Module 2: Early Childhood Development PDF

DEVELOPMENTAL PSYCHOLOGY Module 2: Early Childhood Prepared by: Camille Faye Elcano-de la Paz, RPm  TOPICS Module 2: Early Childhood Chapter 7: Physical Development in Early Childhood Ch...

DEVELOPMENTAL PSYCHOLOGY Module 2: Early Childhood Prepared by: Camille Faye Elcano-de la Paz, RPm  TOPICS Module 2: Early Childhood Chapter 7: Physical Development in Early Childhood Chapter 8: Cognitive Development in Early Childhood Chapter 9: Psychosocial Development in Early Childhood MA DE BY Cfelcano Quiz - 15 items  EARLY CHILDHOOD Sometimes referred to as the preschool year. This is a period of the life span after infancy and before the child begins formal schooling. This is typically from ages 3 to 5 or 2 to 6 years.  EARLY CHILDHOOD Evidence shows that experiences in childhood are extremely important for a child’s healthy development and lifelong learning. How a child develops during this time affects future cognitive, social, emotional, language, and physical development, which in turn influences school readiness and later success in life. Research on a number of adult health and medical conditions points to pre- disease pathways that have their beginnings in childhood  EARLY CHILDHOOD: PHYSICAL DEVELOPMENT Ability to use and Appearance changes Body growing, bone Generating new bone Vulnerable to fractures control their body & body proportions development occurs tissue, ossification is etc. grows by leaps and change drastically when new bone tissue associated with bones’ bounds is formed through a becoming harder and process of ossification stronger (Kalkwarf et al., 2007; Rauch & Schoenau, 2001)  CHAPTER 7: PHYSICAL DEVELOPMENT IN EARLY CHILDHOOD  They lose their babyish roundness and take on the slender, athletic appearance of childhood Average 3 years old - 15 kilos BODILY GROWTH Grow about 2 to 3 inches a year and gain 4-6lbs AND CHANGE Boy’s slight edge in height and weight continues until the growth spurt of puberty Muscular and skeletal growth progresses, making children stronger  Preschoolers get all or almost all their sleep in one long time period SLEEP Number of hours of sleep decreases throughout childhood Behavioral issues connected Ineffective parenting practices to sleep disturbance: can exacerbate rather than ease Refusing to go to the problem. sleep Taking a long time to Persistent sleep problems may sleep indicate an emotional, Frequent night waking physiological, or neurological condition  SLEEP DISTURBANCES Night / Sleep Talking / Nocturnal Nightmares Sleep Terror Sleep Walking -Related to difficult child Enuresis temperament, high overall -NREM Sleep childhood anxiety, and - bedtime parenting practices that promote dependency MOTOR DEVELOPMENT Early childhood is the time period when most children acquire the basic skills for locomotion, such as running, jumping, and skipping, and object control skills, such as throwing, catching, and kicking (Clark, 1994).  MOTOR DEVELOPMENT Early Childhood Preschoolers Gains fine motor skills, constinually merge which involve eye- abilities they hand coordination Rarely take part in already have with and small muscle any organized sport those they are coordination = acquiring to produce responsibility for more complex personal care capabilities  HEALTH AND SAFETY Obesity Undernutrition Food Allergies Oral Health Death and Cause: Stunted ✓W XH Will eventually be Thumb sucking, Accidental Hereditary, Wasted XW ✓H outgrown tooth decay Injuries Environmental Effects are long- Negative Must be stopped Philippines = If ≥95th lasting = psychosocial under age 4 Pneumonia percentile physical and consequences cognitive CHAPTER 8: COGNITIVE DEVELOPMENT IN EARLY CHILDHOOD  Piagetian Approach Expansion in the use of symbols But children are not yet fully ready to engage in logical mental operation  1.) Symbolic Funtion Ability to use mental representatives (words, numbers, images) to which a child has attached meaning ADVANCES OF Able to think about something in the absence of sensory or motor cues PREOPERATIONAL Shows in different ways: Deferred Play - imitating action after THOUGHT observing. (meaning - they kept a mental representation of observed function) Pretend Play - “fantasy play”, “dramatic play” or “imaginary play”; uses object to represent something Language - most extensive use of symbols  2.)Understanding of Objects in Space Children begin to understand the symbols ADVANCES OF that described physical spaces At least age 3: Children grasps the PREOPERATIONAL relationships between pictures, maps, or scale models and the object they represent THOUGHT Older preschoolders can use simple maps, and they can transfer the spatial understanding gained from working with models to maps and vice versa  3.)Understanding of Causality (still illogical) Children do not reason logically, instead, they reason by transduction They mentally link two events especially events ADVANCES OF close in time, whether or not there is logically a causal relationship PREOPERATIONAL 4.) Understanding of Identities and THOUGHT Categorization Identity - the same even if