C.H.I.L.D Foundation 3-6 DEVELOPMENT By Drina Madden.
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Transcript of C.H.I.L.D Foundation 3-6 DEVELOPMENT By Drina Madden.
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3-6 DEVELOPMENT
By Drina Madden
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Body Growth
Compared to infancy, gains in body size taper off
Body fat declines – leaner and longer
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Body Growth
Cartilage hardens into bone
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Body Growth
By end, begin to lose primary teeth
Tooth care remains important
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Body Growth
Different parts of the body grow at different rates
General growth curve Rapid during infancy Slower during early and middle
childhood Rapid in adolescence
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Body Growth
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Brain Development
Neural fibers continue to form synapses and myelinate
Over-produced synapses are pruned
Plasticity of the brain is reduced
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Brain Development
Left hemisphere grows more rapidly than right due to language development
Hand preference is fairly stable by 2
Handedness indicates dominant hemisphere
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Brain Development
Fibers linking the cerebellum and cerebral cortex myelinate
Reticular formation – responsible for alertness and consciousness
and
Corpus callosum connecting two hemispheres myelinate rapidly
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Brain Development
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Factors affecting growth
Hereditary control over pituitary growth hormones
Emotional well-being continues to influence body growth
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Factors affecting growth
Restful sleep Body growth Positive family functioning
Bedtime routines are helpful Persistent sleep problems are
often due to illness or family stress
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Factors affecting growth
Appetite declines due to slower growth rate
Social environments have strong impact on food preferences
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Factors affecting growth
Malnutrition can combine with infectious diseases to undermine healthy growth
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Factors affecting growth
Childhood illness rises with day-care attendance.
Middle ear infection (otitis media) Delays language process Interferes with socialization Academic performance is less strong
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Factors Affecting Growth
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Factors affecting growth
Childhood injuries should be prevented as much as possible Family stress Poverty Teenage childbearing Creating safer environments at home,
travel, and play Education parents
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Motor Development
Previously acquired skills are integrated into more complex actions
Gait becomes smooth and rhythmic
Running, jumping, hopping, galloping and skipping appear
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Motor Development
Gains in control of hands and fingers lead to dramatic changes in fine motor skills
Dressing and eating become more independent
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Motor Development
Scribbles change to pictures Drawings become more complex
and realistic Begin printing letters and numbers
followed by words
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Motor Development
Body build, ethnicity and sex influence motor skills
Environment plays a role in girl/boy differences
Play experiences are essential for skill mastery
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Perceptual Development
Brain maturation increases visual + motor skill
Exposure to reading materials increases perceptual development
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COGNITIVE DEVELOPMENT
Piaget - thought Egocentric and animistic thinking
Unaware of viewpoints other than their own
Inanimate objects have thoughts,feelings and intentions like they do
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COGNITIVE DEVELOPMENT
Now – we know When we use objects they are familiar
with – not egocentric Adapt their speech to their listeners Adjust their descriptions to take context
into account Do think rocks, clouds, etc are alive – due
to incomplete information not animistic thinking
Believe in magic as a way to explain things they don’t understand
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COGNITIVE DEVELOPMENT
Piaget thought Unable to conserve
Now we know – it’s true Their understanding is centered on one
aspect of a situation while neglecting others Easily distracted by appearances Cannot connect the beginning and end
results
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COGNITIVE DEVELOPMENT
Piaget thought They use transductive reasoning- particular
to particular – often incorrectly linking occurrences and drawing wrong conclusions
Now we know They do better if we give examples from
their real world. They can Notice changes Reverse their thinking Understand cause and effect in familiar situations
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COGNITIVE DEVELOPMENT
Piaget thought Lack of hierarchical classification
They tended to center on the over-all feature of one group and couldn’t generalize
Now we know Their everyday knowledge is nested into categories By age 2, they have strong awareness of daily
categories Over preschool years can do complex categorizing
aided by their language
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COGNITIVE DEVELOPMENT
Piaget thought They had trouble with appearance versus
reality
Now we know They need familiar situations
with simple vocabulary to maximize more complex connections
