CHAPTER 10--COGNITIVE DEVELOPMENT IN EARLY CHILDHOOD

305-10. Jean Piaget's Preoperational Stage of Cognitive Development.

The Preoperational Thought Stage has two substages–

the symbolic function substage and the intuitive thought substage .

Know the ages & defining characteristics of each--what is happening? how are they learning?

what are they learning? What are the three main symbols that children use?

Define operations, egocentrism and animism and give examples of each.

How did Piaget define intuitive thought? Notice that in the intuitive thought substage, children have trouble putting things into the correct categories or classes. Define centration.

308-9. Define conservation. Describe how Piaget said children think operationally so you can understand how younger children think preoperationally.

Study Figures 10.4 and 10.5 Give examples of types of conservation.

What tasks can help to tell if a child is able to conserve liquid, number, matter, length, volume, area?

310-14. Lev Vygotsky, a Russian who lived from 1896-1934, believed that children actively construct their knowledge (as did Piaget). [See p. 47-8 for his photo and explanations of his three basic claims about the child's cognitive skills.] Be familiar with these three basic principles given again in this section.

Explain Vygotsky's zone of proximal development (ZPD). Define scaffolding.

What did Vygotsky say about the relationship between language and thought?

How did Vygotsky and Piaget differ in their ideas about inner speech or private speech?

Be familiar with the 6 Teaching Strategies Based on Vygotsky's Theory.

313-7. Information Processing. [Review the information on p. 48.] Explain the process.

Two important aspects of preschool children's thoughts are attention and memory.

How does the attention of infants, toddlers, and preschoolers change as they age?

Memory. Define short-term memory.

Describe how rehearsal of information, speed and efficiency of processing information are important.

316-7. Describe how some children are resistant to suggestions (made by adults) that the child saw, heard, or did something that never actually happened, while other children are highly susceptible to believing that these things really did happen. What should an interviewer do and not do when questioning children?

Define scripts. What are some memory strategies that children use?

318 The Young Child's Theory of Mind –What do preschoolers know about the mind. Give examples.

320-2. LANGUAGE DEVELOPMENT

Besure that you understand figure 10.12 and the textual information about Berko's study of young children's understanding of morphological rules. Define overgeneralizations of the rules/examples.

What is the # of words in the speaking vocabulary of typical 6-yr-old children?

322-33. EARLY CHILDHOOD EDUCATION

323. The Montessori Approach–Who was Maria Montessori? Describe the Montessori approach.

List praises and criticisms of the program.

Tell what the word "kindergarten" means.

Describe what a child-centered kindergarten would and would not be.

Why is play so important? [an early reading curriculum is not recommended.]

323-5. Define, and be familiar with examples of, developmentally appropriate and inappropriate

practices in early childhood, according to recommendations by NAEYC,

the National Association for the Education of Young Children.

324-6. Literacy and Early Childhood Education.

Describe in detail what a good literacy program should be like, and should not be like.

327. Math: Be familiar with figure 10.14 Learning Paths & Teaching Strategies in Early Mathematics.

326-9. Early Childhood Education for Children from Low-Income Families.

Describe Project Head Start--for whom was the program designed and why? How has it helped children?

330. Does Preschool Matter?--What does Dr. David Elkind recommend in regard to preschool and home schooling? What does he consider appropriate and inappropriate?

[Notice that commercially-produced workbooks, tests, group drills and flashcards are not recommended.]

331. Know the description of children who attend preschool or kindergarten

compared to those who do not attend, according to studies that have been conducted.

331-3. What should be basic considerations regarding school readiness?

According to the NAEYC, National Association for the Education of Young Children, what are some factors that keep some children from being ready to start school. What can be done to help them get ready?

332 List many ways parents can help their children learn and do well in school.

List suggestions for selecting a good preschool for children.

CHAPTER 11 SOCIOEMOTIONAL DEV. IN EARLY CHILDHOOD, CP, Santrock 8^th FA 04

340-53. Socioemotional Development

340. The Self: Describe in detail Erik Erikson's stage of psychosocial development--

Initiative vs. Guilt, 3-5 years. Also use your green sheet (or web sheet) to help you understand this stage.

Many of you have lab children in this stage and need to write about it.

How does a child's self-understanding change from age 4 to 11?

341-4. Emotional Development–List and describe 15 ways teachers (and parents)

can help children understand and regulate their emotions.

Define emotion language.

344-6. Moral Development–Define. How do developmentalists examine children's moral development?

According to Piaget, how does the thinking of children concerning rules change from the heteronomous morality stage to the autonomous morality stage?

According to the social cognitive theory, how are the processes of reinforcement,

punishment, and imitation used to explain children's moral behavior?

As part of his psychoanalytic theory, which part of the personality did Freud say is the moral branch, and how do children form it?

Define empathy and perspective taking.

346-53. Gender--Define sex, gender, gender typing, gender role.

Describe biological influences on gender dev., such as the role of sex hormones–estrogens & androgens.

List several effects of testosterone on humans.

Describe four problems resulting from unusual levels of sex hormones early in development:

According to the social role theory of gender, how is gender development determined?

