Marion 10 Chapter 3

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

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.

Perception and Memory in Children
How They Affect a Teacher’s Guidance

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

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

Memory: Different Forms Exist (2 of 2)
• Recall memory
– Memories for which a child has to retrieve or call up
some information

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

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

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

Social Cognition: How Children Think
about Others
• How they describe others
• How they understand accidents or intentional behavior
• How they view friendship

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

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

Self-Control
Voluntary internal regulation of behavior

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

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

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

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

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

Prosocial Behavior
An action that benefits another person or animal

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

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

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

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

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

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

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Marion 10 Chapter 3

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