Preschool PDF

3- 6 YEARS PRESCHOOL TODAY'S DISCUSSION Physical ACES Cognitive Theory of Mind Language Social Personality Family Functioning  Physical Changes between 4-6 are less dramatic than the first year of life, but still impressive  Gross Motor 3-4: walks upstairs o...

3- 6 YEARS PRESCHOOL TODAY'S DISCUSSION Physical ACES Cognitive Theory of Mind Language Social Personality Family Functioning  Physical Changes between 4-6 are less dramatic than the first year of life, but still impressive  Gross Motor 3-4: walks upstairs one foot per step, skips on two feet, walks on MOTOR tiptoe, pedals and steers, walks in any direction pulling a large DEVELOPMENT toy, jumps 4-5: walks up and down stairs one foot per step, stands, runs, and walks on tiptoe 5-6: Skips on alternate feet, walks on a line, slides, swings Fine Motor 3-4: catches large ball between outstretched arms, cuts paper with scissors, holds pencil between thumb and fingers 4-5: strikes ball with bat, kicks and catches ball, threads beads on a string, grasps pencil properly 5-6: plays ball games well, threads needle and sews large stiches Preschoolers make steady progress in motor development- most impressive gains are in large muscle skills  Physical Changes between 4-6 are less dramatic than the first year of life but still impressive  3 years- from scribbling to drawing and realizing that art can stand for something tangible record of the thinking process (i.e. head and legs) 4-5 years- telling stories and working out problems using art detail is added and new concepts are integrated 6 years- set of symbols are developed (i.e. sun is a circle with lines that is yellow) schemes to represent objects- that are modified with the additional of new information - and realization there is a definite order in space (everything sits on a line)  BRAIN AND NERVOUS SYSTEM Lateralization Myelinization Handedness brain functions are divided of the reticular formation- preference for one hand between two hemispheres the brain structure that over another appears regulates attention and between 2 and 6 years of L- language, logic, math concentration age and analysis R- intuition, creativity, art/music, spatial Prevention of ACES Early childhood education (ECE) ECE CAN'T 'PREVENT' ACES BUT HOW CAN ECE MITIGATE THE IMPACT OF ACES? COGNITIVE socio dramatic play- sometime in the preschool years, children begin to play parts or take DEVELOPMENT roles- playing house (this is also the age that many children seem to create imaginary companions) rule-governed play- by 5-6 years children begin to prefer rule governed pretending and formal games (whoever is the smallest has to be the baby, red rover, red light, green light) pre-operational stage- children become more proficient in the use of symbols in thinking and communicating but still have difficulty thinking logically conservation- the understanding that matter can change in appearance without changing in quantity (not developed before age 5) APPEARANCE AND REALITY 4-5 year olds understand that the same object can represent different things false belief principle- an understanding that enables a child to look at a situation from another person's point of view and determine what kind of information will cause that person to have a false belief realization the world is outside 'I'  Theories of Mind (ToM) Age 4 Age 4-5 basic principle that each person's actions are based on her cannot understand that other people can think about them, or his representation of reality do not understand that most knowledge can be derived from inference (this happens by 6 years) Age 5-7 Enhancing ToM understand the reciprocal nature of thought pretend play, shared pretence with other children, discussion of emotion-provoking events with parents  METAMEMORY METACOGNITION knowledge about how memory works and the knowledge about how the mind thinks and ability to control and reflect on one's own the ability to control and reflect on one's own memory function thought process LANGUAGE 5-6 years 15,000 words Reinforcement child rapidly forms a hypothesis about a new word's meaning, then uses the word often, getting feedback to help them judge the accuracy of their hypothesis I LIKE RESTAURANTS THEY ARE MY FAVORITE SEASON  INVENTED SPELLING a strategy young children with good phonological awareness skills use when they write the greater the phonological awareness the faster they will learn to read WHY IS JOLLY PHONICS SO EFFECTIVE IN PROMOTING LEARNING AT THIS AGE? GRAMMAR Inflections EXPLOSION additions that change meaning i.e. adding 'ing' = go to going Overregulatization using rules when they don't apply i.e. goed Complex Sentences using conjunctions to combine two ideas or using embedded clauses  Intelligence family interactions foster higher scores on intelligence testing: - more interesting, complex environment - parental reaction and feedback - parents use rich and accurate language in the 'zone of proximal development' - opportunity to explore and make mistakes - ask questions rather than give commands WHAT IS PROBLEMATIC ABOUT INTELLIGENCE TESTING?  