Early Children Development @omgthefirststeps-blog - Tumblr Blog

SEX ROLE IDENTITY:

One of the most common instinctive ways to categorize children into gender is by the way they dress, the toys they receive and so on. Did you know that “by the age of 2 girls and boys produce more same-gender-typed words (”boy,” “girl,” “truck,”) they begin to have distinctly different toy preferences and boys are more active and rough” (Lightfoot, Cole, & Cole, 2013, p.307).) In other words this is a form of gender segregation that is often looked at in our society.

What is Cognitive Development?

In other words, Intellectual Development. This is how children learn, think and develop ideas. This area is strongly influenced by experiences.

#development

6 Year Old Teaches Life Lesson

“My heart is something, everyone else’s heart is something too. If we live in a world where everyone is being mean, everyone is going to be a monster in the future.”

In this video, you are able to see just how much this girl understands what her parents are going through and this is her response to what should happen next. She flips bad, negative behavior and sees the good instead. She uses her head and collective thoughts to show her understanding.

Piaget believes that because young children are not yet capable of true mental operations, they cannot engage in genuine cause-and-effect reasoning. He describes this as Precausal thinking, the reasoning of young children that does not follow the procedures of either deductive or inductive reasoning. (Lightfoot, Cole, & Cole, 2013, p. 283.)

Theory-theory is the theory that young children have primitive theories about how the world works, which influence how children think about and act within, specific domains. (p. 295)

#precausalreasoning #theory-theory

“LINDA, HUNNY, LISTEN!”

Children in early childhood are learning and picking up on to others actions quickly. In addition to their mind expanding, they are becoming fast responders, very opinionated too. It may be difficult to get a point through to your child because of how they are starting to understand where they stand in certain situations.

Piaget refers to egocentrism as the tendency to “center on oneself” or in other words, to be captive to one’s own point of view with the inability to take another person’s perspective. According to Piaget, the egocentric child assumes that other people see, hear, and feel exactly the same as the child does.

(Lightfoot, Cole, & Cole, 2013, p. 279.)

#cause-and-effect #egocentrism #perspective

3 year old going on 30?

Children in early childhood are developing a vast array of fine and gross motor skills. At the age of 5, they have a good amount of mastery over their small bodies.

In this video, you are witnessing an aspect of motor development, motor drive. This is when “young children... take great pleasure in their newfound abilities to control their bodies,” (Lightfoot, Cole & Cole, pg. 273).

Parents don’t over react, they are just exploring their new found abilities and growth.

#motor development early childhood

Early Childhood

#early childhood

You were sooo cute; what happened?

Does it make children feel insecure?

Tell them it is perfectly fine that people think their physical appearance has changed, whether it be for the better or worse. They have a unique look that no one else has. Of course they were cute when they were infants, but would they still want to walk around with a sumo-wrestler tummy, chubby arms and legs, and dimpled bottoms? (pg. 272).

Have you heard others tell this to your child?

Tell them to blame it on ossification. “Changes in body proportion and appearance is due to lengthening of the long bones of the arms, legs and fingers,” (Lightfoot, Cole, & Cole, 20, pg. 273).

#backthen physical development earlychildhood

Taking One’s Place in the Social Group

Socialization and personality development are formed. Children reveal that they are able to understand others emotional state by comforting etc.

Sympathy

Sympathy: Feelings of sorrow or concern for another. (Lightfoot, Cole, & Cole, 2013, p. 337.)

Personal distress is a self focused emotional reaction in the face of others distress. (337).

According to Lightfoot, Cole and Cole, “children who are inclined to extreme emotional reactions need to be able to regulate their emotions in order to be sympathetic. For children who are not as emotional, the ability to focus attention on others may enhance their understanding of others needs.” (338).

Developing Prosocial Behaviors

Prosocial behavior: Behavior such as sharing, helping, caregiving and showing compassion. (Lightfoot, Cole, & Cole, 2013, p. 336.)

Empathy is sharing another person's emotions and feelings (p. 336).

Hoffmans four stages of empathy:

1: During the childs first year of life, they experience global empathy. This is when babies cry at the sound of others crying, they respond as if they are experiencing it themselves, even though they do not yet have an understanding of the feelings of others (336).

2: When children turn 2, they are developing a sense of themselves as individuals, are able to respond and understand others distress, and egocentric empathy emerges. Children realize that it is the other person who is upset, allowing them to turn their attention towards comforting others rather than themselves (336).

3: The third stage occurs in early childhood. Language allows children to behave empathetically, they are able to understand people who express their emotions verbally. Information gained through stories, pictures, or television can cause children to empathize with people they have not met. (337).

4: The fourth stage of empathy occurs in middle childhood, when the child understands that emotional responses may be tied to someone's history and past experiences. (337).

Understanding Aggression

According to Lightfoot, Cole, and Cole (2013), there are two main types of aggression that can be identified during early childhood.

Hostile Aggression is aggression that is aimed at hurting another person physically, psychologically, or socially. (Lightfoot, Cole, & Cole, 2013, p. 329)

Instrumental Aggression is aggression that is aimed at obtaining something. (p. 330)

Preschool and school aged girls are more likely than boys to participate in Relational Aggression, indirect aggression intended to harm someone's friendships or exclude an individual from the group. (p. 331.)

Self Regulation and Play

Self Regulation is the ability to control one's thoughts, behaviors, and emotions. (Lightfoot, Cole, & Cole, 2013, p. 320.)

According to Vygotsky, play is important for children's development because it requires control of both thought and action.

Sociodramatic play is make believe play in which two or more participants enact a variety of related social roles p. 322.)

It is important for children to learn the ability regulate their emotions, and to behave appropriately in situations that evoke strong emotions, this is called socioemotional competence. (p. 328.)

Display rules are a social or cultural groups informal conventions regarding whether, how, and under what circumstances emotions should be expressed. (p. 327.)

Explanations of Language Acquisition:

As your child starts to develop and begins to communicate, it is important to understand how children Biological Explanation, Social and Cultural Explanation, and Cognitive Approaches can enhance their communication skills.

To help you better understand these terms we will explain them in depth:

Biological Explanation:

Noam Chomsky idea is that language learning is not really something that a child does; it is something that happens to the child placed in a appropriate environment, much as the body grows and matures in a predetermined way when provided with the appropriate nutrition and environmental stimulation (Lightfoot, Cole, & Cole, 2013, pg.262). With that being covered, children are capable of learning any language depending if they are exposed.

Social and Cultural Explanation:

It is important to understand that children might not all have the same vocabulary because of the environment and culture that the are exposed to.

Cognitive Approaches:

As children reach the age of one year and a half they begin to have dialogue amongst each other.

For example:

Child One: I had some juices today. Apple juice is yummy. Theres different juices at the store.

Child Two: I went to the store and daddy bought me a orange. It was big. My toy is big too. It goes fast.

Child One: Daddy bought it. He drank some too.

Collective Monologues are communications in which young children each voice their own thoughts without attending to what the other is saying (Lightfoot, Cole, & Cole, 2013, pg.265). In the conversation above we see how a child two does not respond to child’s ones statement.

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