Early Childhood Development PDF

C LIL FOR EChE Block I: CLIC FOR VERY YOUNG LEARNERS: Early Childhood Development Esther Paños / Isabel López Cirugeda Introduction Early childhood development Golden STAGE Wi...

C LIL FOR EChE Block I: CLIC FOR VERY YOUNG LEARNERS: Early Childhood Development Esther Paños / Isabel López Cirugeda Introduction Early childhood development Golden STAGE With the right stimulus – development is maximal COGNITIVE PHYSICAL SOCIAL LANGUAGE (Saputra et al, 2020) Introduction General ideas: - Children grow taller with variations: genes, nutrition, income, ethnicity. - The brain continues to mature during early childhood. Myelination is notable in several crucial areas. Although myelination continues for decades, the effects are especially apparent in early childhood. - Impulsiveness and perseveration decrease, children become better able to learn. Better able to learn!!!! Physical development ü Improve dramatically during the 2-6 period ü Adults must provide safe space, time, equipment and Gross playmates ü Children learn best from peers who demonstrate whatever the child is ready to try ü Culture and locale influence particulars (sail vs ski) Motor Skills ü Harder to master than gross motor skills ü Writing is, in particular, a difficult task (those that require Fine a level of muscular control) ü Practice and maturation are key ü Like many other biological characteristics, such as bones, brains, and teeth— fine motor skills typically mature about six months earlier in girls than in boys. Physical development Motor Skills detailed by ages: § Run for pleasure without falling § Climb chairs, tables, beds,… 2 years § Walk up stairs § Feed self with spoon § Draw lines, spirals § Kick and throw a ball § Jump with both feet off the floor 3 years § Pedal a tricycle § Copy single shapes (circle, rectangle,…) § Walk down stairs § Climb laders Physical development Motor Skills detailed by ages: § Catch a ball (not too small, not thrown too fast) § Use scissors to cut § Hop on either foot § Feed self with fork 4 years § Dress self (not tiny buttons, no ties) § Copy most letters § Pour juice without spilling § Brush teeth § Skip and gallop in rhythm § Clap, bang, sing in rhythm § Copy difficult shapes and letters (S) § Climb trees, jump over things 5 years § Use knife to cut § Tie a bow § Throw a ball § Wash face, comb hair Physical development Motor Skills detailed by ages: § Draw and paint with preferred hand § Write simple words § Scan a page of print, moving the eyes 6 years § Ride a bicycle § Do a cartwheel § Tie shoes § Catch a ball REMEMBER: CONTEXT and CULTURE are crucial for their acquisition Teachers: get the most out of their potential Cognitive development Sensoriomotor Preoperational intelligence According to Piaget: children do not yet use logical operations (reasoning processes). Symbolic thinking: not just via senses and motor skills. An object or word can stand for something else, including something not seen, or pretended. Although vocabulary and imagination can soar, logical connections between ideas are not yet active, not yet operational. OBSTACLES TO LOGICAL THINKING… Cognitive development OBSTACLES TO LOGICAL THINKING Animism: The belief that natural objects and phenomena are alive. Centration: Children focus (center) on one idea, excluding all others. Example: Young children may, for example, insist that Daddy is a father, not a brother, because they center on the role that he fills for them. Egocentrism: Piaget’s term for children’s tendency to think about the world entirely from their own personal perspective. Cognitive development OBSTACLES TO LOGICAL THINKING Focus on appearance: The young child ignores all attributes that are not apparent. Example: a girl given a short haircut might worry that she has turned into a boy. Static reasoning: The young child thinks that nothing changes. Whatever is now has always been and always will be. Example: Many children cannot imagine that their own parents were ever children. Irreversibility: Preoperational thinkers fail to recognize that reversing a process sometimes restores whatever existed before. Example: a girl might cry because her mother put lettuce on her sandwich. She might reject the food even after the lettuce is removed –she believes that what is done cannot be undone. Cognitive development OBSTACLES TO LOGICAL THINKING CONSERVATION AND LOGIC Piaget: several ways in which preoperational intelligence disregards logic. Conservation: the notion that the amount of something remains the same (is conserved) despite changes in its appearance. (Extrated from: Berger, 2014) Cognitive development OBSTACLES TO LOGICAL THINKING According to Piaget, a child's cognitive development goes through 4 stages that determine what he/she can or cannot learn, BUT… Did he underestimate what a preoperational child can understand? Cognitive development OBSTACLES TO LOGICAL THINKING According to Piaget, a child's cognitive development goes through 4 stages that determine what he/she can or cannot learn, BUT… Did he underestimate what a preoperational child can understand? Cognitive development Empirical evidence: Which weighs more: two screws or six cork balls? After training… Cognitive development Empirical evidence: Which weighs more? 6 bananas 3 tomatoes This needs to be checked Cognitive development Empirical evidence: RESULTS: ü 45.12% of the answers are correct. ü Pupils who make mistakes - quantity vs. size (71.23% vs. 28.77%). ü No statistically significant differences between boys and girls. Cognitive development Empirical evidence Article Early reasoning about desires: Evidence from 14- and 18-month-olds Children observe the experimenter expressing disgust as she tasted 1 type of food and happiness as she tasted another type of food. Children were then required to predict which food the experimenter would subsequently desire. 18-month-olds correcftly inferred that the experimenter wanted the food associated with her prior positive affect (even when the experimenter’s desires differed from their own). (Repacholi & Gopnik, 1997) Cognitive development Empirical evidence Article Cognitive capacity of very young children Children younger than 4 years 6 months correctly discriminate the relative number of objects in two rows. This discriminative ability shows that the logical capacity for cognitive operations exists earlier than previously acknowledged. “Take the row you want to eat, and eat all the M&M’s in that row” The participants chose the one that had the most even if it was shorter (Mehler & Bever, 1967) Assembly Space for reflection and sharing among all members of the classroom. Assembly Relevant area of learning (short learning lessons). - Students are comfortable – sit on the floor. - Flexible. - It is not only about content, but also about student’s feelings. - Favor participation and interaction between children. - There are no strictly defined or standerdised learning aims. - Every day a child is in charge of helping the teacher (they feel this responsibility). TAKE ADVANTAGE OF THIS MOMENT!!!!!! References Berger, K. S. (2014). The developing person through the lifespan. Worth Publishers. Mehler, J., & Bever, T. G. (1967). Cognitive capacity of very Young children. Science 158(3797), 141-142. Repacholi, B. M., & Gopnik, A. (1997). Early reasoning about desires: evidence from 14-and 18-month-olds. Developmental psychology, 33(1), 12-21. Saputra, V. H., Pasha, D., & Afriska, Y. (2020, April). Design of English Learning Application for Children Early Childhood. In Proceeding International Conference on Science and Engineering (Vol. 3, pp. 661-665). SNEAKERS: Vector de zapatos deportivos creado por macrovector - www.freepik.es