Physical and Cognitive Physical and Cognitive Development in Early Development in Early ChildhoodChildhood

Chapter 7Chapter 7

Body GrowthBody Growth

• Slower growth rate than during infancySlower growth rate than during infancy• 2 to 3 inches in height and about 5 pounds in 2 to 3 inches in height and about 5 pounds in

weight each yearweight each year• Boys slightly larger than girls Boys slightly larger than girls • Baby fat dropsBaby fat drops• By end of preschool years children begin to By end of preschool years children begin to

lose primary “baby” teethlose primary “baby” teeth• Important to care for teethImportant to care for teeth• Childhood tooth decay is high for low SES Childhood tooth decay is high for low SES

children (poor diet, lack of flouridation and children (poor diet, lack of flouridation and inadequate health and dental careinadequate health and dental care

Children and High Fat Children and High Fat FoodsFoods

• 34% of energy in America’s diet is derived from 34% of energy in America’s diet is derived from fatfat

• In course of school day, most eaten foods In course of school day, most eaten foods (candy, potato chips, cheese, peanut butter) (candy, potato chips, cheese, peanut butter) contains at least 50% of fatcontains at least 50% of fat

• Children’s food preferences are influenced by Children’s food preferences are influenced by what adults eatwhat adults eat

• Certain foods (high in fat) should be discouraged Certain foods (high in fat) should be discouraged as a means for rewards with children as a means for rewards with children

• Health foods as rewards may be viewed as Health foods as rewards may be viewed as something to endure not to enjoysomething to endure not to enjoy

Brain DevelopmentBrain Development

• Between 2 and 6 years the brain Between 2 and 6 years the brain increases from 70 to 90 percent of its increases from 70 to 90 percent of its adult weightadult weight

• Left hemisphere- growth between 3 to 6 Left hemisphere- growth between 3 to 6 years and levels off-language skills years and levels off-language skills

• Right hemisphere- spatial skills Right hemisphere- spatial skills (drawing, recognizing shapes) develops (drawing, recognizing shapes) develops gradually over childhood and gradually over childhood and adolescenceadolescence

Lateralization and Lateralization and HandednessHandedness

• Dominant cerebral hemisphere- an individual’s strong Dominant cerebral hemisphere- an individual’s strong hand preference reflecting the greater capacity of one hand preference reflecting the greater capacity of one side of the brainside of the brain

• Right handers- 90% of population- language and hand Right handers- 90% of population- language and hand control in left side of braincontrol in left side of brain

• Lefties- 10% of population- language shared in both Lefties- 10% of population- language shared in both hemisphereshemispheres

• Ambidextrous- let preferred but can be skillful with right Ambidextrous- let preferred but can be skillful with right handhand

• Hand preference of twins relate to body position during Hand preference of twins relate to body position during prenatal periodprenatal period

• Small number of lefties show developmental problemsSmall number of lefties show developmental problems

Emotional Well-beingEmotional Well-being

• Preschoolers with very stressful home lives Preschoolers with very stressful home lives suffer more respiratory and intestinal illnesses suffer more respiratory and intestinal illnesses and injuries do to accidentsand injuries do to accidents

• Deprivation dwarfism- growth disorder that Deprivation dwarfism- growth disorder that appears between 2 and 15 years of age and is appears between 2 and 15 years of age and is caused by the interference with the production caused by the interference with the production of the growth hormone due to emotional of the growth hormone due to emotional deprivation- short stature, low weight in relation deprivation- short stature, low weight in relation to height, decrease hormone production (GH)to height, decrease hormone production (GH)

• Removal from emotionally inadequate Removal from emotionally inadequate environment GH levels return to normal; delay environment GH levels return to normal; delay in treatment can cause permanent dwarfismin treatment can cause permanent dwarfism

NutritionNutrition

• Picky eaters and unpredictable eating pattern Picky eaters and unpredictable eating pattern are not uncommon in preschool yearsare not uncommon in preschool years

