Chapter 3 Understand Child Development: A Key to Guiding Children Effectively

Marion
(c) Pearson

1. CHAPTER 3:
Understand Child Development: A Key
to Guiding Children Effectively
Guidance of Young Children
Ninth Edition
Marian Marion
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved

2. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
3-2
How They Affect a Teacher’s Guidance
Perception and Memory in
Children:

3. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
3-3
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

4. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
3-4
Memory: Different Forms Exist
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
Recall memory
–Memories for which a child has to retrieve or call up some
information

5. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
3-5
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
*Disabilities can affect memory
Children with autism tend to have a poor memory for complex and
visual stimuli but have about the same recognition memory

6. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
3-6
Memory: Changes
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
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

7. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
3-7
SOCIAL COGNITION:
HOW CHILDREN DO THE FOLLOWING
•Describe Others
•Understand Accidents or
Intentional Behavior
•View Friendship

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© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
3-8
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

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© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
3-9
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

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© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
3-10
Voluntary internal regulation of behavior
Self-Control

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© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
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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

12. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
3-12
Self-Control: How It Evolves
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 grows haltingly
−At times, you see it and at other times you don’t see it in
the same child

13. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
3-13
Self-Control: Milestones
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 and adult’s lead
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

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© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
3-14
PROSOCIAL BEHAVIOR
An action that benefits another person or animal

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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

16. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
3-16
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

17. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
3-17
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

18. Marion. Guidance of Young Children, 9e.
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
3-18
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

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© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
3-19
Levels of Perspective Taking
3-6 years
•Egocentric perspective with no distinction between one 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
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