Which parts of the brain go through growth spurts between ages 3 to 6 as discussed in your textbook?

Gross Motor Skills: Moving around the environment becomes more automatic. Around age 3, children enjoy simple movements such as hopping, jumping, and running back and forth. At age 4, children still enjoying the same kind of activities, but they have become more adventurous. Beginning to be able to walk down stairs. By age 5, they are even more adventurous. They perform hair-raising stunts on almost any climbing object. They also run hard and enjoy races with each other and their parents.
Fine Motor Skills: by the time they turn 3, children have had ability to pick up tiniest objects between their thumb and forefinger for some time, but still somewhat clumsy at it. 3 yr olds can build surprisingly high block towers, but often not in a completely straight line. They are rough in placing pieces in a jigsaw puzzle. Not very precise in positioning the piece even when they recognize the hole it belongs in. By age 4, fine motor coordination has improved substantially and is more precise. Sometimes 4 yr olds have trouble building high towers because their desire to fit the blocks perfectly may upset those already in the stack. By age 5, hand, arm, and body all move together under better command of the eye. Towers don't interest them anymore bc they want something more challenging.

Piaget's second stage (an operation is a mental action of cause/effect)
-Ages 2 to 7 years ...a lot of this is learning operations (additions, subtraction) (if I do this, mom will act this way) (children able to do things mentally instead of just w tactile)
-Understand world is not just sensory/motor, but it is understood cognitively and mentally
-Children represent the world with words, images, and drawings (coloring is a way to understand the world)
•Form stable concepts and begin to reason
•Cognitions are dominated by egocentrism and magical beliefs
Operations: Reversible mental actions ...preoperational means the child does not yet perform operations!....it is the beginning of the ability to reconstruct in thought what has been established in behavior
•Allow children to do mentally what they formerly did physicallyy*
•Rotating something would involve an operation (three mountain task)
•This is anytime you have to mentally represent something instead of physically seeing it

Substages of Preoperational Thought
1) Symbolic Function Substage: Child gains the ability to mentally represent an object that is not present (can understand the nature of something)(this is extension of object permanence...mom is not physically in room, but she still exists)
• Occurs roughly between ages of 2 and 4
• Limitations (kids at this age are mentally/ emotionally egocentric...can't think in someone else's perspective)
• Egocentrismm*: Inability to distinguish one's own perspective from someone else's
• Animismm*: Belief that inanimate objects have lifelike qualities and are capable of action (kid being scared of trees when the wind moves them)
Three Mountains Task (by Piaget and Inhelder)..used to study children's egocentrism. Child walks around it and becomes familiar with it. Experimenter moves doll to different locations around table, at each location asks child to select photo that most accurately reflects what doll is seeing.
(See if kids can rotate their perspective...take the doll around and say "can mr. bear see the red lock from where he is standing?")

2) Intuitive Thought Substage: Children use primitive reasoning and want to know the answers to questions (ages 4-7)
•Centration and the limits of preoperational thought
•Centrationn*: Centering attention on one characteristic to the exclusion of all others
•Conservationn*: Altering a substance's appearance does not change its basic properties (Piaget's conservation task: failing to pass means children are in pre operational stage)
(Dimensions of conservation: volume, number-dots, matter-clay, length-sticks, area))(Piaget's conservation task: children pour liquid into different size cups)
(lack of conservation skill is due to centration...focusing on one aspect (how tall the glass is) instead of paying attention to the fact that it was just poured from same size glass)

Child-Centered Kindergarten: Education of the whole child (physical, cognitive, socioemotional) (mindfulness, whole-child education, impulse control, sharing, moral development, cooperation, how to be good citizen/ classmate)
-instruction is organized around the child's needs, interests, and learning styles
-emphasis on process of learning rather than what is learned. Honors 3 principles:
1) each child follows a unique developmental pattern, 2) young children learn best through firsthand experiences w/ people and materials, 3) play is important to child's total development
-experimenting, exploring, discovering, trying out, restructuring, speaking & listening...
Montessori Approach: Child is given freedom and spontaneity in choosing activities (given lots of freedom and creativity)...allowed to move from one activity to another...self-corrective
-teacher acts as facilitator rather than director
-seek to develop self-regulated problem solvers who can make choices and manage time efficiently
Developmentally Appropriate Practice (DAP): Typical developmental patterns of children and the uniqueness of each child (more standardized, state curriculum, stage based education program, testing, capstones)...active, hands on teaching methods such as games and dramatic play
-thinking critically, working cooperatively, solving problems, self regulatory skills, enjoying learning
Project Head Start: program designed to provide children from low-income families (gives them extra help) (people at home don't read to them, things like that)

