6 Early Childhood Physical Cognitive and Language Development

  • Slides: 36
Download presentation
6 Early Childhood Physical, Cognitive, and Language Development Chapter 6 Copyright © 2010 Pearson

6 Early Childhood Physical, Cognitive, and Language Development Chapter 6 Copyright © 2010 Pearson Education, Inc. All rights reserved.

Early Childhood Physical, Cognitive, and Language Development • Physical Development • Motor Skills Development

Early Childhood Physical, Cognitive, and Language Development • Physical Development • Motor Skills Development • Cognitive Development • Language Development • Play and Learning Copyright © 2010 Pearson Education, Inc. All rights reserved.

Early Childhood • Ages 2 to 6 involve a time of remarkable growth and

Early Childhood • Ages 2 to 6 involve a time of remarkable growth and achievement • Accompanying physical development are rapid changes in children’s thinking • Neurological development underlies much of early childhood development, including advances in: – Thinking, memory, problem solving, language, physical coordination, and social and emotional development Copyright © 2010 Pearson Education, Inc. All rights reserved.

Physical Development • Physical development is the result of interaction of genetics, experience, nutrition,

Physical Development • Physical development is the result of interaction of genetics, experience, nutrition, care, play, and exercise • Changes in Body – Age 2 to 6 is a time of rapid physical growth – Bodies become longer, more slender, less-top-heavy – Bones harden • Brain Development – Rapid growth spurt – Myelinization and lateralization occur – Neural impulses become faster and more precise Copyright © 2010 Pearson Education, Inc. All rights reserved.

X-ray of a 2 -year-old’s and a 6 -year-old’s hand wrist Copyright © 2010

X-ray of a 2 -year-old’s and a 6 -year-old’s hand wrist Copyright © 2010 Pearson Education, Inc. All rights reserved.

Changing Body Proportion in Girls and Boys from Birth to Maturity SOURCE: From. Moving

Changing Body Proportion in Girls and Boys from Birth to Maturity SOURCE: From. Moving and learning: The elementary school physical education experience (3 rd ed. ), by B. Nichols, copyright ゥ 1994. Reprinted by permission of the Mc. Graw-Hill Companies, Inc. Copyright © 2010 Pearson Education, Inc. All rights reserved.

Handedness • A function of brain lateralization • May have a genetic basis •

Handedness • A function of brain lateralization • May have a genetic basis • Preference for hand develops by 20 months, but may be seen in developing fetus (sucking dominant thumb) • Only 10% of children are left-handed • Left-handed people are more likely to be ambidextrous Copyright © 2010 Pearson Education, Inc. All rights reserved.

Brain Development and Early Intervention • Remediation for developmental problems should begin by age

Brain Development and Early Intervention • Remediation for developmental problems should begin by age 3 • High-risk children benefit from educational programs and other interventions targeting nutrition, health needs, social and cognitive development, and family needs Copyright © 2010 Pearson Education, Inc. All rights reserved.

Development: Interactive and Individual • Brain development and other aspects of development interact •

Development: Interactive and Individual • Brain development and other aspects of development interact • Generalized statements about growth may or may not apply to individual children Copyright © 2010 Pearson Education, Inc. All rights reserved.

Motor Skills Development • Gross Motor Skills – Develop automaticity, ability to perform without

Motor Skills Development • Gross Motor Skills – Develop automaticity, ability to perform without thinking – Become able to integrate separate, simple actions into more complex patterns—functional subordination • Fine Motor Skills between 2 and 6: – Grasping – Fastening and unfastening clothing – Using scissors and eating utensils – Tying knots Copyright © 2010 Pearson Education, Inc. All rights reserved.

Motor Development in Early Childhood Copyright © 2010 Pearson Education, Inc. All rights reserved.

Motor Development in Early Childhood Copyright © 2010 Pearson Education, Inc. All rights reserved.

Learning and Motor Skills • Motor development requires readiness to learn • Practice is

Learning and Motor Skills • Motor development requires readiness to learn • Practice is essential to motor development • Motor learning is enhanced by attention • Feedback helps children acquire and refine their skills • Children’s behaviors may be extrinsically or intrinsically motivated Copyright © 2010 Pearson Education, Inc. All rights reserved.

