Chapter 9 Midway Review and Chapter 10 Preview

Review of Chapter 8, Gross & Fine Motor and Chapter 9, Cognitive Development

Preview of Chapter 10, Social and Emotional Development

in Early Childhood

Changes in Gross- and Fine-Motor Skills During Early Childhood

Age Gross-Motor Skills Fine-Motor Skills

2–3 years • Jumps, hops, throws, and catches with rigid upper body

• Pushes riding toy with feet; little steering

• Puts on and removes simple items of clothing

• Uses large zippers• Uses spoon effectively

3–4 years • Jumps and hops, flexing upper body

• Throws and catches with slight upper-body involvement

• Pedals and steers tricycle

• Fastens and unfastens large buttons

• Serves self food without help• Uses scissors• Draws first picture of person

4–5 years • Runs more smoothly• Gallops and skips• Throws with increased body

rotation

• Uses fork effectively• Cuts with scissors following line• Copies shapes and some letters

5–6 years • Increases running speed• Mature throwing, catching• Rides bicycle with training

wheels

• Uses knife• Ties shoes• Draws more detailed person• Copies numbers and simple words

Five-year-old Matthew and 6-year-old Jessica like to pretend that they live or work in a zoo. Often, Matthew will pretend to be an animal, such as an elephant and Jessica will pretend to be the zookeeper. This is an example of __________ play.

A) parallel B) associative C) sociodramatic D) functional

Piaget’s Preoperational Stage

• In talking with Grandma on the phone, the child suddenly exclaims, “Oh, look at the pretty bird!” When his grandmother asks him to describe the bird, the little boy says, “Out there, out there! Right there, Grandma!” He finally gets frustrated and hangs up. Is this child likely to be in the early childhood age period?

• Two identical glasses are filled to the same level with juice. A child then watches as the juice from one glass is poured into a taller, thinner glass. The child announces, “It is still the same amount of juice – you can check by pouring it back.” Is this child likely to be in the early childhood age period?

Four-year-old Marla is playing with her stuffed animals. A stuffed cat is her favorite, but she makes sure to play with her other animals too. She says, “I don’t want anyone to get lonely.” This is an example of A) dual representation. B) egocentrism. C) animistic thinking. D) centration.

During a ________ task, 4-year-old Marissa is asked whether there are more oranges or fruits in a group of two apples, one banana, and three oranges. She will most likely say ________.

A) class inclusion; there are more fruits B) class inclusion; there are more oranges C) conservation-of-number; there are more fruits D) conservation-of-number; there are more oranges

True or False

• Both Piaget and Vygotsky believe children are active participants in their own learning.

• Piaget and Vygotsky believe that similar mechanisms are responsible for learning.

• Piaget and Vygotsky both view self-talk as beneficial to young children.

Which of the following is most likely to be seen in a Vygotskian classroom? In a Piagetian classroom?

A) activities to foster peer collaboration B) acceptance of individual differences C) opportunities for active participationD) experiences to promote independent exploration

Preview

Remaining chapter 9• Information Processing• Theory of Mind• Early literacy and

mathematical reasoning• Early mental

development• Child care• Language development

Chapter 10• Erikson: Initiative vs.

Guilt• Self development• Emotional development• Play• Friends• Moral development• Gender development• Child-rearing styles

Chapter 10 Quiz

1) During the preschool years, Erikson viewed the main psychological conflict as

_____________________________________. During this stage, he regarded _________________ as the central means through which children find out about themselves and their social world. 2) True or False: Self-esteem is the set of attributes,

abilities, attitudes and values that an individual believes defines who they are.

Chapter 10 Quiz, con’t3) (Proactive/reactive) aggression occurs when children act to fulfill a need or desire – obtain an object, privilege, space, or social reward – and unemotionally attack a person to achieve their goal. Whereas (proactive/reactive) aggression occurs as an angry, defensive response to provocation or a blocked goal and is meant to hurt another person. 4) Gabe believes that if a woman dresses up like a man, she a becomes a man. Gabe has yet to develop gender__________ .

a. identityb. schemac. stereotypingd. constancy