there is change in outer appearance Categorization - identifying similarities and differences. Age 4 - Classify 2 criteria such as color and shape  5.) Understanding of Number Cardinality Principle - children understands ADVANCES OF that the number of items in a set is the same regardless of how they are arranged and that PREOPERATIONAL the last number counted is the total number of items in a set regardless of how they are THOUGHT counted Starts to develop at 2 1/2 years old How well children understand number in kindergarten predicts academic performance in math through grade 3 Piagetian Approach  Centration = tendency to IMMATURE focus on one aspect of a ASPECTS OF situation and neglect others Children at this age cannot PREOPERATIONAL Decenter = think about THOUGHT several aspects of a situation at one time  1.) Egocentrism IMMATURE Inability to consider other’s POV ; a characteristic of young children’s thoughts ASPECTS OF 2.) Conservation (still lacks this) PREOPERATIONAL Awareness that 2 objects are equal according to a THOUGHT certain measure remain equal in the face of perceptual alteration so long as nothing has been added to or taken away from either object Young children do not fully grasp this principle until the stage of concrete operations CONSERVATION  Influenced by two immature aspects of thought: Centration - Focusing on one WHY DO dimension and ignoring the other; they cannot decenter - CHILDREN MAKE focus two aspects at the same time THIS ERROR? Irreversibility - Failure to understand that an action can go in two or more directions, cannot mentally reverse the action  1.) Encoding Process by which infromation is INFORMATION- prepared for long-term storage and later retrieval PROCESSING 2.) Storage APPROACH Retention of information in memory for future use Basic Processes and Capacities According to this view, memory can 3.) Retrieval be described in 3 steps or processes Process by which information is accessed or recalled from memory storage  1.) Sensory Memory A temporary storehouse for incoming sensory information INFORMATION- Without processing/encoding, it fades quickly PROCESSING 2.) Working Memory APPROACH A short-term storage for infoirmation a person is actively working on. ex. mental math A central executive control processing operations This model depicts that brain is Growth of WM = Executive Functioning containing 3 types of storage 3.) Long-Term Memory a storehouse of virtually unlimited capacity that holds information for long periods of time. Phonological Loop - verbal info Visuospatial Loop - visual info  1.) Recognition The ability to identify something encountered before INFORMATION- Process of identifying or verifying previously encountered information when PROCESSING it is presented again. It involves selecting the correct item from a list of options or APPROACH recognizing a familiar stimulus. 2.) Recall 2 Types of Retrieval The ability to reproduce knowledge from a memory. Retrieving information from memory without any cues or prompts. It involves generating the information from your memory without the presence of the original stimulus. 1.) Generic Memory Begins at about age 2 Memories of general knowledge Processes ideas and concepts not drawn from personal experiences FORMING AND 2.) Episodic Memory RETAINING Long-Term memory of specific experiences or events linked to time and place CHILDHOOD Temporary in children MEMORIES 3.) Autobiographical Memory Young Children simply remember events that made a strong impression Type of Episodic Memory Most early conscious memopries seem Refers to memories that have a special to be short-lived personal meaning to the child and memories of distinctive experiences that forma a person’s life history. When events are rare or unusual, children seem to remember them better INFLUENCES ON MEMORY Preschoolers tend to remember things they did better than things RETENTION they merely saw Children collaboratively constructs autobiographical memories with The way adult talks with a child parents or other adults as they talk about events (photo album and story about experiences strongly affects sharing of past events) autobiographical memory Social Interaction Model  TRADITIONAL PSYCHOMETRIC MEASURES 2.) Wechsler Preschool and Primary 1.) Stanford-Binet Scale (SB5) Scale of Intelligence (WPPSI-IV) Individual intelligence test for ages 2+ Individual intelligence test for children ages 2 to emasure fluid reasoning, knowledge, 1/2 and 7 quantitative reasoning, visual-spatial Verbal and Performance scores and a processing and working memory. combined score Scores: Full Scale IQ, Verbal IQ, Fluid Reasoning, Receptive vs. Expressive Nonverbal IQ Vocabulary and Processing Speed Validated for special populations - ID, Devt Delays, Language Disorder and ASD  VYGOTSKY’S THEORY Temporary support to help a child Scaffolding master a task, it is ideally aimed at the ZPD Ideally, scaffolding is lessened as children gain skills and the adult takes away the scaffold when it is no longer needed. LANGUAGE DEVELOPMENT Between age 3 and 6, children make rapid advances in vocabulary, grammar