Marion 10 Chapter 3

Understand Child Development: A Key to Guiding Children Effectively

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. Learning Objectives Identify the major elements of social emotional development (S E L) 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. Perception and Memory in Children How They Affect a Teacher’s Guidance

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

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

11. 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. 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. Self-Control Voluntary internal regulation of behavior

14. 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. 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. 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. 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. 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. Prosocial Behavior An action that benefits another person or animal

20. 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. 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. 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. 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. 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. 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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