Initiative vs. Guilt
• Children use their perceptual, motor, cognitive, and language skills to make things happenn*
-kids starting to see that stuff they do matters and creates a response (if I throw my plate on floor then mom is mad) (I can pet the kitty as long as I do it softly)
• On their own initiative, then, children at this stage exuberantly move out into a wider social worldd*...more freedom to create, play, interact, achieve goals, get things
• The great governor of initiative is consciencee*
• Initiative and enthusiasm may bring guilt, which lowers self-esteemm*
• Kids are told "no" a lot before taking the initiative...all those "no"s can guilt kids who want to please..."no don't climb sofa, but yes play over here instead"
• If initiative and enthusiasm are met with no but not then met with reasons why ("because I said so") or a better reason, this lowers their self-esteem
Self-understanding and understanding others (p. 163-164)
-Self-understanding: the representation of self, the substance and the self-conceptions...involves self-recognition....children describe themselves through material characteristics, concrete/ observable features and activities, and psychological trait and emotion terms
• Increased awarenesss* reflects young children's expanding psychological sophistication
• Physical activitiess* are central component of the self in early childhood (krissy plays with dollhouse that involves role playing, creativity, and self expression where she can process some of the stuff going on in her life) (physical activity helps develop self awareness and identity)
• Unrealistically positive self-descriptionss* (they think they can jump higher and run faster than everybody)
-young children theory of mind includes understanding that other people have emotions and desires...understand ppl may make untrue statements to get what they want or avoid trouble (skeptical another child is sick when they knew the child is motivated to not go to camp)

Baumrind's Parenting Styles
• Authoritarian parentingg*: is a restrictive, punitive style in which parents exhort the child to follow their directions and respect their work and effort (allows little verbal exchange) (it's my way or the highway; not use of words...without explanation) (it's core value is idea of raising kids that have honor and respect)
-children are often unhappy, fearful, anxious, compare themselves to others, fail to initiate activity and have weak communication skills
• Authoritative parentingg*: Encourages children to be independent but still places limits and controls on their actions (extensive verbal give and take is allowed. parents warm and nurturant) (parent says "no" but gives opportunities for what the correct "yes" is) -open communication, supportive -children are often cheerful, balanced, self-controlled, good under stress
• Neglectful parentingg*: Parent is uninvolved in the child's life (not strict, involved, or engaged) (generally dismissive, not present, and disengaged) -children are socially incompetent, lack of self-control, and feel unimportant, alienated from family, low self-esteem
• Indulgent parentingg*: Parents are highly involved with their children but place few demands or controls on them (permissive, maybe codependent, don't say "no" often, highly involved but highly indulgent...you were throwing a tantrum all day but mom bought you the toy anyways)
-children lack self control, are often domineering, egocentric, noncompliant, unsatisfactory

Types of Child Maltreatment:
• Physical abusee*-characterized by infliction of physical injury. using an instrument, swatting, punching, kicking
• Child neglectt* (most common)-failure to provide for child's most basic needs. neglect can be physical, educational, or emotional. (lack of access to school, medical care, supervision, dental, nutrition, safety)
• Sexual abusee*- more than physical touch; includes exposure to sexually explicit situations
• Emotional abusee*-acts or omissions by parents/other caregivers that have caused/ or could cause serious behavioral, cognitive, or emotional problems. Degrading, humiliating, damaging situations/comments that degrade kid's sense of safety, esteem, goodness
Context of Abuse: culture, characteristics of family, and developmental characteristics of child
-Caused by parenting stress, substance abuse, social isolation, single parenting, and socioeconomic difficulties
• About 1/3 of parents who were abused themselves when they were young go on to abuse their own children
• Adolescents who experienced abuse or neglect as children are more likely to engage in violent behavior and substance abuse

