Physical Changes
1. body growth and change
Height and weight:
-grow 2.5 inches
-gain 5-7 pounds
-girl slightly higher than boy
-girl has more fatty tissue than boy
-boy has more muscle tissue than girl
-both boy and girl will slim down and head and body will be more propotional
Brain:
-at age 3, brain is about 3/4 of adult size
-at age 6, it develop 95% of adult's brain size
-myelination increase. it will affect of increasing the speed and efficiency of information travelling through the nervous system. it also important in the development of a number of children's abilities.
2. Motor development
Motor:
-gross motor skills: age 3, start to hopping, jumping, running banck and forth. age 4, same movement but more adventurous. age 5, more adventurous than age 4, enjoying races with each others and their parents.
-fine motor skills: age 3, pick up tiniest objects between thumb and forefinger. when play with a simple jigsaw puzzle, they rather rough in placing the pieces. they often try to force the piece in the hole or pat it vigorously. age 4, improved substantially and become much more precise. age 5, their hand, arm, and body all move together under better command of the eye.
3. Nutrition
-eating habits: what child eat affects sketetal growth, body shape and susceptibility to disease
-overweight young children: young children's eating behavior is strongly influenced by caregiver's behavior. distractions from TV, family arguement and competing activities should minimized.
-malnutrition in young children from low-income families
4. Illness and death
-caregiver unware of danger in many instance, often puts children in situations in which they are at risk for injuries.
-parental smoking: develop wheezing symptoms and asthma
-low income families: poor health status.
Cognitive change(text 217-231)
Piaget's preoperational stage:
-2-7yrs old
-children cannot yet perform operations, which are reversible mental actions, but they begin to represent the world with symbols,to form stable concepts and reason.
-two stages:symbolic function substage (2-4yrs old) & intuitive thought substage(4-7yrs old).
1)symbolic function substage: ability to mentally represent an object that is not present. but this limited by egocentrism（自我中心） and animism（万物有灵）.
-egocentrism: inability to distinguish between one's own perspective and someone else's perspective. eg, a children who thinks in a preoperational way cannot take the perspectiveof a person siting at another spot.
-animism: belief that inanimate objects have lifelike qualities and are capable of action. eg. "that tree pushed the leaf off, and it fell down."
2)intuitive though substage: use primitive(原始) reasoning and want to know all sorts of answer. but children seem so sure about their knowledge yet are unaware of how they know what they know. eg, 我从哪里来？
-centration and lack of conservation also characterize of preoperational stage.
1) centration: a centering of attention on one characteristic to the exclusion of all others.
2) lack of conservation: awareness that altering an object's or substance's appearance does not change its basic properties.
Vygotsky's theory（社会学）:
-emphasize on social constructivist approach to development.
-child use of language not only to communicate, but also to plan, guide and monitor their own behavior and to help them solve problem.
-ZPD(Zone of Proximal Development): range of tasks that are too difficult for children to master alone but can learn with guidance and assistance of adult or more-skilled children.
-Scaffolding（监护人/辅助）: changing the level of support. when the student's competence increases, less guidance is given.
-language and thought: dialogue- private speech（自言自语）, use for self-regulation and solving tasks. eg, when a child playing puzzle might say to herself: "which pieces should i put together first? i'll try those green ones first. now i need some blue ones. no, that blue one doesn't fit there. i'll try it over there."
Information processing:
-attention: focusing of mental resources on select information. salient vs relevant dimensions. planfulness.
1) executive attention involves action planning, allocating attention to goals, error detection and compensation, monitoring progress on tasks, and dealing with novel or difficult circumstances.
2) sustained attention is focused and extended engagement with an object, task, event, or other aspect of the environment.
-memory: central processing of cognitive development. short term memory vs long term memory.
-strategies and problem solving: young children usually don't use strategies to remember, but they can learn rather simple, goal-directed problem-solving.
-theory of mind: awareness of one's won mental processes and the mental processes of others.
1)false beliefs: beliefs that are not true.eg, 【Band-Aids Box】, 【The Sally and Anne False-Belief Task】, 【Ambiguos Line Drawing】
2)Autism（自闭症）:difficulty in social interactions as well as repetitive behaviors or interests. poorly reasoning in false-belief tasks.
Laguange Development
understanding phonology and morphology:
-young children increase their grasp of language's rule systems (不再是crying, cooing, bambling).
-In term of phonology(音韵学) , they become more sensetive to the sounds of spoken language.
-morphology, they begin using the pural and possessive forms of nouns. eg, dog and dogs and dog's
changes in syntax and semantics:
-ordered of sentence(ruls of syntax). eg，infant的时候：“抱抱！” or “妈妈！”。child的时候：“我要妈妈抱抱。”
-semantics: vocabulrary development increase (around 14000 words)
advances in pragmatics:
-conversation skill improve
-more polite and adapt their speech in different settings
-change their speech style to suit the situation.
young children's literacy:
parents and teachers need to provide young children a supportive environment to help them in developing literacy skill.
Early Childhood Education(i won't be covered this chapter becoz no point in it XD)
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