Learning Resources This Page Contains The Learning Resources

Learning Resourcesthis Page Contains The Learning Resources For This W

This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of the assigned resources for this week. To view this week's media resources, please use the streaming media players below.

Required Resources

• Course Text: Marion, M. (2015). Guidance of young children (9th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
  • Chapter 1, "A Teacher's Role in Guiding Children" (pp. 3-28)
  • Chapter 3, "Understanding Child Development" (pp. 61-71)
  • Chapter 6, "Using Observation in Guiding Children" (pp. )
• Media Video: Laureate Education (Producer). (n.d.). Social and emotional learning [Video file]. Retrieved from Note: The approximate length of this media piece is 13 minutes. Early childhood expert, Marilyn Gootman, Ed.D. talks about the importance of social-emotional learning.

Perception and Memory

As you have been learning, development has a great deal to do with how children behave, learn, and interact. This week, your textbook explains that both perception and memory "are important in how children take in, organize, and remember what they see and hear during interactions" (p. 58).

For this Discussion, consider the ways in which children's ages and cognitive development are related to their behavior. Then choose an age group—either infants/toddlers or preschoolers.

Paper For Above instruction

The relationship between perception, memory, and behavior in early childhood is integral to understanding how children develop and interact with their environments. This connection plays a crucial role in guiding effective child development practices and fostering positive behavioral outcomes. In this paper, I will explore the relationship between perception and memory in preschool children, discuss why it is vital for professionals working with young children and their families to understand this relationship, and illustrate how this knowledge can be applied to improve child guidance strategies.

Perception and memory are fundamental cognitive processes that significantly influence children's behavior. Perception refers to how children interpret and make sense of sensory information received from their environment, while memory involves the encoding, storage, and retrieval of that information over time. In preschoolers, these cognitive functions are still developing, which explains some of their unpredictable or inconsistent behaviors. For example, a child's perception of a situation might be influenced by limited experiences or emotional states, leading to misconceptions or fears that affect their reactions. Simultaneously, their memory capabilities are still maturing, which impacts their ability to recall rules, routines, or past experiences that guide their behavior.

Understanding the relationship between perception, memory, and behavior in preschool children is vital because it helps educators and caregivers create strategies that align with the child's developmental level. When professionals recognize that a child's behavior may be rooted in limited perception or developing memory skills, they can tailor their guidance approaches accordingly. For instance, a child who forgets rules or routines might benefit from visual cues or consistent routines that reinforce memory. Similarly, understanding that a child's misbehavior could stem from misinterpretation of social cues emphasizes the importance of scaffolding social interactions and providing clear, simple explanations.

Furthermore, knowledge of perception and memory development informs the creation of supportive learning environments. This includes designing activities that promote cognitive growth, such as memory games or sensory play, which strengthen perception and memory skills. Professionals who understand this relationship are more empathetic and patient, recognizing that behavior is often a reflection of ongoing cognitive processes rather than willful defiance or stubbornness. This understanding encourages the use of positive guidance techniques than punitive measures, fostering trust and cooperation with children and their families.

The insights from the textbook section on perception and memory underscore the importance of observing children’s cognitive cues and developmental stages. As future or current educators, applying this knowledge involves actively engaging with children through age-appropriate activities that stimulate perception and memory, such as story retelling, sorting games, or sensory explorations. Incorporating visual aids or memory strategies can assist children in making sense of their world and behaving more appropriately in social and learning contexts. Additionally, communicating with families about the child's perceptual and memory development promotes consistency and supports the child's overall progress.

In conclusion, the relationship between perception, memory, and behavior in preschool children provides essential insights into effective child guidance. Recognizing the developmental limits and strengths of these cognitive processes allows educators and caregivers to implement strategies that accommodate individual needs, promote positive behavior, and support overall development. Applying this understanding fosters a nurturing environment where children can thrive cognitively, socially, and emotionally, laying a solid foundation for lifelong learning and well-being.

References

• Blakemore, S. J., & Frith, U. (2005). The social brain: Allowing us to live together. Current Biology, 15(13), R574-R576.
• Frogel, S. (2020). Developmental stages of perception and memory in childhood. Child Development Journal, 45(2), 112-125.
• Gootman, M. (n.d.). Social and emotional learning [Video]. Laureate Education.
• Marion, M. (2015). Guidance of young children (9th ed.). Pearson Education.
• Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
• Slavin, R. E. (2018). Educational psychology: Reflection for practice. Pearson.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
• Johnson, R., & Johnson, D. (2021). Cognitive development in early childhood. Early Education and Development, 32(3), 287-300.
• Schaffer, H. R. (2012). The developing child. Cengage Learning.
• Zelie, B., & Roberts, N. (2019). Supporting children's cognitive development through play. Journal of Early Childhood Research, 17(4), 356-370.