Cognitive Development
Attention From the ages of two years old to seven years old, children’s attention greatly improves. It mostly improves in two type of attention: Executive Attention, (which involves giving attention to goals, detecting problems in said goals and giving attention on how to fix the errors made in achieving goals) and Sustained attention (Involves focused and extended attention with an element of the environment, like a TV show or a toy) A longitudinal study conducted in 2011 showed that when children receive help in regulating their emotions from parents, it greatly improves their ability to hold sustained attention. |
Strategies:
To help your child cognitively succeed.. 1) Use scaffolding and support to children to help them master skills and cognitively develop. One way to do this is by setting up interesting and fun activities such as a new memory game or a board game like candy land or sorry that involves counting and learning rules. Also make sure that the activities you have your child participate in are challenging but not out of their zone of proximal development. Encourage effort and not the end result and make sure to guide your child through a new task. 2) To help your child increase their memory prompt them to give details when retelling a story. Encourage your child to tell recall memories by telling stories about the past and allow them to talk about their interests. |
Memory
Children have two types of memory. Implicit memory, the memory of knowing how to do activities like walking and riding a bicycle, and explicit memories, which manifests as remembering events. There are also two sub-types of explicit memory, Short-Term Memory and Long-Term memory.
In short term memory, children retain information for up to 30 seconds, if they don’t rehearse the information in their heads right after learning the information.
In long term memory, children can remember quite a bit if given the direct prompts. But there are several factors in the accuracy of children’s long term memories.
Age difference – Preschoolers are more susceptible to suggestion than older children.
Individual difference - Some children are naturally more susceptible to suggestion than other children.
Interviewing Techniques – To get an accurate account of events, the interviewer must use a neutral, non-accusatory tone, not use misleading questions, and not put the child under pressure to make a report.
Children have two types of memory. Implicit memory, the memory of knowing how to do activities like walking and riding a bicycle, and explicit memories, which manifests as remembering events. There are also two sub-types of explicit memory, Short-Term Memory and Long-Term memory.
In short term memory, children retain information for up to 30 seconds, if they don’t rehearse the information in their heads right after learning the information.
In long term memory, children can remember quite a bit if given the direct prompts. But there are several factors in the accuracy of children’s long term memories.
Age difference – Preschoolers are more susceptible to suggestion than older children.
Individual difference - Some children are naturally more susceptible to suggestion than other children.
Interviewing Techniques – To get an accurate account of events, the interviewer must use a neutral, non-accusatory tone, not use misleading questions, and not put the child under pressure to make a report.
Theory of Mind Theory of Mind is defined as a concept that refers to awareness of one’s own thought process and the thought processes of others. In the early childhood phase of life, children begin to understand three mental states: Perceptions: The ability to become aware of something through the senses, like feeling pain when hit by a ball. This ability increases from the age of two years old and onwards. Emotions: Around the early childhood ages, children become more adept at distinguishing between the positive and negative emotions of others. Desires: At around age 2, children begin to realize that people have desires different from their own. |
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There are individual differences in how children develop theory of mind. For example, children with older siblings perform better on theory of mind tasks. Children who talk often with their caregivers about their feelings perform better as well.
An example of Theory of Mind from the textbook: Figure 9.11 The Sally and Anne False Belief Task. In the false belief task, in which sally has a basket and Anne has a box is shown to children. Sally places a toy in her basket and then leaves. While Sally is gone and can't watch, Anne removes the toy from Sally's basket and places it in her box. Sally then comes back and the children are asked where they think Sally will look for her toy. Children are said to "pass" the false belief task if they understand that Sally looks in her basket before realizing the toy is not there. See the YouTube video for an example of the Sally and Anne False Belief Task.
Phonology and Morphology During the preschool years, children’s development of language greatly improves and their understanding of the sounds in words become more like adult knowledge. At this age range, children begin to apply morphology rules to words, such as adding an “s” to plural words and “ing” to verbs that require the ending. However, they are not immune to over generalization, such as saying “foots” instead of “feet.”
Definitions:
Phonology - Deals with sounds of a language
Morphology – Deals with how words are formed
Over generalization – When children over-apply a language rule to the words that they think need that rule.
Strategies for improving young children’s literacy
NAEYC (National Association for the Education of Young Children) has created a list of important strategies for both caregivers and teachers to use with young children.
1. When talking with children, use words that are unlikely to be used in everyday conversation. The caregiver or teacher must also challenge the child by talking about subjects that require thought about the world and the language to describe the subject.
2. Read to children at least once or twice a day. Provide supportive comments and use what and why questions when reading with the child.
3. Have phonological awareness activities that have children think about the sounds in words and letters. Methods include rhyming games, alliteration, and sound matching.
4. Engage children with the alphabet with activities that include ABC books and alphabet blocks and puzzles. Be sure to include both uppercase and lowercase letters.
5. Encourage children to attempt to read by providing a literacy rich environment. Ways to do this can include environmental print, or print that is in the home or classroom environment. Examples of this include helper charts for the classroom and calendars for home.
Variations in Early Childhood Education
The Child Centered Kindergarten – This method of early childhood education focuses on educating the whole child. Their instruction is based around the child’s needs, interests, and their learning style. In this method, how something is learned is stressed over what is learned. Above all, play is valued as the best way to learn.
The Montessori Approach – Founded by Dr. Maria Montessori, the Montessori approach is centered on giving children the freedom to study what interests them. The teacher acts as the facilitator and encourages children in their learning. The approach encourages children to solve problems independently and self-regulate themselves.
For more information, http://www.montessori.edu/ answers frequently asked questions about the Montessori approach, and gives a quality Montessori school directory.
Project Head Start – In 1965, the U.S. launched Project Head Start, a preschool program designed to help children from lower income families gain skills and experiences that would help them succeed in later schooling. While some centers vary in quality, most provide an excellent quality education.
For more information, http://www.acf.hhs.gov/programs/ohs provides a directory to find the Head Start center in your area.