age 3 to more complex drawings by age 5, reflecting cognitive and motor growth. Artistic skills develop through manipulation and engagement in play.

Cognitive Development: Piaget’s Preoperational Stage

• Symbolic Thought: Ability to use symbols to represent objects and events, enabling pretend play and mental representation. Essential for future cognitive skills such as reasoning and problem-solving.

• Egocentrism: Characterizes this stage; children find it difficult to see perspectives other than their own.

  • Egocentric Speech: Communication often lacks context, focusing solely on the child's perspective.

Theory of Mind

• Develops around ages 4-5; the ability to attribute mental states to oneself and others helps children understand different perspectives and social cues.

• Children lacking Theory of Mind may struggle with perspective-taking, impacting social interactions.

Vygotsky’s Concepts

Scaffolding

• Support provided by a knowledgeable person to assist in learning new skills.

  • Gradually decreases as a child gains independence and confidence in tasks.

Zone of Proximal Development (ZPD)

• The gap between what a child can accomplish independently versus with help. Effective learning occurs within this zone, where challenges are appropriate but slightly beyond current capabilities, with guidance from mentors.