Cognitive Development • Piaget’s Preoperational Period (ages 2 -7) – Cognitive development builds on

Cognitive Development • Piaget’s Preoperational Period (ages 2 -7) – Cognitive development builds on schemes developed in the sensorimotor stage – Two parts: • Preconceptual period – age 2 to 4 or 5 • Intuitive or transitional period – age 4 or 5 to 7 • Limitations on realistic thinking – Animism – Reification • Young children are also egocentric Copyright © 2010 Pearson Education, Inc. All rights reserved.

Characteristics of Preoperational Thought Copyright © 2010 Pearson Education, Inc. All rights reserved.

Characteristics of Preoperational Thought Copyright © 2010 Pearson Education, Inc. All rights reserved.

Cognitive Development • Symbolic representation – use of actions, images, words, to represent past

Cognitive Development • Symbolic representation – use of actions, images, words, to represent past and present events, experiences, and concepts • Limitations of Preoperational Thinking – Lack of conservation – Thinking is perception-based, rather than logic -based – Preoperational children can’t think backwards Copyright © 2010 Pearson Education, Inc. All rights reserved.

Limitations of Preoperational Thinking Copyright © 2010 Pearson Education, Inc. All rights reserved.

Limitations of Preoperational Thinking Copyright © 2010 Pearson Education, Inc. All rights reserved.

Conservation of Mass Problems Copyright © 2010 Pearson Education, Inc. All rights reserved.

Conservation of Mass Problems Copyright © 2010 Pearson Education, Inc. All rights reserved.

A Conservation of Number Problem Copyright © 2010 Pearson Education, Inc. All rights reserved.

A Conservation of Number Problem Copyright © 2010 Pearson Education, Inc. All rights reserved.

The Classic Liquid-Beakers Problem Copyright © 2010 Pearson Education, Inc. All rights reserved.

The Classic Liquid-Beakers Problem Copyright © 2010 Pearson Education, Inc. All rights reserved.

Video Clip Piaget’s three mountains task demonstrating preoperational egocentrism http: //www. youtube. com/watch? v=Oinq.

Video Clip Piaget’s three mountains task demonstrating preoperational egocentrism http: //www. youtube. com/watch? v=Oinq. Fgs. Ibh 0 Copyright © 2010 Pearson Education, Inc. All rights reserved.

Video Clip Demonstration of conservation tasks with preoperational child http: //www. youtube. com/watch? v=GLj

Video Clip Demonstration of conservation tasks with preoperational child http: //www. youtube. com/watch? v=GLj 0 IZFLKvg Copyright © 2010 Pearson Education, Inc. All rights reserved.

Video Clip Funny Piaget conservation tasks video: Piaget teaches Stewie from Family Guy, Kenny

Video Clip Funny Piaget conservation tasks video: Piaget teaches Stewie from Family Guy, Kenny from South Park, and Michael Jackson conservation of number and volume http: //www. youtube. com/watch? v=LYGMDNKz. SI 0 Copyright © 2010 Pearson Education, Inc. All rights reserved.

Video Clip Demonstration of liquid conservation task with concrete operational child http: //www. youtube.

Video Clip Demonstration of liquid conservation task with concrete operational child http: //www. youtube. com/watch? v=g. A 04 ew 6 Oi 9 M Copyright © 2010 Pearson Education, Inc. All rights reserved.

Video Clip Deductive reasoning demonstration http: //www. youtube. com/watch? v=zj. Jdc. XA 1 KH

Video Clip Deductive reasoning demonstration http: //www. youtube. com/watch? v=zj. Jdc. XA 1 KH 8 Copyright © 2010 Pearson Education, Inc. All rights reserved.

Evaluating Piaget’s Theory • Critics say that children’s thinking is not as limited as

Evaluating Piaget’s Theory • Critics say that children’s thinking is not as limited as Piaget described • Children may be able to use more logic than he gave them credit for, if they can relate to the problem • Piaget underemphasized the role of social aspects of learning, which Vygotsky advanced Copyright © 2010 Pearson Education, Inc. All rights reserved.

