Early Childhood

• At about 3, children normally begin to lose their babyish roundness and take on the slender, athletic appearance of childgood
• Walking and talking during sleep are fairly common in early and middle childhood. It is estimated that approximately 5 percent of children sleepwalk (Stallman & Kohler, 2016) and aproximately 37 percent sleep talk
• Enuresis- repeated, involuntary urination at night by children old enough to be expected to have bladder control, is not unusual
• During the first few years of life, brain development is rapid and profound. By age 3, the brain is approximately 90 percent of adult weight
• MOTOR SKILLS Physical skills that involve the large muscles.
• FINE MOTOR SKILLSSuch as buttoning shirts and drawing pictures, involve eye-hand and small- muscle coordination. Gains in these skills allow young children to take more responsibility for their personal care
• Handedness Preference for using a particular hand
• Sensorimotor -coordination of senses with motor responses, sensory 0-2 years old curiosity about the world. Language used for demands and cataloguing Object permanence is developed
• Concrete operational - Concepts attached to concrete situations. Time, 7-11 years old space, and quantity are understood and can be applied, but not as independent concepts
• Formal operational - Theoretical, hypothetical, and counterfactual thinking Abstract logic and reasoning. Strategy and planning become possible. Concepts leamed in one context
• Episodic Memory Long term memory of specific experiences or events, linked to time and place
• Generic Memory- Memory that produces scripts of familiar routines to guide behavior
• Autobiographical Memory- Memory of specific events in one's life
• Social Interaction Model- based in Vygotsky's sociocultural theory
• Social Interaction Model - Proposes children construct autobiographical memories through conversation with adults about shared events.
• Fast Mapping- Process by which a child absorbs the meaning of new word after hearing it once or twice in conversation
• Between ages 4 and 5, sentences average four to five words and may be- declarative - interrogative (Why can't I go outside?)-imperative (Catch the ball)
• By ages 7, children's speech has become quite adultlike
• Pragmatics - the practical knowledge needed to use language for communicative purposes
• Social speech - Speech intended to be understood by a listener
• social speech- know how to ask for things, how to tell a story or joke, how to begin and continue a conversation, and how to adjust comments to the listener's perspective.
• Private speech - Talking aloud to oneself with no intent to communicate with others.
• Zone of Proximal Development (ZPD) Vygotsky's term for the difference be tween what a child can do alone and what the child can do with help
• Scaffolding - Temporary support to help a child master a task
• Single representation (age 4) - isolated and one dimensional
• Representational Mapping (5-6) - logical connections among parts of the self.
• Self-esteem - isolated and one dimensional. The judgement a person makes about his or her self-worth
• Children whose self-esteem is contingent on success tend to become demoralized when they fail.
• Children with noncontingent self-esteem, in contrast, tend to attribute failure or disappointment to factors outside themselves or to the need to try harder.
• Discipline - Methods of molding children's character and of teaching them to excercise self-control and engage in acceptable behavior
• Corporal - Use of physical force with the intention of causing pain but not injury so as to correct or control behavior
• Inductive reasoning - designed to induce desirable behavior by appealing to a child's sense of reason and fairness
• Power assertion - designed to discourage undesirable behavior through physical or verbal enforcement of parental control
• Withdrawal of love- involves ignoring, isolating, or showing dislike for a chill
• Authoritarian Parenting- parenting style emphasizing control and obedience.
• Permissive Parenting- parenting style emphasizing self-expression and self-regulation
• Authoritative Parenting - parenting style blending respect for a child's individuality with an effort to instill social values
• Uninvolved Parenting- a style of parenting that is low in nurturance, maturity demands, control, and communication
• Parenting Styles (Baumrind)


  authoritarian parenting, permissive parenting, uninvolved parenting
• How would a child feel after doing something he is not supposed to do:Age 4-5: "worried, scared"Age 5-6: "my parents would be ashamed".Age 6-7: would feel ashamed if their parents are present.Age 7-8: would feel ashamed even in no one is looking