Preschool (3-6)

Question 1

Between ages 4-6, physical changes are ___________ than the 1st years of life.

Answer 1

Less dramatic (growth rate is slower than that of an infant)

• biggest physical gains are in large muscle skills

Question 2

Gross Motor Changes From 3-6 Yrs

Answer 2

3-4 Yrs
- walks upstairs one foot per step
- skips on two feet
- walks on tiptoe
- pedals and steers
- walks in any direction pulling a large toy
- jumps

4-5 Yrs
- walks up and down stairs one foot per step
- stands
- runs
- walks on tiptoe

5-6 Yrs
- Skips on alternate feet
- walks on a line
- slides
- swings

Question 3

Fine Motor Skills From 3-6 Yrs

Answer 3

3-4 Yrs
- catches large ball between arms
- cuts paper with scissors
- holds pencil between thumb and fingers

4-5 Yrs
- strikes ball with bat
- kicks and catches ball
- threads beads on a string
- grasps pencil properly

5-6 Yrs
- plays ball games well
- threads needle and sews large
stitches

Question 4

3 Years Old

Answer 4

• from scribbling to
  drawing
• realizing that
  art can stand for something
  tangible
• record of the thinking process (i.e. draws a person as a head and legs)

Question 5

4- 5 Years Old

Answer 5

• telling stories and
  working out problems using
  art
• detail is added
• new concepts are integrated

Question 6

6 Years Old

Answer 6

• set of symbols are
  developed (i.e. sun is a
  circle with lines that is
  yellow)
• schemes to represent objects- that are modified with the addition of new information
• realization there is a
  definite order in space (everything sits on a line)

Question 7

What is Lateralization?

Answer 7

• brain functions are divided
  between two hemispheres

L- language, logic, math
and analysis

R- intuition, creativity,
art/music, spatial

Question 8

What is Myelnization?

Answer 8

• brain structure that
  regulates attention and
  concentration

Question 9

What is Handedness?

Answer 9

• preference for one hand
  over another appears
  between 2 and 6 years of
  age

Question 10

What are the 5 things that help our development?

Answer 10

1. Connecting
2. Talking
3. Playing
4. Healthy home
5. Community

Question 11

The first ________ years are the most important years of development.

Answer 11

5 Years
- starting within the womb
○ Sensitive period bc brains are still developing

Question 12

What is Serve and Return

Answer 12

• connect, talk, and play with kids

Question 13

What do Games do for Kids?

Answer 13

Copycat games - build empathy

Naming gams - build vocab and attention

Peek-a boo- builds memory and trust

Question 14

ECE can not prevent ACE’s but they can mitigate the impact of ACE’s by…?

Answer 14

1 Reducing the impact of stress
2. Provides proactive coping skills
3. Positive role modeling

Question 15

Socio Dramatic play VS. Rule-governed play?

Answer 15

Socio dramatic play
- in preschool, children begin to play parts or take roles
- playing house
- the age that children create imaginary friends

Rule-Governed Play
- by 5-6 years, children prefer rule governed pretending and formal games
ex. whoever is the smallest has to be the baby, red rover, red light, green light

Question 16

What is the pre-operational stage?

Answer 16

• children become
  more proficient in the use of symbols in thinking and communicating but still have
  difficulty thinking logically

Question 17

What is Conservation?

Answer 17

• the understanding that matter can change in appearance without changing in quantity
• not developed before age 5
  ex. the same amount of water looks different in 2 different glasses

Question 18

Appearance and Reality for Preschoolers

Answer 18

• 4-5 year olds understand that the same object can represent different things

Question 19

What is the False belief principle?

Answer 19

False belief principle- an understanding that enables a child to look at a situation from
another person’s point of view and determine what kind of information will cause that person to have a false belief

• Foundation of the ability to take perspective
• Before this, they can not understand that other people can have different thoughts
• realization the world is outside ‘I’
  ex. In this reality, if a child hit another child and was asked what happened, the child will say that the other child was trying to hurt them

Question 20

What are the Theories of Mind (ToM)?

