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Early Childhood

Early Childhood. Chapter 7-8 Psyc311 Jen Wright. body development. Eating habits 2-6 year olds eat less than infants and older children. “Just right” phenomenon – picky eaters! Like: salty/sweet foods Dislike: bitter/sour foods Learning what is appropriate and not appropriate to eat

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Early Childhood

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  1. Early Childhood Chapter 7-8 Psyc311 Jen Wright

  2. body development • Eating habits • 2-6 year olds eat less than infants and older children. • “Just right” phenomenon – picky eaters! • Like: salty/sweet foods • Dislike: bitter/sour foods • Learning what is appropriate and not appropriate to eat • Early signs of disgust • Infants show “disgust” facial expression • Strong food preferences

  3. Role of disgust • Higher order cognition evolved • Protection against dangerous substances • Infants: facial expression associated with rejection of food they dislike • Poisonous foods often bitter • Rotten foods often sour • Facial expression also functions as warning • Protection against contamination • Children not sensitive to contamination until early childhood • Protection against deformity and disease

  4. Higher-order disgust • Physical contamination  social contamination • 7-8 year olds “cooties” • Physical contamination  moral contamination • Examples?

  5. Obesity • Early signs of obesity as young as 2 years old • Obesity rates among 2- to 5-year-olds rose to 14% for the years 2003-2006 • compared with 5% in 1980 • Need less food than did as an infant • Problem for forcing child to “clean their plate” • Esp w/ desert as an incentive! • Attraction to salty and sweet foods • Too much juice • Junk food • Not enough veggies and fibers • Other contributors • Too much (full fat) milk • Not enough physical/mental activity

  6. Consequences • Type II diabetes • 50% of some children in low-income areas • http://www.youtube.com/watch?v=Rutaw8OJ9Wo • Bone development problems • Stunted hip/leg bone growth • Cardiovascular disease • HBP, High cholesterol • Lower IQ • Obesity programs for toddlers? • http://abcnews.go.com/Health/Story?id=5602922&page=1

  7. developing cognitive skills • Memory development • Still better memory for content than context • No memory of when/where something is learned • Increase in “executive function” • Impulse control • Delayed gratification • Perseverance • http://www.youtube.com/watch?v=6EjJsPylEOY • Ability to override current intentions given new information • Color/shape card sorting game

  8. sort by color

  9. sort by shape

  10. What is the driving force behind this development? • Brain maturation • Plasticity • Cognitive exploration • Piaget • Vygotsky

  11. brain development • Brain is 95% of adult weight by 6 years of age. • Much of this is due to myelination. • Rapid growth and death spurts as brain restructures • High degree of plasticity • Thickening of corpus callosum • Bi-hemospheric communication • Better, faster thinking • More coordinated actions • Frontal lobe development • Not completed until late adolescence/early adulthood

  12. Piaget’s theory • Child as Scientists • Children learn on their own • Children are intrinsically motivated to learn. • Language and education play only minimal roles.

  13. Sensorimotor – birth to 2 years • Pre-operational – 2 to 7 years

  14. Vygotsky: socio-cultural theories • Children as Apprentices • Child learns through social interaction • Children are socially motivated to learn • Language and education play central roles.

  15. Children as apprentices • guided participation

  16. Scaffolding • temporary support that is tailored to a learner’s needs and abilities and aimed at helping the learner master the next task in a given learning process

  17. Zone of Proximal Development (ZPD) • The skills that we can exercise only with assistance, not yet independently. • ZPD applies to the ideas or cognitive skills we are close to mastering as well as to more apparent skills. • Examples?

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