According to the social cognitive theory of gender, how is gender development determined?

Discuss social influences, parental influences, peer influences, school and teacher influences, & media influences on gender development. Describe gender stereotyping shown on television.

Define schema, gender schema, and gender constancy.

354-66. ROLE OF FAMILIES IN CHILDREN’S DEVELOPMENT

354. Parenting. Describe Diana Baumrind's 4 parenting styles and be able to identify each type from descriptions of parental words and actions–authoritarian, authoritative, neglectful, and indulgent.

Why is authoritative parenting likely to be the most effective style?

355-7. Punishment and Discipline.

How do Americans’ attitudes and actions concerning spanking compare to those of people in the rest of the world? What are some reasons for avoiding spanking?

357-9. Child Abuse – List several types of child maltreatment.

Describe the connection between physical and psychological abuse.

Most abusive parents are not mentally ill. What are some factors that contribute to abuse?

How can a parent who was abused as a child break the pattern of abuse with their own children?

Describe developmental consequences of abuse.

Remember: "Good parenting takes time and effort. There are no shortcuts."

359-61. Sibling relationships and birth order.

Discuss positive & negative aspects of sibling relationships. What are the stereotypical characteristics concerning first-born, middle-born, last-born, and only children? What are some actual characteristics of children in these birth positions, and why do these traits appear? How do these compare to children in your family? How important is birth order in development?

361. The Changing Family in a Changing Society

Which country has the highest percentage of single-parent families?

What does research tell us about the positive and negative effects of mothers working outside the home on their children?

How can parents cope with guilt they may feel?

362. Divorced Families --How does divorce affect children? When is divorce better than staying together? When is it worse for the children? What factors influence how well or how poorly a child adjusts to the divorce of his/her parents?

365. Be familiar with Ellen Galinsky and Judy David's recommendations for parents to follow when communicating with children about divorce.

367-72. PEER RELATIONS, PLAY, AND TELEVISION

Define peers. How do peers influence each other?

Define play. What are the functions of play? Why is play important to children?

Define play therapy and tell how it is helpful to children.

368. List and describe Parten's 6 types of play and be able to identify examples.

369. List and describe Bergen's 6 types of play. These are used in your case study.

Notice that children's play can also involve combinations of these play categories.

370. Television--What are the pros and cons of television viewing for children?

How does it affect aggression? ...prosocial behavior? What are some appropriate tv shows for kids?

Know guidelines for parents and teachers to guide their children's tv viewing and to

help them develop skills for critical thinking about what they see on tv.

383-6. CHANGES IN BODY GROWTH AND MOTOR DEVELOPMENT

Compare the height and weight of 11-year-old girls with that of 11-year-old boys.

Compare fine and gross motor skills of boys and girls.

385. Be familiar with figure 12.2 Changes in Motor Skills During Middle and Late Childhood.

386-95. CHILDREN’S HEALTH

386. Nutrition: What are "empty calories"?

What types of nutrients are children getting too much of? Why is a good breakfast important?

387. Exercise and Sports:

List reasons why most of today's children aren't getting enough exercise.

Tell how parents and schools can increase the amount of exercise children get.

Describe pros and cons of children's sports. Tell how parents and coaches should and should not act.

389. Obesity

Tell the combination of treatments favored by many experts.

List and describe several factors linked to obesity.

What is insulin? Describe the rise and fall of the insulin level.

List consequences of obesity, both in childhood and adulthood.

How can parents help prevent (or treat) obesity in themselves and their children?

392. Diseases

Cancer: How common is cancer in children? Which types are they likely to have?

Cardiovascular Disease: What types of heart problems do children typically have?

Describe the "Heart Smart" program.

394. What is asthma (medical description)? It is the most common chronic disease of childhood.

What are some risk factors for it? treatment?

What is the most common cause of severe injury and death in middle and late childhood?

List types of protective equipment and effective prevention strategy.

396-07. PREVALENT DISABILITIES IN CHILDREN

Ten percent of children in our schools receive special education or related services.

What are the most common disabilities?

Who is more likely to have most types of disabilities – boys or girls?

Be familiar with Figure 12.6 Diversity of Children Who Have a Disability

397. Learning Disabilities

List and describe the criteria used to define learning disabilities.

List and discuss characteristics of children with learning disabilities.

Which academic areas are most problematic?

Define dyslexia.

Define dyscalculia.

Why is diagnosis of learning disabilities difficult?

Describe the most effective intervention strategies, according to expert Linda Siegel.

399. Attention Deficit/Hyperactivity Disorder (ADHD) –Define.

List 3 main characteristics.

What are the three types of diagnoses that can be made?

During which grades is it most likely to be diagnosed, and why?

List typical developmental characteristics.

Name the most-often prescribed drugs and tell what type of drugs they are.

What other interventions are recommended?

401. Speech Disorders. What treatments are recommended?

Define articulation disorders, voice disorders, fluency disorders.

402. Sensory Disorders:

Visual impairments – List signs of vision problems.

Describe the difference between children who have low vision and those who are educationally blind.

Hearing impairments –List signs of hearing problems. Describe the oral approaches, manual approaches, and total communication approach to helping children with hearing problems.