NUMERACY ability to use numbers development of numeracy abilities in preschoolers helps to facilitate the learning of more advanced mathematical concepts LET'S COUNT 1:1 ratio ERIKSON Initiative vs. Guilt- Purpose ushered in by the ability to plan (a new cognitive skill) ability to plan accentuates the wish to take initiative balance between child's emerging skills and desire for autonomy and the parents' need to protect the child and control the child's behaviour person perception- the ability to classify others according to categories such as age, gender, and race SOCIAL- COGNITIVE understanding rule categories- young children use classification skills to distinguish between social conventions and moral rules understanding others' intentions- start to understand intentions in others, understand that intentional wrong-doing is deserving of greater punishment than unintentional rule transgressions  FAMILY RELATIONSHIPS ATTACHMENT family relationships are one of the most, if predicts behaviour during preschool years not the most, important contributing factor both in terms of disregulated behaviour and to early childhood development positive relationships with preschool teachers  Insecurely attached preschoolers are more likely than their securely attached counterparts to develop negative, critical attitudes toward themselves  PARENTING STYLES 4 ASPECTS OF FAMILY FUNCTIONING Warmth/nurturance Clarity and consistency of rules Level of expectations Communication between parent and child  Parenting Styles Authoritarian Permissive low in nurturance and communication, but high in control high in nurturance and low in maturity demands, control and maturity demands and communication Authoritative Uninvolved low in nurturance, maturity demands, control and high in nurturance, maturity demands, control and communication- produces the most consistently negative communication outcomes  Parenting Styles in Canada 33% 25% authoritarian 15% uninvolved authoritative and 25% permissive WHAT DOES THIS SAY ABOUT CANADIAN PARENTS... Canadian parents are relatively lenient and emotionally warm with their children. When compared to European parents, Canadian parents reportedly exerted less behavioural control, were more likely to use permissive disciplinary strategies and were more tolerant of friend - related activities while continuing to have strong emotional bonds with their children  DISCIPLINE training, whether physical, mental or moral, that develops self-control, moral characters and proper conduct but there are two main problems with identifying effective discipline strategies  EFFECT INTENSITY research has not concluded how difficult to establish the effects of intense and frequent effective discipline discipline needs to be  Learning SHORT TERM Physical and visual stimuli LONG TERM Relate to familiar experiences Role models 12-18 MONTHS Active participation Repetition Praise and approval Reinforce new skills Reflexes Stories  ISSUE IN FOCUS... Screen Time and Preschoolers  Screen Time and Preschoolers cognitive abilities- with increased screen time higher screen time at each one-hour increase in weather direct or the age of four years is TV exposure corresponds background viewing results associated with lower to a 7% unit decrease in in proportional increases in levels of emotional participation in class and behavioral problems and a 6% unit decrease in understanding at the have poorer vocabulary age of six years math proficiency in the acquisition fourth grade  SCREEN TIME RECOMMENDATIONS For children under two years old screen time is not recommended For children two to five years old limit screen time to less than one hour a day For children older than five limit screen time to less than two hours a day The Canadian Paediatric Society  COVID, Screen Times and Preschoolers The Good (ish) The Bad Some evidence suggests that interactive media, Children’s screen use may directly interfere with their specifically applications that involve contingent responses reading activities, and sociodemographic factors do not from an adult (i.e., timely reactions to what a child says or appear to modify either association significantly does), can help children learn The Bad The Bad Children who used apps for more than 30 minutes/day had Excessive screen time (more than 2 to 3 h/day on any significantly lower inhibition scores compared to those with device) has been moderately associated with lower self - less use regulation in preschoolers  MODELING SCREEN TIME Children younger than 5 years require active play and quality family time to develop essential life skills, such as language, self-regulation, and creative thinking. When parents model healthy screen habits, they: Minimize their own screen use around young children, especially during mealtimes, play, and other prime opportunities for social learning. Prioritize interactions with children through conversation, play, and healthy, active routines. Decide when to use media together and turn off screens when not in use. Ensure that media used in the presence of children is free of stereotyping, advertising, or other problematic content.