- develop a sense of self control and adequacy
- self care skills
2. Identify the age ranges associated with what is considered the toddler phase of development.
- Ages 2 to 5
3. Compare the gross motor skills of a typical 1-year-old with those of a 4-year-old.(Ashford 305)
- 4 year olds refine their coordination of large muscle groups and can jump higher and farther, run faster and throw a ball with more speed and precision.
4. Compare the fine motor skills of a 2-year-old with those of a 3-year-old. (Ashford 305)
- I don't see in thing in regards to the 2 year old. But the three year old is striving to conquer zippers, snaps, and scissors. The 3 year olds also like to build tall towers and manipulating figures in cars and playhouses.
5. Critically evaluate Piaget's preoperational stage of development. (Ashford 309)
- Piaget labeled early childhood from the ages 2 to 7
- Children in the preoperational stage cannot perform certain mental tasks that older children can handle, hints the "preoperational title"
- there are two sub stages symbolic function which happens from 2 to 4 and intuitive thought 4 to 7
7. Critically evaluate the social and emotional functions that preschool programs need to target to prevent childhood aggression. (Ashford 321)
- Ignore or the incompatible-response technique
- Time- out procedure
- Modeling and coaching strategies
- Creating nonaggressive environments
8. Identify and describe cognitive and emotional risks for children in early childhood who are exposed to disasters such as Hurricane Katrina. (Ashford 315,316)
- These children might begin to show signs of PTSD with the feelings of re-experiencing or reliving the trauma
- difficult sleeping or nightmares may be present
- increased clinging, crying or sadness
- social withdrawal or hyperactivity
9. Identify warning signs for potential violence in preschool and school-age children. (Ashford 321)
- acts cruel towards other children
- engages in play with violent themes
- behaves impulsively and fearlessly
- gets in to frequent fights at school
- does not listen to adults
- often disrupts classroom activities in school
11. Critically evaluate the role played by language development in facilitating the regulation of emotions and behavior in preschool children.
- Developing language skills allow them to verbally express their emotions rather than act out with behavior.
12. Identify and contrast critical milestones for the development of empathy in early childhood. (Ashford 321,322)
- By age 4, children show more empathic sharing as they develop an ability to recognize and understand the feelings of others.
- Children are predisposed to empathize with the emotions of others from a very young age
- Infants demonstrate this capacity to detect and model the feelings of another when they use social referencing
- Preschool children cannot cognitively understand another persons feelings. Yet they are equipped with the emotional ability to sense another's feelings, recognize them independently from their own and match them with their own experiences
14. Assess the peer groups of preschool children and how they influence each other. (Ashford 339)
- Peers provide a different learning environment from that of the family
- Peers close in age help to compare skills, abilities, learn social skills, and try out ways of interacting in a safe environment
- Peer relationships have been associated with normal social development
- Preschoolers typically play with children of the same sex
- Gender role development and stereotypical behaviors and interests peak during these years, so the children play with others who share their interests
- Preschoolers have preferred playmates with whom they share more readily and are less hostile. Also they make more personal sacrifices for the benefit of a friend.
15. Critically evaluate the strengths and limitations of Project Head Start. (Ashford 343)
- Strengths:
- Children who participated in the program were more likely to succeed at school and less likely to be placed in remedial education programs
- Provided for free to those who are eligible
- I.Q. scores rise while in the program
- Limitations:
- I.Q. scores fall while in elementary school
- The program is underfunded
- Although the program has served about 7.5 million, that is only 20 percent of the children eligible for the program.
References:
Ashford, J., & LeCroy, C. (n.d.). Early Childhood. In Human behavior in the social environment: A multidimensional perspective