Ch-5 reflection
Kruti
Chapter5Lecture-Lifespan.pdf
2/15/2021
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© McGraw-Hill Education 1
Chapter 5
Physical and Cognitive Development in Early Childhood
©McGraw-Hill Education.© McGraw-Hill Education 2
Chapter Outline
• Physical changes
• Cognitive changes
• Language development
• Early childhood education
©McGraw-Hill Education.© McGraw-Hill Education 3
Physical Changes
• Body growth and change
• Motor development
• Nutrition and exercise
• Illness and death
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Physical Development (3)
▪ Growth rate slows
▪ Body fat also shows a slow, steady decline ✓ Girls have more fatty tissue than boys; boys have more muscle tissue
▪ Environmental experiences are also involved in growth variation
The Brain (4-6) ▪ Maturation
▪ Amount of brain material in some areas can nearly double in as little as a year
EARLY CHILDHOOD
HEALTH
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Nutrition and Exercise
▪ Eating habits
important to
development
✓ Food Security-(88.2)
✓High-No problems
✓Marginal-one or two
issues
✓ Food Insecurity-(11.8)
✓Low-reduced quality,
variety
✓Very low-disrupted
patterns-reduced intake
Malnutrition (8) ▪ Poor nutrition is associated
with low income
▪ WIC (Women, Infants, and Children) program was designed to address malnutrition and provides:
✓ Healthy supplemental foods
✓ Nutrition education for women from pregnancy and for infants and children up to age 5
Illness and Death 2
State of illness and health
of the world’s children
• Devastating effects of health
occur in countries with high
poverty rates.
• Dramatic increase in deaths
due to HIV/AIDS, especially
in poor countries.
©Kent Page/AP
Images
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Nutrition and Exercise 1
Overweight young children
• Serious health problems in early childhood
• Strongly influenced by caregivers’ behavior
• Categories for obesity, overweight, and at risk for being overweight
✓ Determined by body mass index (BMI)
• U.S. has second highest rate of childhood obesity
Overweight Young Children (8) ▪ Body mass index (BMI)
✓Overweight-Between 85 and 95%
✓Obese-Over 95th ▪ Viewing as little as one hour of television daily was
associated with an increase in body mass index (BMI) between kindergarten and first grade
Overweight Young Children
▪ Young children’s eating behavior is strongly influenced
by their caregiver’s behavior
✓ Need a predictable schedule
✓ Model eating healthy food
✓ Mealtimes are pleasant occasions
✓ Engage in certain feeding styles
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Physical Changes
➢ Exercise
➢ Guideline: young children get average of 15 or
more minutes physical activity per hour over a
12-hour period
➢Or about 3 hours per day total
EARLY CHILDHOOD
COGNITIVE GROWTH
Cognitive Changes (12)
▪ Piaget’s Preoperational Stage (ages 2-7)
✓children begin to represent the world with words, images, and
drawings
✓dominated by egocentrism and magical beliefs
✓Children do not yet perform operations – reversible mental
actions
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Cognitive Changes
▪ Symbolic function substage (ages 2-4): Child gains the
ability to mentally represent an object that is not present
✓Two important limitations:
✓Egocentrism: Inability to distinguish one’s own perspective
from someone else’s
✓Animism: Belief that inanimate objects have lifelike qualities
and are capable of action
Cognitive Changes (15)
▪ Intuitive thought substage (ages 4-7): Children use
primitive reasoning and want to know the answers to
questions
✓“Why?” questions signify an interest in reasoning
✓Two important limitations:
✓Centration: Centering attention on one characteristic to the
exclusion of all others
✓Conservation: Altering a substance’s appearance does not
change its basic properties
Figure 5.5 - Some Dimensions of Conservation: Number, Matter, and Length
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Vygotsky’s Theory (18)
▪ Social constructivist approach
✓the social contexts of learning
✓knowledge through social interaction
✓ZPD -- zone of proximal development
✓scaffolding
FIGURE 7 - COMPARISON OF VYGOTSKY’S AND PIAGET’S THEORIES
5-20
Information Processing (5:21)
▪ Attention -- the focusing of cognitive resources ✓ Executive attention
✓ Monitoring progress on tasks
✓Dealing with novel or difficult circumstances
✓ Sustained attention
✓Focused and extended engagement with object, task, event, or other aspect of the environment
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Control of Attention (5:22)
▪ Control of attention ✓ Salient versus relevant
dimensions
✓ Planfulness
How Accurate Are Young Children’s Long- Term Memories? (5:25)
▪ Age differences
▪ Individual differences in suggestibility
▪ Interviewing techniques can produce distortions ✓ Free recall
✓ Open ended
✓ Option posing
✓ Suggestive Question
Cognitive Changes ▪ Executive function (EF):
✓Umbrella-like concept that encompasses higher-level cognitive
processes:
✓Managing one’s thoughts to engage in goal-directed
behavior and self control
✓Secure attachment to mother during toddler years linked to
higher levels of EF at 5 to 6 years of age
✓High levels of control by fathers predicted a lower level of EF
in 3-year-olds
✓Peer problems in early childhood was linked to lower EF
later in adulthood
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Cognitive Changes
▪ In early childhood, there are developmental advances in:
✓Cognitive inhibition
✓Cognitive flexibility
✓Goal-setting
✓Delay of gratification
✓Emergent literacy and vocabulary development
▪ Advances in executive function linked to school readiness
Early Childhood
▪ EARLY LEARNING CENTERS
Variations in Early Childhood Education (34)
▪ Child-centered kindergarten emphasizes physical, cognitive, and socioemotional development
✓The Montessori Approach children are given considerable freedom and spontaneity in choosing activities
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Developmentally Appropriate Education
▪ Developmentally Appropriate Practice (DAP) Desired outcomes include:
✓Thinking critically
✓Working cooperatively
✓Solving problems
✓Developing self-regulatory skills
✓Enjoying learning
Controversy Over Curriculum
▪ Child-centered, constructivist approach along the lines of
developmentally appropriate practice versus an
academic, direct instruction approach.
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