Answer 20

Age 4
- basic principle that each person’s actions are based on their representation of reality

Age 4-5
- cannot understand that other people can think about them
- do not understand that most knowledge can be derived
from inference (this happens by 6 years)

Age 5-7
- understand the reciprocal nature of thought
- Reciprocal nature of thought; realization that both parties have their own thoughts about something

Enhancing ToM
- pretend play, shared pretence with other children, discussion of emotion-provoking events with parents

Question 21

Metamemory VS. Metacognition

Answer 21

Metamemory
- knowledge about how memory works
- the ability to control and reflect on one’s own
memory function
- Starting to realize how their own brains work
○ Ex. “I am forgetful”, “I can remember anything”

Metacognition
- knowledge about how the mind thinks and the ability to control and reflect on one’s own thought process
- Realize how to think through things; creates the basis of logic

Question 22

How do preschoolers learn language?

Answer 22

• they look for reinforcement
  
  • child forms a hypothesis about a new word’s meaning, then uses the word often, getting feedback to help them judge the accuracy of their hypothesis
• at 5-6 years, they know about 15,000 words

Question 23

What is Invented Spelling?

Answer 23

• strategy young children with good phonological
  awareness skills use when they write
• They write all of the sounds they hear in the order they hear them

Phonological Awareness: ability to recognize and manipulate parts of words/sentences

• the greater the phonological awareness the faster they will
  learn to read

Question 24

Why is Jolly Phonics effective at teaching language at this age?

Answer 24

Jolly Phonics
- a structured program that teaches children to read and write using synthetic phonics, focusing on letter sounds, formation, blending, segmenting, and tricky words.

Effective bc
- Seeing the shape of the letter
- Hearing the sound of the letter
- Sentences are structured to show how aa letter makes different sounds in diff words
- Most types of learning are being used
- it targets 3 types of learners = visual, auditory, and kinesthetics

Question 25

How do preschoolers use grammar?

Answer 25

Inflections - additions that change meaning i.e. adding 'ing' = go to going Overregulatization - using rules when they don't apply i.e. goed Complex Sentences - using conjunctions to combine two ideas or using embedded clauses

Question 26

How is intelligence developed?

Answer 26

family interactions foster higher scores on intelligence testing: - more interesting, complex environment - parental reaction and feedback - parents use rich and accurate language in the 'zone of proximal development' - opportunity to explore and make mistakes - ask questions rather than give commands

Question 27

What is Problematic about Intelligence Testing?

Answer 27

- The construct of intelligence is not defined clearly - Does not account for the fact that intelligence can change ○ The education system limits children to being one type of intelligence and does not really enable them to change (they will get put in - Intelligence in school depends on: reading, writing, and arithmetic - Children get labelled on a subset of skills - There are multiple intelligences - We need to be considerate of what we are actually measuring We keep using this system because: - it is the easiest - We have the most data on it - It has been used for generations

Question 28

Numeracy

Answer 28

- development of numeracy helps to facilitate the learning of more advanced math concepts - Children need to learn that counting a number is for a discrete thing - They need to have the 1:1 ability ○ If they don’t have this, they cant know numeracy

Question 29

Erikson: Initiative VS. Guilt

Answer 29

- created by the ability to plan (a new cognitive skill) - At the age of 3, children challenge their authorities - Even though they are told no, they will do it anyway - ability to plan motivates them to want to take initiative - balance between child's emerging skills and desire for autonomy and the parents' need to protect and control the child's behaviour person perception - Person-perception: children begin to classify others according to categories such as age, gender, and race

Question 30

Social Cognitive Development

Answer 30

Understanding rule categories- - young children use classification skills to distinguish between social conventions and moral rules Understanding others' intentions - start to understand intentions in others - understand that intentional wrong-doing is deserving of greater punishment than unintentional rule transgressions

Question 31

What is the most important contributing factor to early childhood development?

Answer 31

Family Relationships

Question 32

What is the role of attachment?

