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From Infancy to Early Childhood Physical Growth and Development
- Growt at a slower rate
- Children get more lean, stable, long, and strong
- No longer as awkward and uncoordinated
- Motor skills refine (large-small)
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Large Motor Development
- Morge agile and able to move
- Need daily activity play
- Movements more coordinated
- Increased balance and control
- System of action: combination of physical movements (run, start, jump)
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Small Motor Development
- More refined eye-hand coordination
- Manipulate small items, "tools"
- Self help skills
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Artistic Development (Stages)
- Scribble (abstract) to
- Shape with representation to
- Design which is more purposeful to
- Pictorial (by age 5 - concrete objects)
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Artistic Development
- Art as a way to express emotion
- Art as a window to the child
- Shift from abstract to representational
- Process vs Product
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Diety Needs (Changes)
- Cycles of eating and not eating as much
- Need less calories
- Healthy habits established (healthy portion and choices, food groups, daily exercise)
- Poor health and malnutrition can negatively affect cognitive ability
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Sleep Needs (Changes)
- Cycle between need and not needing as much sleep
- Eventually grows out of naps (longer sleep nights, by age 5 - 11 hours)
- Moving from dependence to independence
- Can be scary, but transitional objects can help.
- Establish a bed time routine
- Reach a deeper state of sleep
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Nightmares
- Frightening dreams brought on by staying up too late
- Caused by eating close to bed time, watching TV before bed (overstimulation), watching scary shows, stories, news.
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Night Terrors
- Possibly due to immature development of the brain's motor control system
- Child wakes up suddenly, screaming, crying, breathing radidly
- Will not remember the incident
- Nightmares are worse, but night terrors look worse.
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Oral Health
- Age 3 - primary teeth are in place. Permanent teeth at age 6.
- Tooth decay is less common today but still an issue for underpriveleged populations
- Tooth decay - lack of dental care, interferes with eating/sleeping routines, relates to behavior problems.
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Globally, over half of deaths in young children under age 5 are due to:
- Preventable diseases such as pneumonia, diarrhea, and malaria
- Under nutrition plays a huge role
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In the United States, childhood death is caused by:
- Injury, rather than illness.
- Early chilhood accidents range from car accidents to preventable accidents in the home
- Most occur in the home (fires, drowing, suffocation, poisoning, falls)
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Preoperational Child
- Children are not yet able to engage in organized, formal, and logical thinking operations, but do developic symbolic function
- Quicker and more effective thinking
- Less reliance on senorimotor learning
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Symbolic Function
- Directly related to learning language
- Preschoolers ability to represent actions symbolically (words, numbers, images)
- Language allows children to think beyond present/future/past
- Pretend Play (deferred imitation)
- Language can be used to consider many possibilities at the same time
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Immature aspect of preoperational child:
- centration: tendency to focus on one aspect of a situation and neglect others
- Don't see big picture
- Socailly = egocentrism -> sociocentrism
- Physical properties of objects = conservation
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Information Processing Approach
How Do We Make a Memory?
- Sensory memory: sensory input "inbox"
- Encoding: giving information a "code" or "label" (ex. new family member)
- Storage: storing memory for later
- Retrieval: remembering information that was stored in working/long-term memory
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Storage Memory
- Storing your memory away to remember it later (two places:)
- Working memory: short term, still being worked on/thought about
- Long-Term Memory: unlimited capacity, holds infor for "long time"
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Retrieval Memory
- Remembering information that was stored away in either working or long-term memory is retrieved
- Recognition: being able to identify something you have come across before (senses)
- Recall: being able to tell you what is remembered (language)
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Preschool children do better with what type of memory:
- Recognition
- Hands on learning
- Language
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Types of Early Memories
- Generic Memory
- Episodic Memory
- Autobiographical Memory
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Generic Memory
- Family routines that guide behavior
- Helps a child know what to expect and how to act, predictability
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Episodic Memory
- Memories that are associated with a particular time, place, or circumstance
- Temporary memories
- If not repeated, will be forgotten
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Autobiographical Memory
- Episodic memory that has a special, personal meaning to the child
- Ages 3-4
- Role of the relationship and emotions
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Influences on Memory Retention
- Uniqueness of the event
- Active participation
- Talking about past events
- Social interaction model - making memories together
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Language Development & Memory
- Ability to remember develops together with the ability to talk about past experiences
- Language helps reinforce memory
- Experiences gives us more to talk about
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Grammar and Syntax
- The way that words and phrases are put together in order to form sentences
- Doubles each month
- Plurals and possessive nouns
- Past tense (-ed)
- Ask/answer complex questions
- Increase vocabulary
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Vocabulary Explosion & Expressive/Receptive/Fast Mapping
- Age 3: know 1,000 words
- Age 6: can speak 2,600 words, understand more than 20,000
- Expressive: vocabulary of what is spoken
- Receptive: vocabulary of what is understood
- Fast Mapping: the ability to associate words with their meaning after hearing it only once or twice
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Development of skills that children will need in order to read:
- Symbols have meaning
- Phonemic awareness: letters make sounds
- Sounds/letters can be grouped together to make words
