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Understand Child Development: A Key to Guiding Children Effectively
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Marion 10 Chapter 3
1.
Guidance of Young
Children Tenth Edition Chapter 3 Understand Child Development: A Key to Guiding Children Effectively Copyright © 2019, 2015, 2012 Pearson Education, Inc. All Rights Reserved
2.
Copyright © 2019,
2015, 2012 Pearson Education, Inc. All Rights Reserved Learning Objectives • Identify the major elements of social emotional development (SEL) teachers might expect in young children. • Summarize the development of perception and memory during early childhood. • Contrast how 3- to 8-year-olds and older children differ in how they think about the behavior and motives of others. • Identify the major elements of self-control and prosocial behavior (kindness, cooperation) which teachers might expect in young children.
3.
Copyright © 2019,
2015, 2012 Pearson Education, Inc. All Rights Reserved Perception and Memory in Children How They Affect a Teacher’s Guidance
4.
Copyright © 2019,
2015, 2012 Pearson Education, Inc. All Rights Reserved Perception: Problems Affecting How Children ‘Pay Attention’ • Scanning and searching skills are not as good as they will be later in development • Ignoring irrelevant information may be difficult • Focus may be on one thing at a time • Impulsiveness affects perception • Disabilities affect perception • Changes in perception help children pay attention as they get older • Selecting what to ignore or attend to improves over time
5.
Copyright © 2019,
2015, 2012 Pearson Education, Inc. All Rights Reserved Memory: Different Forms Exist (1 of 2) • Long-term memory – Storage for the information we perceive and then store as a permanent record • Short-term memory – Also known as working memory – Storage site for temporarily placing new information or well known information we need access to • Recognition memory – A feeling of familiarity with a stimulus that we have seen or experienced and that we encounter once again
6.
Copyright © 2019,
2015, 2012 Pearson Education, Inc. All Rights Reserved Memory: Different Forms Exist (2 of 2) • Recall memory – Memories for which a child has to retrieve or call up some information
7.
Copyright © 2019,
2015, 2012 Pearson Education, Inc. All Rights Reserved Memory: Milestones • Birth to 5 months – Recognition memory is good – Recall memory can be retrieved if cued or reminded • Five months to 1 year – Recognition memory and recall memory improve • One year to 3 years – Recall memory improves even more • Four years to 12 years – Memory improves remarkably – Pure recall memory with minimal to no cues
8.
Copyright © 2019,
2015, 2012 Pearson Education, Inc. All Rights Reserved Memory: Changes (1 of 2) • Changes in basic capacity – Increased working memory allows for faster processing and manipulation of information • Changes in strategies for remembering things – More effective methods for getting information into long-term memory and retrieving it later have been learned
9.
Copyright © 2019,
2015, 2012 Pearson Education, Inc. All Rights Reserved Memory: Changes (2 of 2) • Changes in knowledge about memory – Understanding of why memory strategies work and therefore perform memory tasks more effectively • Changes in knowledge about the world – Increased knowledge as one ages
10.
Copyright © 2019,
2015, 2012 Pearson Education, Inc. All Rights Reserved Social Cognition: How Children Think about Others • How they describe others • How they understand accidents or intentional behavior • How they view friendship
11.
Copyright © 2019,
2015, 2012 Pearson Education, Inc. All Rights Reserved Preschool Children: Social Cognition • Describe another person by referring to physical qualities • Do not understand the concept of intentionality • Describe friends egocentrically, as someone that plays with her
12.
Copyright © 2019,
2015, 2012 Pearson Education, Inc. All Rights Reserved School-Age Children: Social Cognition • Use fewer concrete terms and begin using broad psychological terms to describe other people • Understand the concept of intentionality because of decreasing egocentricity • Less egocentric, increased sense of moral obligation and responsibility for themselves
13.
Copyright © 2019,
2015, 2012 Pearson Education, Inc. All Rights Reserved Self-Control Voluntary internal regulation of behavior
14.
Copyright © 2019,
2015, 2012 Pearson Education, Inc. All Rights Reserved How Children Demonstrate Self-Control • Control impulses, wait, and postpone action • Tolerate frustration • Postpone immediate gratification • Set a plan in motion and carry it out
15.
