ERIC Number: ED250097
Record Type: Non-Journal
Publication Date: 1984
Reference Count: N/A
The Toddler and the Pre-Schooler. Unit for Child Studies. Selected Papers Number 29.
This description of toddlers and preschool children emphasizes how young children think and describes the development of self-concept. Language development and antisocial and prosocial behavior are also discussed. The exploration of children's thought processes begins with two principles: (1) Concepts originate in activity; and (2) Motor development enhances cognitive development. Subsequent discussion focuses on concepts of physical causation and object permanence; the development and nature of symbolic thought; methods of transferring information; reversibility, associating, and classification; preconceptual and intuitive thinking; and practical applications of research into the cognitive development of young children. Language is discussed in terms of the role of action in language development, the young child's understanding of words, egocentricity, and influences of the home environment. Social behavior is discussed with regard to aggression, altruism, and empathy. Discussion of self-concept development includes consideration of origins; assertive behavior; discipline; self-individuation; the impact of adult imprecisions and taboos; reflected appraisals; influences of parental interest, security, and reference groups; and aspects of disruptions in self-concept formation. (RH)
Descriptors: Aggression, Altruism, Assertiveness, Association (Psychology), Childhood Needs, Classification, Cognitive Ability, Cognitive Development, Concept Formation, Discipline, Empathy, Family Influence, Foreign Countries, Labeling (of Persons), Language Acquisition, Motor Development, Parent Role, Preschool Children, Self Concept, Social Behavior, Toddlers
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: New South Wales Univ., Kensington (Australia). School of Education.
Identifiers - Location: Australia