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COGNITIVE DEVELOPMENT
Vygotsky – now we know Scaffolding (Zone of Proxymal
Development) stretches children’s cognition and language
Not egocentric but private speech
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COGNITIVE DEVELOPMENT
Vygotsky – now we know Private speech - Helps them talk their
way through situations It increases their attention and
reasoning Make-believe play fosters cognitive
development – social rules and internal ideas
Preschoolers who think about pretend world are more flexible
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COGNITIVE DEVELOPMENT
Information processing
Attention gradually becomes more sustained and planful during early childhood
Recognition memory is remarkably good
Memory strategies are weak so have trouble remembering lists
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COGNITIVE DEVELOPMENT
Information processing
Memory for everyday experiences is well developed
Remember familiar experiences in terms of scripts that become more elaborate with age
Begin thinking about thought (metacognition)
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COGNITIVE DEVELOPMENT
Information processing They understand a great deal about
written language long before they can read and write
Experience and scaffolding helps them to refine their awareness of written language
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COGNITIVE DEVELOPMENT
Information processing Toddlers know ordinal numbers
3 > 2 and 2 > 1
Preschoolers grasp cardinal numbers – the last number in a counting sequence indicates the amount of items in a set
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COGNITIVE DEVELOPMENT
Language development Children’s vocabulary grows rapidly
during preschool years Figure out meaning of new words by
contrasting them with words they know
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COGNITIVE DEVELOPMENT
Language Development Look to adults behavior to figure out
meanings of new words With sufficient vocabulary, begin
coining new words and creating metaphors
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COGNITIVE DEVELOPMENT
Language Development
2-3 Basic word order of their language is developed
5-6 Grammar rules have been acquired
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COGNITIVE DEVELOPMENT
Language Development Children appear to have a language
capacity that supports the discovery of grammatical regularities
Practical language (pragmatics) emerge by age 4 with child adjusting speech to audience
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COGNITIVE DEVELOPMENT
Language Development
Conversational give and take with more skilled speaker fosters preschool language skills
Need a language rich environment
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EMOTIONAL/SOCIAL DEVELOPMENT
Erickson Initiative versus Guilt Need opportunities for successful
choices
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EMOTIONAL/SOCIAL DEVELOPMENT
Self Development Self-concept
Observable characteristics Typical beliefs, emotions and attitudes
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EMOTIONAL/SOCIAL DEVELOPMENT
Emotional 2-3 Have an understanding of causes,
consequences and behavioral signs of basic emotional reactions
3-4 Aware of strategies that assist with emotional regulation
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EMOTIONAL/SOCIAL DEVELOPMENT
Handling negative emotions Temperament Adult modeling Conversations about feelings
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EMOTIONAL/SOCIAL DEVELOPMENT
Peer Relations Interactive play increases
Nonsocial activity Parallel play Associative Cooperative
Solitary and parallel remain throughout preschool for many children
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EMOTIONAL/SOCIAL DEVELOPMENT
Peer Relations Friendship is seen on concrete,
activity-based terms Interactions with friends are positive
and cooperative Adults offer informal play activities
and offer advice, guidance and examples
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EMOTIONAL/SOCIAL DEVELOPMENT
Foundations of Morality Discipline based on fear of punishment
DOES NOT foster conscience development
Reinforcement and modeling are basis for moral action
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EMOTIONAL/SOCIAL DEVELOPMENT
Foundations of Morality Age 4 – Distinguish between
truthfulness and lying
Peer interaction allows opportunity to work out ideas about justice and fairness
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EMOTIONAL/SOCIAL DEVELOPMENT
Foundations of Morality All children will demonstrate aggression at
some time Overt – more common on boys Relational – more common in girls
Ineffective discipline and conflict-ridden atmosphere promote and sustain aggression
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EMOTIONAL/SOCIAL DEVELOPMENT
Foundations of Morality Televised violence promotes
aggression Young children’s limited
understanding of TV increases their acceptance and imitation of what they see
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EMOTIONAL/SOCIAL DEVELOPMENT
Gender Typing Gender types are more like over=riding
rules than flexible guidelines
Higher activity and overt aggression in boys is linked to gender typing
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EMOTIONAL/SOCIAL DEVELOPMENT
Child Rearing Authoritative
Demanding and responsive Promotes cognitive, emotional and social
competence Caring concern, explanations and
reasonable demands account for its effectiveness
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EMOTIONAL/SOCIAL DEVELOPMENT
Child Rearing Authoritarian – high demands, low
responsiveness = anxious, withdrawn behavior
Permissive – responsive but undemanding = poor self control and achievement
Uninvolved – low demands and low responsiveness = disrupts all aspects of development