Viewing a symbolic object as both an object and a symbol

Egocentric speech

Private Speech

Social Origins of Early Childhood Cognition

- Scaffolding

- Guided Participation

Attention

- Inhibition

- Planning

Memory

- Recognition and Recall

- Memory Strategies

- Memory for Everyday Experiences

- Scripts

Metacognition or “thinking about thought”

Meta mean “beyond” or “higher”

Awareness of Mental Life

Preschoolers’ Theory of Mind

Preschoolers’ Understanding of Mental Life (Limitations)

Emergent Literacy

Phonological Awareness

Ordinality

Cardinality

Child-centered Programs

Academic Programs

Project Head Start

Education Television

Learning with Computers

Fast Mapping

Over-regularization

Pragmatics

Recasts

Expansions

Individual Difference in Mental Development

A Young Child’s Theory of Mind

Early Childhood Literacy & Mathematical Reasoning

Language Development

Information Processing

Drawings by Unschooled 10- to 15-Year-Olds

Individual Differences in Motor Skills

Piaget’s Four Stages of Cognitive Development

Progression of Drawing Skills

Piaget’s Preoperational Stage

Sensorimotor (Birth to two years)

Preoperational (Two to seven years)

Concrete Operational (Seven to eleven years)

Formal Operational (Eleven years and older)

Genetics

size, shape

Gender

Practice

Caregiver encouragement

Figure 7.6

Ages 2 to 7

Gains in mental representation

make-believe play

symbol–real-world relations

Limitations in thinking

egocentrism

conservation

hierarchical classification

Photodisc

Around age 4, writing shows more distinctive prints. To write "sun" a circular shape is depicted. Between age 4-6, children realize that writing stands for language.

Figure 7.5

Motor Skill Development in Early Childhood

Early Childhood Development of Make Believe

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Scribbles – during 2nd year

First representational forms

label already-made drawings – around age 3

draw boundaries and people – 3–4 years

More realistic drawings – preschool to school age

Early printing – 3–5 years

Photodisc

Sports and Recreation

With age, make-believe gradually becomes:

more detached from real-life conditions

less self-centered

more complex sociodramatic play

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Gross-motor skills

balance improves

gait smooth and rhythmic by age 2

upper- and lower-body skills combine into more refined actions by age 5

greater speed and endurance

Fine-motor skills

self-help: dressing, eating

drawing and painting

International Death Rates Due to Injury

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Benefits of Make-Believe Play

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Practice representational schemes

Reflect on thinking, control behavior, and take another’s perspective

Gain in social, language, and literacy skills

Improve attention, memory, and logical reasoning

Strengthen imagination and creativity

Preventing Childhood Injuries

Laws prevent many injuries such as,

1) Car safety seats

2) Child-resistant caps on medicine bottles

3) Flameproof clothing

4) Fencing around backyard swimming pools

5) Playgrounds - covered with protective surfaces

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Factors Related to Childhood Injuries

Figure 7.4

Dual Representation

Gender and temperament

Poverty, single parenthood, low parental education

Societal conditions

international differences

births to teenagers not ready for parenthood

shortage of quality child care

Among injured children and youths who survive, thousands suffer pain, brain damage and permanent physical injuries.

Viewing a symbolic object as both an object and a symbol

Mastered around age 3

Adult teaching can help

maps, photos, drawings, and make-believe play supports experience with

symbols

point out similarities to real world

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Dynamic Graphics

Immunizations

Limitations of Preoperational Thought

Many American children lack full set

cost

schedules

misconceptions about vaccines

Cannot perform mental operations

Egocentrism and animistic thinking

Cannot conserve

Lack hierarchical classification

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Infectious Disease and Malnutrition

Egocentrism

Failure to distinguish the symbolic viewpoints of others from one's own. Piaget's 3 mountains problems. Each mountain is distinguished by its color and by its summit. One has a red cross, another a small house, and the third a snow-capped peak. Children at the preoperational stage respond egocentrically. They cannot select a picture that shows the mountains from the doll's perceptive. Instead, they simply choose the photo that reflects their own vantage point.

Poor diet suppresses immune system

more susceptible to disease

decline physical and cognitive development

Illness reduces appetite

Diarrhea a danger

oral rehydration therapy and zinc

can help

Figure 7.7

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©Nikhil Gangavane/Dreamstime.com

©Jianying Yin/Dreamstime.com

Eating in Early Childhood

Belief that inanimate objects have lifelike qualities, such as thoughts, wishes, feelings, and intentions

Animistic Thinking

Appetite decreases

vary meal to meal

Wariness of new foods is adaptive

Need high-quality diet

limit fats, oils, salt, and sugar

Imitates others’ food choices

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©Renata Osińska/Dreamstime.com

Vygotsky’s Sociocultural Theory

Limits on Conservation

Influences on Physical Growth and Health

Heredity and hormones - Pituitary gland

growth hormone - development of all body tissues, except nervous

system and genitals

thyroid-stimulating hormone - brain development and

full impact on body size.

Emotional well-being

psychosocial dwarfism - growth disorder between 2 to 15 ages

Nutrition

Infectious disease

malnutrition

immunization

Childhood injuries

Figure 7.8

Centration

focus on one aspect and neglect others

Irreversibility

cannot mentally reverse a set of steps

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Piagetian Class Inclusion Problem

Handedness

Dynamic Graphics

Figure 7.9

Reflects dominant cerebral hemisphere

90% of the population - language is housed in left hemisphere with hand control

l10% language is located in both hemispheres

May be genetic basis, but affected by experience

position in uterus, opposite orientation in the uterus

Few left-handers show developmental problems

left hemisphere damage may link left-handedness and some mental problems

A Piagetian class inclusion problem. Children are shown 16 flowers, 4 of which are blue and 12 of which are red. Asked, "Are there more red flowers or flowers?" the preopertaional child responds, "More red flowers," failing to realize that both red and blue flowers are included in the category "flowers."

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Physical and Cognitive Development in Early Childhood

Brain Development in

Early Childhood

Follow-Up Research on Preoperational Thought

Figure 7.2

• Frontal lobe areas for planning/organization develop
• Left hemisphere active

language skills

handedness

• Linking areas of the brain develop

cerebellum, reticular formation, hippocampus, corpus callosum

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Physical Development in Early Childhood

Evaluation of Piaget

Many experts refute preoperational stage idea

Piaget’s stages too strict

- need flexible stage approach

Piaget assumes abrupt change

- most experts believe change is gradual

Body growth slows

• Shape becomes more streamlined, flat-tummied & longer-legged.
• 2-3 inches in height & 5 pounds in weight
• Boys are slightly larger than girls

Skeletal growth continues

• Between ages 2 and 6, 45 new epiphyses or growth centers, cartilage hardens into bone. X-ray of growth centers determine children's skeletal age.
• End of preschool age - lose baby teeth
• Girls ahead of boys in PD, lose teeth earlier.
• Children in regular smokers home, have decayed teeth.

Brain growth increases

Between ages 2-6, brain increases 70% of its adult weight to 90%.

Improve wide variety of skills (physical coordination, perception, attention, memory, language, logical thinking and imagination.

Valarie Miller

Angel George-Peter

September 29th, 2014

Chapter 7

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Vygotsky vs Piaget

Educational Principles

Derived from Piaget’s Theory

Discovery learning

Sensitivity to children’s readiness to learn

- developmentally appropriate practices

Acceptance of individual differences

Photodisc

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