• Decline in appetite is normal-slower growthDecline in appetite is normal-slower growth• Wariness to new foods- adaptive skill in learning Wariness to new foods- adaptive skill in learning

safety of foodssafety of foods• Preschoolers need high quality diet- fats, oils, Preschoolers need high quality diet- fats, oils,

sugars to a minimumsugars to a minimum• Common dietary deficiencies in preschool years- Common dietary deficiencies in preschool years-

iron (anemia, calcium-bones and teeth; Vitamin iron (anemia, calcium-bones and teeth; Vitamin A-eyes, skin and internal organs; Vitamin C- A-eyes, skin and internal organs; Vitamin C- immune system, iron absorption and wound immune system, iron absorption and wound healinghealing

Nutrition cont’dNutrition cont’d

• Encouraging Good Nutrition in Encouraging Good Nutrition in ChildrenChildren

• Page 215Page 215

Immunizations Immunizations • Childhood immunizations- polio, measles, mumps, rubella Childhood immunizations- polio, measles, mumps, rubella

(German measles) pertussis (DTP) (whooping cough) diphteria, (German measles) pertussis (DTP) (whooping cough) diphteria, tetanus, hepatitis B, and chicken pox.tetanus, hepatitis B, and chicken pox.

• Infants- first 5 diphteria, tetanus, and DTP injections at 2 Infants- first 5 diphteria, tetanus, and DTP injections at 2 monthsmonths

• Polio vaccine in 3 injection series starting at 2 monthsPolio vaccine in 3 injection series starting at 2 months• Measles, mumps, and rubella (MMR) given at 15 months- Measles, mumps, and rubella (MMR) given at 15 months-

single shotsingle shot• Hep B 3 shots starting at birthHep B 3 shots starting at birth• Chicken pox as early as 12 monthsChicken pox as early as 12 months• Irritable, less energetic, low grade fever not beyond 24 hrsIrritable, less energetic, low grade fever not beyond 24 hrs• 1% chance of serious side effects1% chance of serious side effects• 4 out of 10 people who get tetanus die; 1 out of 100 babies 4 out of 10 people who get tetanus die; 1 out of 100 babies

under 6 months who get pertussis diesunder 6 months who get pertussis dies

Cognitive Development Cognitive Development Preoperational Stage-PiagetPreoperational Stage-Piaget

• Piaget’s preoperational stage- Piaget’s preoperational stage- children are not capable of mental children are not capable of mental actions that obey logical rulesactions that obey logical rules

Make Believe PlayMake Believe Play

• Increases in early childhoodIncreases in early childhood• Becomes increasing detached form real Becomes increasing detached form real

life situations associated with itlife situations associated with it• Less directed on self and begins to focus Less directed on self and begins to focus

on objectson objects• Gradually contains more complex Gradually contains more complex

schemescheme• Sociodramatic play- combines scheme Sociodramatic play- combines scheme

and includes role playing of childrennand includes role playing of childrenn

EgocentrismEgocentrism

• Inability to imagine the perspectives of Inability to imagine the perspectives of others and reflect on their own thinkingothers and reflect on their own thinking

• Leads to illogical features of thoughtLeads to illogical features of thought• Animistic thinking- belief that inanimate Animistic thinking- belief that inanimate

objects have lifelike qualitiesobjects have lifelike qualities• Magical thinkingMagical thinking• Rigid thinking and illogical nature of Rigid thinking and illogical nature of

young children’s thinkingyoung children’s thinking

ConservationConservation

• Certain physical characteristics of objects remain the Certain physical characteristics of objects remain the same even when their outward appearance changessame even when their outward appearance changes

