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Physical and
Cognitive
Development in
Early Childhood
Chapter 7
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Chapter Outline
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Physical changes
Cognitive changes
Language development
Early childhood education
7-2
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Physical Changes
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Body growth and change
Motor development
Sleep
Nutrition and exercise
Illness and death
7-3
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Body Growth and Change
• Height and weight
– Average growth is 2.5 inches and 5 to 7 pounds
per year during early childhood
– Growth patterns vary individually
– Two most important contributors to height
differences
• Ethnic origin and nutrition
– Growth hormone deficiency: Produced by the
pituitary gland to stimulate the body to grow
7-4
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Body Growth and Change
• The brain
– Brain growth slows during early childhood
• Brain reaches 95% of adult volume by 6 years
• Changes in child’s brain structure
– Myelination: Nerve cells are covered and
insulated with a layer of fat cells
– Rapid, distinct spurts of growth especially in the
frontal lobes
7-5
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Figure 7.1 - A Myelinated Nerve Fiber
7-6
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Motor Development
• Gross motor skills
– Simple movements at age 3
– More adventurous at age 4
– Hair-raising risks at age 5
• Fine motor skills
– Still clumsy at 3 years
– Improved fine motor coordination at 4 years
– Body coordination by 5 years
7-7
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Sleep
• Should sleep 11-13 hours each night without
interruption
• Can experience narcolepsy, insomnia, and
nightmares
7-8
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Sleep
• Children’s sleep problems and negative
developmental outcome
– Alcohol use problems in adolescence
– Attention problems
– Impaired brain development
– Overweight
7-9
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Nutrition and Exercise
• 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
• Exercise should be a daily occurrence
7 - 10
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Nutrition and Exercise
• Malnutrition in young children from lowincome families
– 11 million preschool children are experiencing
malnutrition
– Biggest problem is iron deficiency anemia
7 - 11
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Illness and Death
• The United States
– Leading causes of death in U.S. children are:
• Motor vehicle accidents
• Cancer
• Cardiovascular disease
– Children’s safety
– Environmental tobacco smoke
7 - 12
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Figure 7.2 - Main Causes of Death in
Children 1 through 4 Years of Age
7 - 13
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Illness and Death
• 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
7 - 14
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Cognitive Changes
• Piaget’s preoperational stage
• Vygotsky’s theory
• Information processing
7 - 15
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Piaget’s Preoperational Stage
• Preoperational stage
– Piaget’s second stage
– Ages 2 to 7 years
– Children represent the world with words, images,
and drawings
• Form stable concepts and begin to reason
• Cognitions are dominated by egocentrism and magical
beliefs
7 - 16
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Piaget’s Preoperational Stage
• Operations: Reversible
– Mental actions that allow children to do mentally
what they formerly did physically
• Symbolic function substage: Child gains the
ability to mentally represent an object that is
not present
7 - 17
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Piaget’s Preoperational Stage
• 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
• https://www.youtube.com/watch?v=OinqFgsI
bh0
7 - 18
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Figure 7.4 - The Three Mountains
Task
7 - 19
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Piaget’s Preoperational Stage
• Intuitive thought substage: Children use
primitive reasoning and want to know the
answers to questions
• Centration and the limits of preoperational
thought
– Centration: Centering attention on one
characteristic to the exclusion of all others
– Conservation: Altering a substance’s appearance
does not change its basic properties
7 - 20
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Figure 7.6 - Piaget’s Conservation
Task
7 - 21
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Figure 7.7 - Some Dimensions of
Conservation: Number, Matter, and Length
7 - 22
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Vygotsky’s Theory
• Children think and understand primarily
through social interaction
• Zone of proximal development (ZPD): Range
of tasks that are too difficult for the child
alone but that can be learned with guidance
• Scaffolding - Changing the level of support
7 - 23
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Vygotsky’s Theory
• Language and thought
– Children use speech to communicate socially and
to help them solve tasks
– Private speech - Use of language for selfregulation
– Inner speech becomes their thoughts
– More private speech = more social competence
7 - 24
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Vygotsky’s Theory
• Teaching strategies - Vygotsky’s theory can be
applied to education
– Assess child’s ZPD
– Use the child’s ZPD in teaching
– Use more-skilled peers as teachers
– Place instruction in a meaningful context
– Transform the classroom with Vygotskian ideas
7 - 25
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Vygotsky’s Theory
• Evaluating Vygotsky’s theory
– Social constructivist approach: Emphasizes social
contexts of learning and asserts that knowledge is
mutually built and constructed through social
interaction
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Figure 7.10 - Comparison of Vygotsky’s
and Piaget’s Theories
7 - 27
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Information Processing
• Attention – Focusing of mental resources on
select information
– Executive attention
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Action planning
Allocating attention to goals
Error detection and compensation
Monitoring progress on tasks
Dealing with difficult circumstances
7 - 28
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Information Processing
– Sustained attention: Focused and extended
engagement with:
• Object, task, event, or other aspect of the environment
– Deficiencies in attention
• Salient versus relevant dimensions
• Planfulness
7 - 29
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Information Processing
• Memory - Retention of information over time
– Short-term: Individuals can retain information up
to 30 seconds with no rehearsal
– Assessing short-term memory - Memory-span task
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Figure 7.12 - Developmental Changes
in Memory Span
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Information Processing
• How accurate are young children’s long-term
memories?
– There are age differences in children’s
susceptibility to suggestion
– There are individual differences in susceptibility
– Interviewing techniques can produce substantial
distortions in children’s reports about highly
salient events
– https://www.youtube.com/watch?v=KPgpRw9tiu
M
7 - 32
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Information Processing
• Executive functioning:
Umbrella-like concept that consists of:
• Higher-level cognitive processes linked to the
development of the brain’s prefrontal cortex
– Managing one’s thoughts to engage in goaldirected behavior and self-control
7 - 33
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Figure 7.14 - Developmental Changes in
False-Belief Performance
7 - 34
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Language Development
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Understanding phonology and morphology
Changes in syntax and semantics
Advances in pragmatics
Young children’s literacy
7 - 35
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Understanding Phonology and
Morphology
• During preschool years, children:
– Become sensitive to the sounds of spoken words
– Produce all the sounds of their language
– Demonstrate a knowledge of morphology rules
• Use plurals, possessives, prepositions, articles, and verb
forms
7 - 36
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Changes in Syntax and Semantics
• Learn and apply rules of syntax
• Children learn the words
– They hear most often
– For things and events that interest them
– Better in responsive and interactive contexts than
in passive contexts
7 - 37
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Changes in Syntax and Semantics
– Best in contexts that are meaningful
– Best when they access clear information about
word meaning
– Best when grammar and vocabulary are
considered
7 - 38
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Early Childhood Education
• Variations in early childhood education
• Education for young children who are
disadvantaged
• Controversies in early childhood education
7 - 39
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Variations in Early Childhood
Education
• Child-centered kindergarten: Education of the
whole child and concern for his or her
physical, cognitive, and socioemotional
development
• Montessori approach: Child is given freedom
and spontaneity in choosing activities
7 - 40
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document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Early Childhood Education
• Education for young children who are
disadvantaged
– Project head start: Compensatory program
designed to provide children from low-income
families:
• Opportunity to acquire the skills and experiences
important for success in school
– Controversies in early childhood education
• Curriculum controversy
• Universal preschool education
7 - 41
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
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