Answer 32

- predicts behaviour during preschool years in terms of: 1) dysregulated behaviour 2) positive relationships with preschool teachers - Insecurely attached preschoolers are more likely (than securely attached counterparts) to develop negative, critical attitudes toward themselves

Question 33

What are the 4 Aspects of Family Functioning?

Answer 33

1) Warmth/nurturance 2) Clarity and consistency of rules 3) Level of expectations 4) Communication between parent and child

Question 34

4 Types of Parenting Styles

Answer 34

1) Authoritarian (25%) - LOW in nurturance and communication - HIGH in control and maturity demands 2) Permissive (25%) - HIGH in nurturance - LOW in maturity demands, control and communication 3) Authoritative (33%) - HIGH in nurturance, maturity demands, control and communication 4) Uninvolved (15%) - LOW in nurturance, maturity demands, control and communication - produces the most consistently negative outcomes

Question 35

Why does the % of each parenting style not add up to 100%?

Answer 35

- not all parents classify under 1 specific parenting style - they may be a combination of 2 or more

Question 36

What do these stats say about Canadian parents?

Answer 36

- Canadian parents are relatively lenient and emotionally warm with their children. - When compared to European parents, Canadian parents exert less behavioural control, were more likely to use permissive disciplinary strategies and were more tolerant of friend-related activities while continuing to have strong emotional bonds with their children - Speaks to the fat that culture shapes the way of parenting

Question 37

What is Discipline?

Answer 37

training, whether physical, mental or moral, that develops self-control, moral characters and proper conduct

Question 38

SES VS. Parenting Style

Answer 38

- Parenting style is a better predictor of poor childhood outcomes than SES - Good parenting practices are common in all socioeconomic categories as in ineffective parenting practices - Children raised in lower SES families are more likely yo experience a greater # of risk factors and this couples with ineffective parenting practices results in proportionally higher levels of vulnerability

Question 39

What are the 2 main problems with identifying effective discipline strategies?

Answer 39

1. Effect - difficult to establish the effects of discipline 2. Intensity - research has not concluded how intense and frequent effective discipline needs to be

Question 40

Short VS Long-term Learning

Answer 40

Short Term - Learn best if there is physical and visual stimuli - Relate to experiences; so build on what they already know Physical and visual stimuli - Relate to familiar experiences - Active participation - Praise and approval - Stories Long Term - Anyone who is bigger than them is a role model to them - Reinforce skills; give them room to practice 3 R's - Role Model - Repetition - Reinforce new skills

Question 41

Why did children spend more time on screens?

Answer 41

○ Education was online

Question 42

What are the negative effects of screen time and preschoolers?

Answer 42

Cognitive abilities - with each 1 hr increase in TV exposure corresponds to a decrease in participation in class and a decrease in math proficiency in 4th grade - increased screen time (weather direct or background viewing) results in proportional increases in behavioral problems and have poorer vocabulary acquisition - higher screen time at age 4 is associated with lower levels of emotional understanding at age 6

Question 43

What are Scree Time Recommendations?

Answer 43

For children <2 years old - screen time is not recommended For children 2-5 years old - limit screen time to less than one hour a day For children >5 - limit screen time to less than two hours a day

Question 44

COVID VS. Screen time for Preschoolers

Answer 44

Good (ish) - evidence suggests that interactive media, specifically applications that involve contingent responses from an adult (i.e., timely reactions to what a child says or does), can help children learn The Bad - Children’s screen use may directly interfere with their reading activities - sociodemographic factors do not seem to modify either association significantly - Children who used apps for more than 30 minutes/day had significantly lower inhibition scores compared to those with less use - Excessive screen time (>2 -3 h/day on any device) is moderately associated with lower self-regulation in preschoolers

Question 45

Parents model healthy screen habits by:

Answer 45

- Minimize their own screen use around young children, especially during mealtimes, play, and other prime opportunities for social learning. - Prioritize interactions with children through conversation, play, and healthy, active routines. - Decide when to use media together and turn off screens when not in use. - Ensure that media used in the presence of children is free of stereotyping, advertising, or other problematic content.