• Preschoolers have not yet developed this conceptPreschoolers have not yet developed this concept– Understanding is centered (one aspect of situationUnderstanding is centered (one aspect of situation– Perception- bound ( easily distracted by the Perception- bound ( easily distracted by the

appearance of objects)appearance of objects)– Focus on states rather than transformations (focus on Focus on states rather than transformations (focus on

beginning and end statesbeginning and end states• Irreversibility- can not revise steps in a problem to get to Irreversibility- can not revise steps in a problem to get to

the beginningthe beginning

Conservation cont’dConservation cont’d

• Recently 2 year old Brooke’s father Recently 2 year old Brooke’s father shaved off his thick beard and shaved off his thick beard and mustache. When Brooke saw him mustache. When Brooke saw him she was very upset. Using Piaget’s she was very upset. Using Piaget’s theory, explain why Brooke was theory, explain why Brooke was upset by her father’s appearanceupset by her father’s appearance

Vygotsky’s Sociocultural Vygotsky’s Sociocultural TheoryTheory

• Social context of cognitive Social context of cognitive development development

• Rapid growth in language in early Rapid growth in language in early childhoodchildhood

• Paritcipation in culturally Paritcipation in culturally meaningful tasksmeaningful tasks

Private SpeechPrivate Speech

• Piaget called children’s utterances to Piaget called children’s utterances to themselves- egocentric speechthemselves- egocentric speech

• Vygotsky- children speak to themselves Vygotsky- children speak to themselves for self-guidance and self-direction for self-guidance and self-direction (private speech)(private speech)

• Private speech is used more often when Private speech is used more often when tasks are difficult or when a child is tasks are difficult or when a child is confused about how to proceedconfused about how to proceed

Zone of Proximal Zone of Proximal DevelopmentDevelopment

• A range of tasks too difficult for the A range of tasks too difficult for the child to do alone but that can be child to do alone but that can be accomplished with the help of accomplished with the help of othersothers

• Adults and more skilled peers can Adults and more skilled peers can assist with development through assist with development through dialoguedialogue

Zone of Proximal Zone of Proximal Development cont’dDevelopment cont’d

• Tanisha sees her 5 year old son Tanisha sees her 5 year old son Toby talking to himself when he Toby talking to himself when he plays. Should she discourage this plays. Should she discourage this behavior? Use Vygosky’s theory to behavior? Use Vygosky’s theory to support your answer.support your answer.

AttentionAttention

• Preschoolers spend short time on Preschoolers spend short time on activities activities

• Average time for single activity in Average time for single activity in preschool- 7 minutespreschool- 7 minutes

• Attention more “planful” by end of Attention more “planful” by end of preschool yearspreschool years

MemoryMemory

• Age 2 recall is 1 to 2 itemsAge 2 recall is 1 to 2 items• Age 4 recall is 3 or 4 itemsAge 4 recall is 3 or 4 items• Recall is poorer than recognitionRecall is poorer than recognition• Young children are less able to use memory Young children are less able to use memory

strategies- mental activities that improve strategies- mental activities that improve chances of rememberingchances of remembering

• Children remember in terms of scriptsChildren remember in terms of scripts• Children’s memory can be assisted by Children’s memory can be assisted by

discussing past events, asking questions, and discussing past events, asking questions, and providing elaborate informationproviding elaborate information

Language Affects MemoryLanguage Affects Memory

• First verbs in children’s vocabularyFirst verbs in children’s vocabulary– Think, remember, and pretendThink, remember, and pretend

• By age 4 children understand that By age 4 children understand that beliefs and reality can differ- people can beliefs and reality can differ- people can hold false beliefshold false beliefs

• Young children believe that all events Young children believe that all events must be directly observed to be knownmust be directly observed to be known

LiteracyLiteracy

• Preschoolers understand a great deal Preschoolers understand a great deal about written language long before they about written language long before they learn to read or write in conventional learn to read or write in conventional waysways

• Preschoolers are aware of some ideas Preschoolers are aware of some ideas about symbols but may revise these about symbols but may revise these ideas as their perceptual and cognitive ideas as their perceptual and cognitive capacities improve and as they capacities improve and as they encounter writing in many different encounter writing in many different contexts.contexts.

