Week 4 Flashcards
(20 cards)
1
Q
Motor development: fine motor skills
A
- Lags behind gross motor skills
Due to need for greater :
muscle control, patience, judgment, visual perception
Gender: girls’ fine motor skills develop ahead of boys
2
Q
Motor development, fine motor skills and specific ages
A
- At 3 yrs, still clumsy at picking up small objects with thumb & forefinger
- 4-5 yrs: develop precision grip
- Use scissors, pour without spilling, manage buttons, turn knobs, better control of writing implements
- 5 – 6 yrs: use cutlery more independently, tie shoelaces
3
Q
Literacy and numeracy
A
Emergent literacy: children become aware of literacy knowledge informally
- Letter knowledge
- Phonological awareness
- Invented spelling
- Supported by interactive reading, supported writing
4
Q
Drawing
A
- 16 mths: random scribbling, gross muscles, power grip
- 3 yrs: controlled scribbling, representational forms, people as “tadpoles”
- 3-4 yrs: draw person, developmental progression
- 5 – 6 yrs: increasing realism
- Quality of early childhood art correlated with reading, writing & spelling in early primary grades
5
Q
Numeracy in specific ages
A
- 14-16 mths – knowledge of ordinality – there are relationships between quantities (lots, few, 2 < 3)
- 3.5 – 4yrs: mastered cardinality – last number of a counting sequence indicates quantity of items in set, can count to 10
- One-to-one principle: one counting tag to object (eg not “one, two, two)
- Stable order principle: tags must be chosen in stable (repeated) order one, two, three, four…
6
Q
Language development - vocabulary
A
- Fast mapping: connect new words with concepts after brief encounter
- > by 5yrs, acquire 5-8 words per day
- > By 6 yrs, 20 per day
- Make up new words if don’t already have label
- Will construct meaning from correct usage of words by others
7
Q
Language development - grammar
A
- 2-3 yrs: Simple sentences; use adult speech as model, acquire grammatical rules (e.g., adding –ing to play)
- Overregularization errors: overextend grammatical rules to words that are exceptions – e.g., “four sheeps”, “Mommy runned to the car”
8
Q
Language development - communication: pragmatics
A
- Infants: conversational turn-taking and maintain topics
- By 3 yrs: can infer a speaker’s intention based on expression
- By 4 yrs: adjust speech to suit characteristics of listener (gender, age, etc) - seen in make believe play
9
Q
Language development - how parents support development
A
Labelling: identifying objects
Echoing: reflective statements
Recasting: correcting inaccurate speech forms
Expanding: elaborating on children’s speech
10
Q
Piaget’s pre-operational stage
A
- 2 – 7 yrs
- Dramatic increase in representational (symbolic) activity, including language
- Develop internal images of experiences, which are labelled with words
- Make believe play
11
Q
Piaget’s pre-operational stage - make believe play
A
- > More representational than realistic
- > Includes other imaginary people; less self-centred
- 18 months: pretend with realistic objects e.g., toy telephone
- 2 years: pretend with other objects e.g., banana, stick
i. e., representational
12
Q
Limitations of pre-operational thought
A
- Operational thought = logical thought
- Preoperational = pre- or illogical
- Described by its limitations compared to Concrete Operational thought
- Egocentrism: failure to understand that others’ have different perspectives (or distinguish from own)
- > The 3-Mountains task
- Animistic thinking: the belief that inanimate objects have lifelike qualities, eg thoughts & feelings
13
Q
further limitation of pre-operational thought - conservation and centration
A
- Inability to Conserve (liquid or matter)
- > Conservation = the understanding that quantity remains the same despite changes in shape or placement
- Preoperational thinking is appearance-based & static (unable to consider transformations)
- Fail to conserve because thinking is centred and irreversible:
- > Based on centration: focusing on one aspect of a situation & neglecting others
- > Irreversibility: cannot cognitively step through a series of events & then reverse direction
14
Q
Critiques of Piaget
A
- More recent research suggests that Piaget underestimated children’s cognitive abilities
- More evidence of logic when presented with simple tasks based on familiar experiences
- Pre-schoolers can be trained in Piagetian tasks
- Progression does develop gradually, not as rigidly stage-like as Piaget suggested
15
Q
Vygotsky’s view on cognitive development - sociocultural theory
A
- Language development aids social communication, which further enhances development
- Speech: Piaget = egocentric speech, Vygotsky = private speech
- Children talk themselves through activities as form of self-guidance – gradually internalised to become inner speech; increases with task difficulty
- > Peaks at 5-7 yrs
- > Whisper 7 – 9 yrs
- > Inner speech (thought) 9 yrs
16
Q
Vygotsky’s classrooms promote assisted discovery in education
A
- Zone of proximal development-range of tasks too difficult to do alone but possible with the help of adults or more skilled peers
- Scaffolding: adjusting support to fit child’s performance level
- Guided participation: planning/problem-solving improve with guidance from “expert” peer or adult
- Vygotsky – less emphasis on basic cognitive processes & development of motor skills than Piaget
- > moreso social environment and enhancing discovery through socialisation
17
Q
Theory of mind
A
- Understanding of mental activities
- Capacity to understand others’ thoughts, feelings & behaviours, which may differ from theirs
- Implications for strained parent-child relationship who does not understand theory of mind?
18
Q
Lack of theory of mind
A
- Lack of theory of mind related to lack of empathy, confusion when people act on false beliefs, limited communication skills, inability to understand humour, deception, make-belief play
- Fostered by language development, social interactions with others, esp older children
- Difficulties inherent in autism – false belief tests pass rate 33% even by adolescence
19
Q
Sociodramatic play
A
- Fosters cognitive development/intelligence
- Increases theory of mind (intellectual abilities that enable us to understand that others have beliefs, plans, hopes that differ from our own)
- Fosters social skills, e.g. negotiation & social competence
- > play acting with increasing complexity of storylines & roles, evident from 2 years, increasing frequency & complexity with age, more common with girls
20
Q
Pretend play is important because it is associated with
A
- Restoration of attention
- Exercise
- Increased variability in HR
- Relaxation
- Fun
- Intrinsic motivation
- Increased opportunity for child-adult interaction that might be the key element in promoting positive outcomes
