XI: Physical and Cognitive Development in Early Childhood
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| show | Cephalocaudal (head-to-tail) growth continues
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| Ossification | show 🗑
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| Gross Motor Skills | show 🗑
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| show | follows the proximodistal principle. As children get better at these skills, they can become more independent and do more for themselves. Many of these skills are difficult for young children because they involve both hands and both sides of the brain
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| show | This development is defined by growth in spurts with rapid periods of growth followed by little growth or even reductions in volume with synaptic pruning
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| Plasticity | show 🗑
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| Lateralization | show 🗑
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| show | aids quick, complex communication between neurons and makes coordinated behaviors possible; as the neuron's axons become more coated with fatty myelin, children's thinking becomes faster, more coordinated, and more complex
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| show | Children often lack Vitamin D, Potassium and their diets are often high in calories & sugar. A child's food preferences are influenced by experiences and it's common for children to go through a picky eating phase at age 3 & to dislike trying new foods
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| Physical Activity | show 🗑
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| show | Duration naturally declines by about 20% from infancy into early childhood, recommended that kids aged 3-5 get 10-13 hours, issues in this area poses risks to young children's cognitive development
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| Screen Use | show 🗑
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| show | cigarette smoke, carbon monoxide, car exhaust, lead
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| Leading Causes of Death in Children | show 🗑
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| show | the most common nonfatal accidents that require an ER visit
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| show | (ages 2-6) characterized by a dramatic leap in the use of symbolic thinking (using imagination and moving beyond the concrete things). Children use language, interactions with others, and pretend play to guide their behavior
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| show | the inability to take another person's perspective. ex.) Three Mountain Task
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| show | the belief that inanimate objects are alive and have feelings and intentions
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| Centration | show 🗑
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| show | inability to understand that reversing a process can undo it and restore it to its original state
ex.) Johnson doesn't understand that removing the extra block restores the block structure to its original state
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| Vygotsky's Sociocultural Perspective | show 🗑
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| Guided Participation | show 🗑
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| show | assistance that is tailored to the child's needs and permits children to bridge the gap between their current competence level and the task at hand
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| Zone of Proximal Development (ZDP) | show 🗑
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| show | when a child engages in self-talk when completing tasks, plays a role in self regulation. Used to plan strategies, solve problems, and regulate themselves so that they can achieve goals. More likely to be used when working on challenging tasks
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| show | the ability to remain focused on a stimulus for an extended period of time; improvements in this
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| Working Memory | show 🗑
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| Executive Function | show 🗑
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| Episodic Memory | show 🗑
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| Recognition Memory | show 🗑
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| Recall Memory | show 🗑
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| Memory Strategies | show 🗑
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| Autobiographical Memory | show 🗑
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| Memory Suggestibility | show 🗑
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| Theory of Mind | show 🗑
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| show | knowledge of how the mind works and ability to control the mind
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| show | tasks requiring understanding that another person can have an incorrect belief
ex.) Band-Aid box
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| show | the average child learns a new word every 1-2 hours and are more likely to acquire words that they hear often, are of interest, and are encountered in meaningful contexts
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| Overregularization | show 🗑
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| Logical Extension | show 🗑
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| show | when children assume that objects have only one label or name
ex.) If a child has learned the word 'hammer' they won't assume an unfamiliar tool has the same name
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| show | Bilingual children learn two sets of rules for combining words and grammar, they select an appropriate language to use with other speakers, and the total vocabulary growth in bilingual children is greater than monolingual children
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