403. Physical Disorders

Define orthopedic impairments. Describe cerebral palsy –both spastic and ataxia types.

List types of equipment that can help children with cerebral palsy learn and communicate.

Emotional and Behavioral Disorders. Define.

Autism –Define. Describe characteristics of a child who has it.

What causes it? How can children with autism be helped?

404. Educational Issues

Describe 1975's Public Law 94-142 and the 1990 Individuals with Disabilities Education Act (IDEA)

How is it determined who is eligible for these services?

Describe instructional technology and assistive technology.

Describe some of the instructional technology and assistive technology used for children.

Define IEP and LRE. Define inclusion. Discuss pros and cons of inclusion.

CHAPTER 13 COGNITIVE DEV. IN MIDDLE & LATE CHILDHOOD CP, Santrock 8^th FA 04 414-8. PIAGET’S THEORY OF COGNITIVE DEVELOPMENT

Concrete Operational Thought. Define operations.

Give examples of reversibility of thought.

How do concrete operational thinkers improve in their ability to classify?

Define seriation and give examples. Define transitivity and give examples.

416. Tell how Piaget's theory can be applied to education.

Tell some of Piaget's greatest contributions to understanding children's cognitive thinking.

Tell some of the most common criticisms about Piaget’s work.

419-26. CHILDREN’S INFORMATION PROCESSING:

How does long-term memory change during this time?

What happens when children and adults don’t remember events exactly as they happened?

Define schema.

Explain why children may have many errors and distortions in their reconstructive memories when recalling traumatic events.

Define control processes or memory strategies (mnemonics).

Describe the use of organization, grouping, elaboration, imagery.

421. Define critical thinking

(also, to analyze, infer, connect, synthesize, criticize, create, evaluate, think, rethink.)

423. Describe how Fostering a Community of Learners (FCL) has helped children learn and practice problem-solving skills, improve literacy skills and learn domain-specific subject matter (math, science).

424. Define Creativity, convergent thinking, divergent thinking.

Which of these types of thinking leads to creative thinking? Give examples.

Read the suggested strategies for helping children become more creative.

425. List skills that scientists regularly use.

426. Define metacognition.

What are some important strategies used by good thinkers in reading? in writing?

427-41. DESCRIBING CHILDREN’S INTELLIGENCE

427. Define intelligence.

428. Describe The Binet Tests/Stanford-Binet tests to assess intelligence:

Define mental age (MA), chronological age (CA), and intelligence quotient (IQ).

Be able to calculate an IQ score when given a person's MA and CA. Define normal distribution.

Study figure 13.5 The Normal Curve and Stanford-Binet IQ Scores. What number represents an average IQ score? Over 68% of the population score between _____and _____ on IQ tests.

Only_____ % of the population score below 68, and only _____ % score above 132 on IQ tests.

429. Read figure 13.6 Sample Subscales of the Wechsler Intelligence Scale for Children–Revised.

Various experts have identified and named various types of intelligences, rather than just a general intelligence.

430. Read and analyze Howard Gardner's multiple intelligences, or types of intelligence.

Do you agree or disagree with this theory? Evaluate your own types of intelligence.

How does the Key School put this theory to practical use in its curriculum?

431. Describe the three forms of intelligence discussed by Sternberg–analytical, creative, practical.

433. Define emotional intelligence.

434-5. Describe the current thinking regarding the contributions of heredity and environment to intelligence.

436. What groups of people were favored on early culture-biased intelligence tests?

Describe culture-fair intelligence tests and tell why it is so hard to create these tests.

438. How can intelligence test results be used and misused?

What additional factors about a child should be considered when determining ability grouping?

439. Extremes of Intelligence:

Define Mental Retardation. What are the MR categories and their corresponding IQ ranges?

Define organic retardation and cultural-familiar retardation.

What causes Down syndrome? What is a syndrome?

440. Describe people who are considered gifted.

What does research indicate about the grown-up life of individuals considered to be gifted children?

Describe Ellen Winner's three characteristics of gifted children –

precocity, tendency to march to their own drummer, and a passion to master.

Describe the role of heredity and environment in giftedness.

442-7. ACHIEVEMENT

Define achievement motivation, extrinsic motivation, intrinsic motivation, helpless orientation, mastery orientation, performance orientation, self-efficacy, helplessness.

How do goal setting, planning, and self-regulation influence a child's achievement?

What are some special challenges for many ethnic minority students living in poverty?

How does culture influence children's achievement (regarding American and Asian math students)?

447-51 LANGUAGE DEVELOPMENT

448. Reading–Define whole-language approach, basic-skills-and-phonetics approach,

The balanced instruction approach to reading instruction is a combination of the two and is recommended.

Which approach was used when you were learning to read?

Describe the skills of blending and segmentation in teaching phonological awareness..

449. Be familiar with these strategies for teaching and learning reading skills.

450. Bilingualism.

Compare and contrast the bilingual education approach to learning English with the English-only, or the immersion, approach. Can you speak two languages? How did you learn them? Was it hard for you? Do you think another way would have been better for you? Are local schools using the best methods?