Transcript Chapter 7 PowerPoint

EARLY CHILDHOOD:
Physical and cognitive development
Physical Development and
Health Concerns
Physical Growth and MotorSkill Development
 Gross
Motor Skills
 Fine Motor Skills
Sensory Development
 Visual,
Tactile, and Kinesthetic Senses
 Hearing and Language Development
 Olfactory and Gustatory Sensations
The Brain and the Nervous
System
 Rapid
development
Children at Risk of Cognitive
Delays
Congenital Birth Defects
 Autism
 Young Children with Behavior Problems
 Chemical Exposure in Young Children
 Further Resources for Young Children with
Mental Retardation and Other
Developmental Delays

Nutrition and Health Issues
 Variability
in Eating Behaviors
When a child refuses certain foods
Eating frequency
Dental health affects nutritional intake
Food allergies
A vegetarian diet
Good Health Also Means Sufficient Calories
 Poverty
Effects on Nutrition and Health
 Safety Practices in a Young Child’s
Environment
 Children with HIV or AIDS
Self-Care Behaviors
 Toilet
Training
 Sleep
 Illness
and Immunization
Demographic Trends and
Implications for Child Health
 Implications
for health of minority children
 Infant Mortality Rates
Child Mortality Rates
and Causes

Causes of Death for Young Children
– child mortality in minority communities

Future Directions
Cognitive Development
Intelligence and Its Assessment
 Intelligence:
A global capacity to
understand the world, think rationally, and
cope resourcefully with the challenges of
life.
Intelligence: Single or Multiple
Factors?
 Multiple
Intelligences
 Intelligence as Process
 Intelligence as Information Processing
Intelligence as a Process
 Its
not “what” we know, but “how” we
know
Intelligence as Information
Processing
 Conclusions
from gifted children studies:
Gifted children ignore irrelevant information.
Insights increase performance of non-gifted
children.
Insight skills can be developed by training.
Intelligence and the NatureNurture Controversy
 Hereditarian
Position:
 Intelligence tests prove importance of
heredity.
 Environmentalist
Rebuttal:
 Intellect is affected by environment.
 Contemporary
Scientific Consensus
Piaget’s Theory of
Preoperational Thought
 Years
between 2 and 7
 Children develop a capacity to represent the
external world internally through use of
symbols.
 Symbols are things that stand for something
else.
Difficulties in Solving
Conservation Problems
 Conservation:
The concept that the quantity
or amount of something stays the same
regardless of changes in its shape or
position
Centration
 Preoperational
children concentrate on one
feature of a situation and neglect other
aspects
States and Transformations
 Preoperational
children pay attention to
states rather than transformations
Nonreversibility
 Preoperational
children fail to recognize
that operations can be gone through in
reverse order to get back to the starting
point.
 Egocentrism: Lack of awareness that there
are viewpoints other than one’s own.
Critiques of Piaget’s Egocentric
Child
 Talking
and Communicating
 Altruism and Prosocial Behavior
The Child’s Theory of Mind
 Implicit
Understanding and Knowledge:
Piaget underestimates cognitive capabilities
of preschoolers:
Causality: Our attribution of a cause-andeffect relationship to two paired events that
recur in succession.
Numbers Concepts
Language Acquisition
 Mastery
of phonology (different sounds
within the language) and morphology (how
a word can change forms)
 Developmental Phonological Disorders
 Stuttering
Chomsky’s Linguistic Theory

Language acquisition device (LAD) takes
what the child hears and produces
consistent grammar
Late Talkers
 Quiet
baby
 Premature
 Twin
 Male
 bilingual
 Siblings communicating child’s wishes
Vygotsky’s Perspective
 Children
learn in a social setting.
 Zone of proximal development (ZPD):
Children master tasks when they are helped by
a more skilled partner
Language and Emotion
Talking and Communicating
 Disabilities in Cognitive Development

Information Processing and
Memory
Early Memory
 Memory
refers to the retention of what has
been experienced.
 Childhood amnesia
 Freud: Repressed memories
 Piaget: Adults no longer think as children
Information Processing
 Sensory
Information Storage
 Short-Term Memory
 Long Term Memory
Metacognition and
Metamemory
 Individual’s
awareness of their own mental
processes: metacognition.
 Individual’s awareness of their own
memory processes: metamemory.
Memory Strategies
 Rehearsal
as a Memory Strategy
 Categorization as a Memory Strategy
Moral Development
 Ability
to recall feelings allows for moral
development
 Reciprocity: leads to each child’s valuing
each other in a way that allows him to
remember the values brought forth by the
interaction.
Piaget’s Theory

Evolution of Moral Reasoning
– Reciprocity of Attitudes and Values
– Playing by the Rules
– Intentionality vs. accident
Kohlberg’s Theory
Moral reasoning develops in progressive
stages through social experiences
 Preschool children in preconventional stage
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