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Professional Development Assignment Module 3 Video

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Where Professionxl child maltreatment come from? How does it impact development, and what are some prevention strategies you feel are most effective? While body growth slows during early childhood, the brain increases from 70 percent of its adult weight to 90 percent. Lateralization increases, and handedness develops. Myelination continues, and connections between parts of the brain increase, supporting motor and cognitive development.

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Heredity influences physical growth by controlling the release of hormones, but environmental factors also play important roles. In industrialized countries, unintentional injuries are the leading cause of childhood mortality. In early childhood, an explosion of new motor skills occurs, with each building on the simpler movement patterns of toddlerhood. Fine-motor skills also advance dramatically as control of the hands and fingers improves. Drawing begins in the toddler years with scribbling and progresses to representational forms and then to more complex, realistic drawings at age 5 or 6. Both gross- and fine-motor skills are influenced by a combination of heredity and environment. Make-believe play is another example of the development of representation. By around age 2, children engage in sociodramatic play—make-believe with others—which increases rapidly over the next few years as children display growing awareness that make-believe is a representational activity.

Gradually, children become capable of dual representation—viewing a symbolic object as both an object in its own right and a symbol. Piaget Professional Development Assignment Module 3 preschoolers in terms of their limitations—for example, their egocentrism, animistic thinking, inability to conserve, irreversibility, and lack of hierarchical classification.

Research has challenged this view, indicating that on simplified tasks based on familiar experiences, preschoolers do show the beginnings of logical thinking. As adults and more skilled peers provide children with verbal guidance on challenging tasks, children incorporate these dialogues into their own self-directed, or private, speech. In this view, children learn within Professional Development Assignment Module 3 zone of proximal development, attempting tasks too difficult to do alone but possible with the help of adults and more skilled peers. In addition, Vygotsky saw make-believe play as the ideal social context for fostering cognitive development in early childhood. Preschoolers also become better at planning. Like adults, young children remember everyday experiences in terms of scripts.

Through informal experiences with written symbols, preschoolers engage in emergent literacy, making active efforts to understand how these symbols, as well as math concepts, convey meaning. Children with warm, affectionate parents who stimulate language and academic knowledge and who make reasonable demands for mature behavior score higher on mental tests, especially when they also have access to educational toys and books. At-risk children show long-term benefits from early intervention and high-quality child care. In contrast, poor-quality child care undermines the development of all children. Exposure to educational media—both television and computers—is extremely common in industrialized nations, and both media can have value for emergent literacy and other aspects of cognitive development. However, both media have a more controversial impact on social and emotional Professional Development Assignment Module 3 due to the content of much entertainment programming.

Language development, including both word learning and grammar, proceeds rapidly in early childhood and is supported by conversational give-and-take. By the end of the preschool years, children have https://amazonia.fiocruz.br/scdp/blog/story-in-italian/introduction-i-will-be-comparing-the-corporate.php extensive vocabulary, use most grammatical constructions competently, and are effective conversationalists.

Erikson identified the psychological conflict of the preschool article source as initiative versus guilt.

Through play, children practice using new skills and cooperating to achieve common goals. As preschoolers think more intently about themselves, they construct a self-concept, or set of beliefs about their own characteristics, that consists largely of observable characteristics and typical emotions and attitudes. Through conversations with adults, children develop autobiographical memory—a life-story narrative that is more coherent and lasting than the isolated memories of the first few years. By age 4, children develop several separate self-judgments based on performance in different areas; together, Drvelopment make up self-esteem, which affects long-term psychological adjustment. Between ages 2 and 6, children make gains in Professional Development Assignment Module 3 competence, experiencing self-conscious emotions, such as pride and shame, as well as empathy.]