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How small motor skills help literacy
- recognize the value of words to motivate children to write
- Representative artwork
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Child centered Preschool
- Developmental approach
- Child initiated activities
- Ample amounts of uninterruped indoor/outdoor play
- Hands on curriculum towards all domains of development
- Teacher is a facilitator (scaffolding)
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Adult Center Preschool
- Academic approach
- Highly structured learning times
- Focus on academics in preparation for future schooling
- Teacher is a director
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Reggio child-centered preschool programs
- Founder (Malaguzzi) was a social-constructionist who envisioned an "education based on relationships"
- Follow the child's lead into investigations
- The process is most important
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Montesorri child-centered preschool programs
- Founder Maria Montessori
- Originally focused on educating children with disabilities and helping them learn useful skills and work with tools
- Important for children to have time to work at their own pace and on individual tasks
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Compensatory Preschool Program (HeadStart)
- Funded federally 1965
- A "whole-child" approach - dental, medical, mental health, social services, and a hot meal a day
- Teacher and program quality improvement
- Improves school readiness
- Helps families in poverty
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Kindergarten
- Not required in all states, but most families choose to enroll
- Preparation a child receives BEFORE kindergarten is MOST important
- Emotional and social: important factors in readiness and predict school success
- Adjustment will depend on child's age, gender, temperament, environment
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Erikson: Initiative vs Guilt
- Ages 3-6
- Actions independently
- May feel bad or "guilty" - need approval
- Challenge - develop a willingness to do or try new things, not let guild or fear of punishment stop them
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Erikson's thoery suggest that:
- A healthy level of independence from others must be attained
- Being restricted, overprotected and/or dependent on others could have negative consequences on child's development
- Varies in cultures
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Role of Culture
Collectivistic orientation:
- Promotes Interdependence
- Encourage being humble, listening to those with authority, and appropriate behavior
- Ex. the child who misbehaves - "malcreada"
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Role of Culture
Individualistic Orientation:
- Emphasizes personal indentity
- Being an individual, self-expression and self-esteem
- Ex. the child who misbehaves - "shame on you"
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Developing Self-Concept
- Observable behaviors, external characteristics, family members
- Self-definitions: single representations, age 3-4, one dimensional, non related statements
- Representational mappings: age 5/6, makes "logical connections between aspects of onself", connections are "all or nothing"
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Gender Identity & Gender Roles/Typing
- Understanding that one is a boy or a girl and what that means.
- Gender roles: behavior that a culture defines as appropriate for males and females
- Gender Typing: process of being socialized to learn appropriate gender roles
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Kohlberg's theory states children's understanding of gender constancy progress through 3 stages:
- Gender Identiy/Labeing: Age 2-3. awareness of your own gender and gender of others
- Gender stability: Preschool. understanding that your gender will not change over time (misjudge by appearances, stereoptypes)
- Gender consistency: Preschool/School Age. gender does not change despite changes in appearance or activities
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Gender-Schema Theory
- Children socialize themselves
- Children develop a schema about gender based on thier particular culture (how they dress/what they do)
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Play contributes to which domains of development:
Physical, Cognitive, Psychosocial
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Physical benefits of play
- Stimulates senses - builds brain connections
- Exercise their muscles (large and small motor skills)
- Gain physical skill mastering
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Cognitive benefits of play
- Decision making and problem-solving skills
- Practical application of math and science concepts
- Language development
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Psychosocial benefits of play
- Cooperating with others
- Negotiating and conflict resolution skills
- Learn to abide by rules
- Self-regulation
- Practice to prepare for adult roles
- Verbal Skill development
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Different Types of Play (6)
- Unoccupied behavior: not ready yet, not interested
- Onlooker play: watching others, shy, learning from others
- Solitary Independent play: plays alone, not interested in others, skill building
- Parallel play: independent play among others, use similar materials in own ways
- Associate play: children play together, talk and share materials
- Cooperative play: children work together for a common goal, take different roles
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Difficulties in Parenting
- Children trying to learn to regulate emotions
- Socialization not always a good thing - (pick up bad habits)
- Children become aware of their social power (aggression)
- Fearfulness can be intense (creatures/separations)
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Baumrind's 3 parenting styles:
- Authoritarian
- Permissive
- Authoritative
- Uninvolved
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Authoritarian parenting
- Value control and obedience
- Children strictly controlled - take away priveleges, spankings, threats
- Less warm and more detached
- Children tend to be disconnected, withdrawn, and distrusful
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Permissive parenting
- Value self expression and self regulation
- Make few demands, little guidance, and give a lot of freedom
- Warm, non-controlling
- Children may be immature, insecure, and anxious
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Authoritative parenting
- Parents value individuality along with good behavior.
- Clear, consistent limits given with love
- Good communication
- Respect children's abilities and individuality
- Children self-reliant, self controlled and content
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Uninvolved parenting (added by Maccoby and Martin)
- Parents focus on their own needs, not of their children.
- Stressed or dealing with depression
- Children often insecure and can develop behavioral problems.
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