Chapter Notes: Module 5

PSYC 200 Chapter Notes

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Chapter 4: Early Childhood (pages 110-133)

The first section of this chapter focuses on the physical changes that occur in early childhood.  The height and weight topic covers typical growth expectations.   The issue of children’s height can be divisive and is often debated.  Some research suggests that there is a link between shortness and behavior problems, as well as deficient social skills.  In other words, some believe there are psychological effects associated with short stature.  On the other side of this issue, some argue convincingly that the problem is with “heightism”—which equates success with stature and tends to make normal short stature seem like a disease or a handicap.   Some researchers blame this bias on companies who produce and market synthetic growth hormones, treating shortness as a disorder when often there may be no real problems.  It’s an interesting discussion that adults of all heights might want to weigh in on.

The brief discussion of the brain’s development in early childhood is limited but interesting.  The information on motor skills offers some average age-related milestones.  I often think of the related topic of handedness.  If you are in the minority of left-handedness, you understand the importance of this topic (you may even celebrate Left-Handers Day in August).   Modern English language even portrays a negative view of left-handedness.  A left-handed compliment means an insult.  A left-handed wife means mistress.  A left-handed diagnosis is a wrong diagnosis.  The saying, “he must have been baptized by a left-handed priest” is used to describe an unlucky person. It may be challenging to find  many phrases in the English language involving “left” that have positive meanings!  

Having said all this, the general population may be more left-handed than we think. You may know which hand generally holds a pen, but how far does that preference extend through your body?  Take this test:  Imagine the center of your back is itching.  Which hand do you scratch it with?  Interlock your fingers. Which thumb is uppermost?  Imagine you are applauding.  Start clapping your hands.  Which hand is uppermost?  Wink at an imaginary friend in front of you.  Which eye does the winking?  Put your hands behind your back, one holding the other.  Which hand is doing the holding?  Someone in front of you is shouting, but you cannot hear the words.  Cup your ear to hear better.  Which ear do you cup?  Fold your arms.  Which forearm is uppermost?  If you have always considered yourself to be right-handed or left-handed, you may have discovered that your body is less than total in its devotion to a favored side.

The discussion on toilet training, sleep and sexual development in early childhood are important and practical topics. Nutrition (beginning on page 116), particularly childhood obesity, is a contemporary concern in our country.  The "Tips for establishing healthy eating patterns" (pages 117-118) are thoughtful recommendations to consider. I would add to the textbook information that there are three primary factors associated with childhood obesity:  1. The family (the risk of becoming obese is greatest among children who have two obese parents who may model poor eating and limited exercise behaviors).  2.  Low-energy expenditure (too much TV, too little activity and exercise).  3.  Heredity.   Three basic forms of intervention include: physical activity, diet management and behavior modification.

As you read through the remainder of this chapter, you will be introduced to some key concepts in Jean Piaget’s preoperational stage of cognitive development.  If you are around young children much, you will recognize some of the manifestations of how young children are organizing this huge amount of information they are taking in every day.  Egocentrism and animism are both intriguing concepts.  Vygotsky’s theories are often referenced in early childhood education studies. For those who may be interested in becoming teachers, Vygotsky's "Zone of proximal development" and "Scaffolding" are key concepts in assisting children's academic growth. 

Don’t get bogged down in this section of the chapter, but also don’t breeze by too quickly foundational aspects of cognitive development such as attention and memory.  As with many other issues, the topic of childhood memory can lead to a vigorous discussion related to the reliability of children as eyewitnesses in criminal investigations.  It appears that sometimes children can be astoundingly accurate, but sometimes they can create false memories.  One factor that I find interesting is the influence of the adult who is asking a child the questions.  Because children often want to please authority figures (providing the authority figure with what they think they want to hear), children may respond more accurately to a janitor rather than a police officer!

The chapter concludes with sections on memory, children's understanding of the world,  language development, a brief exploration of topics related to early childhood education, and autism spectrum disorder.  As I think back on the chapter as a whole, some other practical considerations related to physical development might include more specific topics related to children and sleep.  You may want to explore further topics such as transitional objects at bedtime (favorite stuffed animals or blankets, etc.), sleep disturbances such as nightmares, night terrors and sleepwalking.  Another issue worthy of further discussion is enuresis or bed-wetting.  My hope is that you might look into some of these common concerns on your own so that you would be better informed and prepared to address them in the lives of those you care about.