Copyright © 2019,
2015, 2012 Pearson Education, Inc. All Rights Reserved Self-Control: How It Evolves (1 of 2) • Self-control evolves “from the outside to the inside” – Responsible adults control infant’s and toddler’s ego functions – Adults encourage children to internalize and take responsibility for themselves as they grow older • Self-control develops slowly – Begins to develop around the age of 2 – Control increases as cognitive, perpetual, and linguistic systems develop
16.
Copyright © 2019,
2015, 2012 Pearson Education, Inc. All Rights Reserved Self-Control: How It Evolves (2 of 2) • Self-control grows haltingly – At times, you see it and at other times you don’t see it in the same child
17.
Copyright © 2019,
2015, 2012 Pearson Education, Inc. All Rights Reserved Self-Control: Milestones (1 of 2) • Birth to approximately 12 months – Infants are not capable of self-control – A time to learn that the self is separate from other people • Between age 1 and age 2 – Begin to be able to start, stop, change, or maintain motor acts and emotional signals – Demonstrate and emerging awareness of demands made by caregivers – Caregivers discover children can follow an adult’s lead
18.
Copyright © 2019,
2015, 2012 Pearson Education, Inc. All Rights Reserved Self-Control: Milestones (2 of 2) • At approximately 24 months – Can represent experiences and recall what someone has said or done – Ability to transition to developing self-control – Limited ability to control themselves and delay gratification • At about 3 years – Can use strategies to delay gratification – Strategies set the stage for better self-control
19.
Copyright © 2019,
2015, 2012 Pearson Education, Inc. All Rights Reserved Prosocial Behavior An action that benefits another person or animal
20.
Copyright © 2019,
2015, 2012 Pearson Education, Inc. All Rights Reserved Prosocial Behavior: Forms • Sharing – Dividing, giving, and bestowing • Helping – Involves performing simple everyday acts of kindness and rescue • Cooperating – Working together willingly to accomplish a job or task
21.
Copyright © 2019,
2015, 2012 Pearson Education, Inc. All Rights Reserved Children Need These Cognitive Competencies in Order to Show Prosocial Behavior • Sense of self: Needs to know that he or she is an individual and separate from other individuals • Identity needs: Must be able to recognize what somebody needs • Make things happen: Must be able to see oneself as a person who can make things happen • Language: Needs good enough language skills to describe how others or themselves may feel • Memory: Must be sophisticated enough to allow him to keep in somebody’s need in mind long enough to act on it
22.
Copyright © 2019,
2015, 2012 Pearson Education, Inc. All Rights Reserved Children Need These Emotional Competencies in Order to Show Prosocial Behavior • Decoding emotion in another person’s face: Ability to look at a person’s or animal’s face and make sense of his or her facial expression • Responding to the emotions of others: Ability to discriminate among different emotions and respond to them • Demonstrating empathy: Ability to participate in another person’s or animal’s feelings
23.
Copyright © 2019,
2015, 2012 Pearson Education, Inc. All Rights Reserved Perspective Taking Ability to view things from another person or animal’s viewpoint. It means that you understand the perspective, not necessarily that you accept it
24.
Copyright © 2019,
2015, 2012 Pearson Education, Inc. All Rights Reserved Levels of Perspective Taking (1 of 2) • 3-6 years – Egocentric perspective with no distinction between self’s and another’s perspective • 6-8 years – Unable to take another’s perspective • 8-10 years – Can take another’s perspective – Sees self as others do – Level not reached by everyone
25.
Copyright © 2019,
2015, 2012 Pearson Education, Inc. All Rights Reserved Levels of Perspective Taking (2 of 2) • 10-12 years – More sophisticated in taking another’s perspective – Aware of recursive nature of different perspectives • Adolescence and adulthood – Very sophisticated in perspective taking – Believes that different perspectives form a network – Has conceptualized society’s viewpoints on legal and moral issues
26.
Copyright © 2019,
2015, 2012 Pearson Education, Inc. All Rights Reserved Copyright
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