Mathematical ReasoningMathematical Reasoning

• Built on foundation of informally acquired Built on foundation of informally acquired knowledgeknowledge

• Early years- big, little, small, lotsEarly years- big, little, small, lots• Between 2 yrs and 3 yrs they begin to count- Between 2 yrs and 3 yrs they begin to count-

memorization memorization • 3 yrs to 4 yrs- one to one correspondence3 yrs to 4 yrs- one to one correspondence• 4 yrs and 5 yrs- cardinality- last number in a 4 yrs and 5 yrs- cardinality- last number in a

counting sequence indicates the quantity of counting sequence indicates the quantity of items in a setitems in a set

• By end of preschool- count on concept By end of preschool- count on concept • Eventually later develop count down conceptEventually later develop count down concept

Preschool and DaycarePreschool and Daycare

• Over 30 years the number of young Over 30 years the number of young children in preschool has increased children in preschool has increased steadily steadily

• Due to large number of women in Due to large number of women in workforceworkforce

• Types of preschools- child centered Types of preschools- child centered preschools, academic programspreschools, academic programs

Early InterventionEarly Intervention

• Project Head Start- 1965 for children with Low Project Head Start- 1965 for children with Low SES SES

• Encourages parental involvementEncourages parental involvement• Children in Head Start scored higher in IQ and Children in Head Start scored higher in IQ and

school achievement than controls during first 2 school achievement than controls during first 2 to 3 years of elementary schoolto 3 years of elementary school

• Less likely to be placed in special education or Less likely to be placed in special education or retained a grade and a greater number retained a grade and a greater number graduated from high schoolgraduated from high school

• Good child care can reduce negative impact of Good child care can reduce negative impact of an underprivileged home lifean underprivileged home life

Important Factor For Good Important Factor For Good Childcare Childcare

• Group sizeGroup size• Caregiver to child ratioCaregiver to child ratio• Caregiver’s educational Caregiver’s educational

preparationpreparation• Caregiver’s personal commitment Caregiver’s personal commitment

to learning about and caring for to learning about and caring for childrenchildren

TelevisionTelevision

• Sesame Street works as an Sesame Street works as an academic tutoracademic tutor

• TV can support cognitive TV can support cognitive development as long as children’s development as long as children’s viewing is not excessive and viewing is not excessive and programs meet developmental programs meet developmental needsneeds

LanguageLanguage

• By age 2, 200 wordsBy age 2, 200 words• BY age 6, 10,000 wordsBY age 6, 10,000 words• Fast-mapping- connecting a new Fast-mapping- connecting a new

word with an underlying concept word with an underlying concept after only a brier encounterafter only a brier encounter

• Preschoolers extend language Preschoolers extend language meanings through metaphormeanings through metaphor

GrammarGrammar

• The way we combine meaningful The way we combine meaningful phrases and sentencesphrases and sentences

• 2 and 3 yrs old English speakers use 2 and 3 yrs old English speakers use simple sentences- subject verb ordersimple sentences- subject verb order

• Overregularization- by about 3.5 Overregularization- by about 3.5 children learn many grammar rules and children learn many grammar rules and may use them in errormay use them in error

• Difficulty with passive formDifficulty with passive form

PragmaticsPragmatics

• Preschoolers are learning how to Preschoolers are learning how to use appropriate communication use appropriate communication tools effectivelytools effectively

• By age 4 children know culturally By age 4 children know culturally accepted ways of adjusting speech accepted ways of adjusting speech to fit age, sex, and social status to fit age, sex, and social status role of personsrole of persons

Pragmatics cont’dPragmatics cont’d

• One day Sammy’s mother explained to One day Sammy’s mother explained to him that the family would take a him that the family would take a vacation in Miami. The next morning vacation in Miami. The next morning Sammy emerged from his room with his Sammy emerged from his room with his belongings spilled out of a suitcase and belongings spilled out of a suitcase and remarked, “I gotted my bag packed. remarked, “I gotted my bag packed. When are we going to Your-ami?” What When are we going to Your-ami?” What do Sammy’s error’s reveal about his do Sammy’s error’s reveal about his approach to language?approach to language?