Regulating emotions
• Plays a key role in children's ability to manage the demands and conflicts they face in interacting with otherss* (kid won't be invited to bday party if that kid kicks dirt in people's faces at sandbox) (there are things I want to do that I can't express everywhere I go)
• Parents can be described as taking an emotion-coachingg* (these parents say "I understand that you're sad, but we are in Target right now so once you are calm, we will discuss another option")
or an emotion-dismissing approach (emotion dismissing parents say "quit your crying, it's not important, don't do that"...just a "no" answer with no explanation given...these parents belittle their children and their emotions
• Ability to modulate emotions benefits children in their relationships with peerss* (kids that can manage their emotions are more able to cooperate)
-emotion coaching parents: monitor their children's emotions, view their children's negative emotions as opportunities for teaching, assist them in labeling emotions, and coach them on how to effectively deal w/ emotions....
-interact w/ children in less rejecting manner, use more scaffolding and praise, and are more nurturant
-children of emotion coaching parents are better at soothing themselves when they get upset, are more effective in regulating their negative affect, focus their attention better, and have fewer behavioral problems
-related to children's social competence and less oppositional behavior

-emotion-dismissing parents: view their role as to deny, ignore, or change negative emotions...

Gardner's multiple-intelligence approach: 8 Frames of Mind
1) Verbal: (authors, journalists, speakers)
2) Mathematical: (engineer, accountant, scientist)
3) Spatial: people that can navigate (human GPS) (architect, sailor, artists)
4) Bodily-kinesthetic: gross/ fine motor, very aware of body (surgeons, ballet dancers, archers)
5) Musical: composers, musicians
6) Interpersonal: between people, read cues well, good communicator (teachers, mental health pro)
7) Intrapersonal: self-reflective, know self well (theologians, psychologist)
8) Naturalist: understanding nature (Bear Grylz in wilderness) (farmers, ecologist, botanist)

• Influences on Kohlberg's stagess*: know all 6 and be able to locate which one goes with which (she will give example and you will have to tell what stage the kid is in) How a child progresses morally
• 1) Cognitive developmentt* (develop cognitively)
• 2) Experiencess* dealing with moral questions/conflicts (develop in social relationships)
• 3) Peer interaction (!!!) and perspective takingg* are crucial (they have experiences)

Preconventional Level: Stages 1 & 2
Stage 1: Heteronomous Morality: children obey b/c adults tell them to obey. Ppl base their moral decisions on fear of punishment
Stage 2: Individualism, Instrumental purpose, and Exchange: ppl pursue their own interests but let others do the same. What is right involves equal exchange
Conventional Level: Stages 3 & 4
Stage 3: Mutual Interpersonal Expectations, Relationships, and Interpersonal Conformity: ppl value trust, caring, and loyalty to others as a basis for moral judgements
Stage 4: Social System Morality: Moral judgemnets based on understanding of the social order, law, justice, and duty
Postconventional Level: Stages 5 & 6
Stage 5: Social Contract or Utility and Individual Rights: ppl reason that values, rights, and principles transcend the law
Stage 6: Universal Ethical Principles: moral judgments based on universal human rights. When faced w/ a dilemma between law and conscience, a personal, individualized conscience is followed.

• Typically characterized by similarity
• Serve six functions...different friendships serve different purposes
1) Companionship...friendship provides children w/familiar partner and playmate, someone willing to spend time with them and join in collaborative activities. Brooke Zielinski, someone to hang out with
2) Stimulation: proving interesting information, excitement, and amusement
3) Physical support: provides time, resources, assistance
4) Ego support ..provides support, encouragement, and feedback. helps children maintain an impression of themselves as competent, attractive, and worthwhile individuals. I call Morgan/Emma when I feel bad about myself
5) Social comparison: where child stands compared to others, whether child is doing ok
6) Affection and intimacy: provides warm, close, trusting relationship with another. intimacy characterized by self-disclosure, sharing private thoughts

Which part of the brain go through growth spurts between ages 3 to 6?

Which parts of the brain go through growth spurts between ages 3 to 6 as discussed in your textbook )? Quizlet?

What happens to the brain at age 6?

What part of the brain develops at 3?