and syntax  VOCABULARY Early Childhood Age 6: has an Rapid expansion is due expressive to fast mapping - Age 3: knows and where a child absorbs vocabulary of can use 900 to the meaning of a new 2,600 words and 1000 words word after hearing it understand once or twice in a 20,000+ conversation -usually uses cotext clues  GRAMMAR AND SYNTAX Early Childhood Age 6: has an Age 3: knows and can Rapid expansion is due expressive vocabulary use 900 to 1000 words to fast mapping - of 2,600 words and Can also use plurals, where a child absorbs understand 20,000+ possessives and past the meaning of a new But still make errors tense. word after hearing it because they have not Sentences are short, once or twice in a yet learned exceptions simple and declarative conversation -usually to the rules uses cotext clues  Pragmatics The practical knowledge of how to use language to communicate Social Speech PRAGMATICS Speech intended to be understood by a listener AND SOCIAL Private Speech SKILLS Talking aloud to oneself with no intention to communicate to others Normal and common in childhood Increases when children are trying to solve problems or perform difficult tasks Piaget: “egocentric speech” Sign of cognitive immaturity Vygotsky: special form of communication. A part of the learning process DELAYED Boys are more likely to be late talkers LANGUAGE Many children who speaks late - esp those whose DEVELOPMENT comprehension is normal - eventually catch up Some children with early language delays, if left untreated, may experience far- reaching cognitive, social, and emotional consequences To understand printed texts, children first need to master certain prereading skills. The development of fundamental PREPARATION skills taht eventually lead to being able to read is known as Emergent Literacy Language skills, print awareness, phonological awareness, and other skills that are essential for reading FOR LITERACY and writing. Can be promoted by social interaction Two Types of Prereading Skills Oral Language Skills - Vocabulary, Syntax, Narrative Structure Specific Phonological Skills Linking letters with sounds  EARLY CHILHOOD EDUCATION: TYPES OF PRESCHOOLS Montessori Method Reggio Emilia Approach Dr. Maria Montessori Originated in Reggio Emilia in The method is based on the idea Italy that children learn best when Less formal model they are free to explore and learn Learning is based on the child’s at their own pace in a prepared questions and interests environment. More on Arts and Expressions CHAPTER 9: PSYCHOSOCIAL DEVELOPMENT IN EARLT CHILDHOOD THE Self-Concept and Cognitive Development DEVELOPING Self-Concept - Sense of Self SELF Descriptive and evaluative mental picture of one’s abilities and traits - a cognitive construction Social Aspect - Children incorporate into their self-image their growing understanding of how others see them THE DEVELOPING Changes in Self-Definition Cluster of characteristics used SELF to describe oneself. Typically changes between age 5 and 7, reflecting self-concept development and advances in cognitive abilities. THE Self-Esteem DEVELOPING It is the self-evaluative part of the self- concept, the judgment children make about their overall worth SELF Developmental Changes in Self- Esteem Good and Bad concept about the self Self-Esteem is not based on reality, but based on feedback from other people, and adults tend to give positive and uncrtitical feedback THE Self-Esteem Contingent Self-Esteem : DEVELOPING The “The Helpless Pattern Children whose self-esteem is contingent on success tend to SELF become demoralized when they fail. They often attribute their failure to their deficiencies. 1/3 to 1/2 preschoolers shows learned helplessness pattern When given a difficult puzzle, they assume they will fail and so do not bother to try THE Self-Esteem DEVELOPING Generic Praise “Great Job!” SELF Do not provide specific feedback about a child's behavior, effort, or achievements. Can diminish impact over time most especially when not linked to theur actual behaviors or achievements Targeted Praise “Great job drawing!” Encourages specific behaviors  REGULATING Advancement in Early Childhood EMOTIONS The ability to regulate, or control one’s feelings is one of the key advances of early childhood. Emotional Self-Regulation helps children guide their behavior and adjust their reposnses to meet societal expectations UNDERSTANDING EMOTIONS DIRECTED TOWARDS THE SELF Social Emotions Emotions involved in the regulation of social behavior that require self- awareness and the understanding of otehr viewpoints Includes guilt, shame and pride Initiative vs. Guilt ERIK ERIKSON Issue: Conflicting feelings about the self They want to do more and more things, but they also learn that some of the things they want to do meet social approval and some do not. Initiative = courage to pursue goals without guilt Guilt = fear of punishment GENDER Gender Identity Awareness, developed in early childhood, that one is a male or female and all it implies in one’s society of origin An important aspect of a developing self-concept Gender Differences Some