Beyond Piaget: Social Perspectives • Lev Vygotsky’s concept of zone of proximal development means

Beyond Piaget: Social Perspectives • Lev Vygotsky’s concept of zone of proximal development means children’s achievement can be optimized by adult guidance • The most effective guidance, or instruction, involves scaffolding, the progressive structuring of tasks so that the level of difficulty is appropriate to the child’s ability Copyright © 2010 Pearson Education, Inc. All rights reserved.

The Role of Memory • Memory is central to cognitive development • Memory processes

The Role of Memory • Memory is central to cognitive development • Memory processes reach nearly adult capabilities by the age of 7 • Two different types of information retrieval: – Recognition – Recall • Memory is improved with effective strategies for encoding and retrieval – For instance, children learn scripts, or sequences, for routine activities – Scripts form the beginnings of the historical self Copyright © 2010 Pearson Education, Inc. All rights reserved.

Language Development • In early childhood, children learn that words can be used to

Language Development • In early childhood, children learn that words can be used to express concepts • Children learn the rules of grammar in an orderly sequence, but sometimes apply them inappropriately (e. g. , overregularization) • Children develop private speech, the language they use to talk to themselves • They learn to talk to each other: – Collective monologues – Pragmatics Copyright © 2010 Pearson Education, Inc. All rights reserved.

Stages of Grammar Acquisition Copyright © 2010 Pearson Education, Inc. All rights reserved.

Stages of Grammar Acquisition Copyright © 2010 Pearson Education, Inc. All rights reserved.

Language Development • Parents teach children about categories and symbols and how to translate

Language Development • Parents teach children about categories and symbols and how to translate children’s worlds into ideas and words • Assumptions about gender are often embedded in parents’ language • Young children may become bilingual when different languages are used at home and at school • Being bilingual enhances cognitive development and flexibility Copyright © 2010 Pearson Education, Inc. All rights reserved.

Play and Learning • Play is the work of childhood • Play’s many forms

Play and Learning • Play is the work of childhood • Play’s many forms promote cognitive development • Children learn about physical laws and properties by playing with objects • Young children are too egocentric to engage in social play, but engage in parallel play • Social play and dramatic play develop at age 3 or 4 • Play with peers – Promotes social and personality development and – Cognitive and motor skills Copyright © 2010 Pearson Education, Inc. All rights reserved.

Kinds of Play Copyright © 2010 Pearson Education, Inc. All rights reserved.

Kinds of Play Copyright © 2010 Pearson Education, Inc. All rights reserved.

Summary • Early childhood—from age 2 to 6—is a period of remarkable growth and

Summary • Early childhood—from age 2 to 6—is a period of remarkable growth and achievement • Physical and cognitive development is rapid, and is most dependent on the developing brain • The ways children behave and think—and the ways their brains develop—for an integrated, interactive, and dynamic system • Connections continue to be made between the neurons, unneeded connections are pruned, and cells become coated in myelin, a sheathing that makes the neurons function more precisely Copyright © 2010 Pearson Education, Inc. All rights reserved.

Summary • Physical development involves the child’s ability to perform increasingly complex motor activities

Summary • Physical development involves the child’s ability to perform increasingly complex motor activities without thinking about them (automaticity) • They learn motor skills with practice and they learn most easily when their brains are ready • Piaget called this stage of cognitive development the preoperational period, when children are developing language and thinking skills • Piaget believe that children actively construct their view of the world by assimilating and accommodating new experiences Copyright © 2010 Pearson Education, Inc. All rights reserved.

Summary • Cognitive ability at this stage, however, has many limits. This stage of

Summary • Cognitive ability at this stage, however, has many limits. This stage of thinking is characterized by egocentrism and lack of conservation • Vygotsky felt that children learn best when they are guided by a competent adult or older child • At this stage children’s memory develops and improves • Language development at this stage is rapid, particularly the explosion of vocabulary Copyright © 2010 Pearson Education, Inc. All rights reserved.

Summary • Girls and boys develop language skills at different rates • Play is

Summary • Girls and boys develop language skills at different rates • Play is the work of childhood. Children become more social and interactive in their play at this stage • They move from parallel play to dramatic play • Play with other children promotes social and personality development, as well as cognitive and motor skills Copyright © 2010 Pearson Education, Inc. All rights reserved.