gender differences become more pronounced after age 3, but generally boys and girls on average remain more alike than different PERSPECTIVES Gender Roles Are the behaviors, interests, attitudes, ON GENDER skills and personality traits that a culture considers appropriate for males and DEVELOPMENT females Gender Typing Socialization process whereby children, at an early age learn appropriate gender roles Gender Stereotypes Are preconceived generalizations about male or female behaviors BIOLOGICAL APPROACH Differences between boys and girls are influenced by brain anatomy These difference arise from: Genes coding for difference in anatomy and function of sexes Prenatal hormonal exposure Differing environmental experience Activating effects of puberty EVOLUTIONARY APPROACH Gender roles developed in response to men’s and women’s differing reproductive needs According to Evolutionary Theory, male competitiveness and aggressiveness and female nurturance develop during childhood as preparation for their (evolutionary) adult roles. PSYCHOANALYTIC APPROACH Identification In Freudian Theory, the process by which a young child adopts characteristics, beliefs, values, and behaviors of the parents of the same sex. Once Oedipus Complex resolves  Cognitive Developmental Theory - COGNITIVE Kohlberg Gender Identity - Awareness of APPROACH one’s own gender and that of others typically occurs between age 2 and 3 Gender Stability - Awareness that gender does not change. However, children at this stage, base judgments about gender on superficial appearances and stereotyped behaviors Gender Consistency - “A girl remains a girl even if she has short haircut and plays with trucks; age 3 and 7 GENDER SCHEMA The main concept of gender THEORY schema theory is that people learn about their culture's gender norms and expectations through the process of socialization. SOCIAL According to Walter Mischel, COGNITIVE children acquires gender roles by imitating models and being rewarded for gender-appropriate THEORY behavior Behavioral feedback and direct teaching by adults reinforce gender-typing. Bandura - Holds that children learn gender role by socialization 3 PRIMARY SOURCES OD SOCIAL INFLUENCES ON GENDER DEVELOPMENT Family Peers Culture  Functional Play Locomotor Play COGNITIVE LEVELS Play involving repetitive large muscle movements ex: rolling a ball OF PLAY - Constructive Play SMILANSKY Object Play Play involving the use of objects or materials to make something ex: lego Dramatic Play Pretend Play, Fantasy Play Involves imagiary objects, actions, roles, or situations Formal Games with Rules Organized games with known procedures and penalties Games with rules  Imaginary Companion Note... Harry Stack Sullivan A normal phenomenon and seen most often in firstborn and only children and more often in girls  Gender Segregation GENDER Tendency to selct playmates of one’s AND PLAY own gender Their play styles are major contributors Boys engage in higher levels of rough-and-tumble play Girls tend to choose more structured, adult-supervised activities PARENTING Forms of Discipline 1.) Reinforcement and Punishment External Reinforcement - may be tangible (treats, more playtime) or intangible (a smile, word of praise, or a special privilege) Internal Reinforcement - a sense of pleasure or accomplishment Corporal Punishment One of the harshest forms of parenting Use of physical force with the intention of causing pain but not injury for correction or control PARENTING Forms of Discipline 2.) Inductive Techniques / Reasoning Disciplinary techniques designed to encourage desirable behavior by appealing to a child’s sense of reason and fairness Most effective method of getting children to accept parental standards, ellicit appropriate feelings of guilt and sees the moral wrongness of bad behavior. PARENTING Forms of Discipline 3.) Power Assertion Intended to stop or discourage undesirable behavior through physical or verbal enforcement of control Demands, threats, withdrawal of privilege, spanking 4.) Withdrawal of Love Disciplinary strategy that involves ignoring, isolating, or showing dislike for a child Note: Both of these 3 and 4 are harmful and are not effective BAUMRIND’S PARENTING STYLES  Prosocial Behaviors Any voluntary behavior intended to help others Altruism - help others out of inner concern and without expectation of external rewards Aggression SPECIAL Instrumental Aggression- Used as an instrument to reach a goal - most common type of aggression in early BEHAVIORAL childhood Overt Aggression - aggressive behaviors that are openly CONCERNS displayed and observable; boys Relational Aggression - aimed at damaging or interfering with another person’s relationship, reputation , opr Are how to promote altruism, psychological wellbeing; girls curb aggression and deal with Fearfulness fears They are more likely to be frightened by something that looks scary than by something capable of doing great harm Can also be tied to negative events directly experienced DEVELOPMENTAL PSYCHOLOGY End of Module 2: Early Childhood Prepared by: Camille Faye Elcano-de la Paz, RPm, MA(Cand.)