The Play Years: Cognitive Development

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The Play Years: Cognitive Development

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Title: The Play Years: Cognitive Development


1
Chapter 9
  • The Play Years Cognitive Development

2
How Young Children Think Piaget and Vygotsky
  • PiagetSwiss developmentalist
  • believed young children were limited by their
    egocentric perspective
  • egocentrismPiagets term for type of centration
    in which child sees world solely from his/her
    personal perspective
  • VygotskyRussian developmentalist
  • recognized how childs social/cultural context
    helps shape his/her cognitive development

3
Piaget Preoperational Thought
  • Preoperational thoughtPiagets term for
    cognitive development between 2 and 6 years
  • characterized by
  • Centration
  • Focus on appearance
  • Static reasoning
  • Irreversibility

4
Obstacles to Logical Operations
  • Centrationtendency to focus on one aspect of a
    situation (e.g. Dad as Dad, not a brother or
    friend to others)
  • Egocentrism or ego-centration contemplation of
    the world exclusively from childs personal
    perspective
  • The Me perspective

5
Obstacles to Logical Operations, cont.
  • Focus on appearance ignores all attributes
    except appearance (e.g. haircut determines sex)
  • Static reasoning assumes that the world is
    unchanging (e.g. world never changing)
  • Irreversibility fails to recognize that
    reversing a process can sometimes restore
    whatever existed before transformation (e.g.
    Sister Name )

6
Conservation and Logic
  • Thinking is intuitive rather than logical
  • Conservation principle that amount of substance
    is unaffected by changes in appearance
  • applied to liquids, numbers, matter, length
  • understanding develops after age 7, and then
    slowly and unevenly

7
Conservation and Logic, cont.
8
Vygotsky Children as Apprentices
  • Children do not strive alone their efforts are
    embedded in social context
  • parents guide young childrens cognitive growth
    in many ways
  • present new challenges for learning
  • offer assistance and instruction
  • encourage interest and motivation

9
Vygotsky Children as Apprentices, cont.
  • Apprentice in thinking child whose intellectual
    growth is stimulated and directed by older and
    more skilled members of society
  • Guided participation process by which young
    children, with the help of mentors, learn to
    think by having social experiences and by
    exploring their universe

10
How to Solve a Puzzle
  • Guidance and motivation
  • structure task to make solution more attainable
  • provide motivation
  • Guided participation
  • partners (tutor and child) interact
  • tutor sensitive and responsive to needs of child
  • eventually, because of such mutuality, child able
    to succeed independently

11
Scaffolding
  • Scaffoldingsensitive structuring of childs
    participation in learning encounters (P. 222)
  • Zone of proximal development (ZPD) skills too
    difficult for child to perform alone but that can
    be performed with guidance and assistance of
    adults or more skilled children
  • lower limit of ZPD can be reached independently
  • upper limit of ZPD can be reached with assistance
  • ZPD is a measure of learning potential

12
Parts of Scaffolding, cont.
  • Private speech internal dialogue when people
    talk to themselves through which new ideas are
    developed and reinforced
  • verbal interaction is a cognitive tool
  • Social mediation use of speech to bridge gap
    between childs current understanding and what is
    almost understood

13
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14
Theory of Mind
  • We each have our own personal understanding of
    human mental processes, and child develops this
    too
  • complex interaction of human mental processes
  • emotions
  • thoughts
  • perceptions
  • actions

15
Emergence by Age 4
  • Social referencing
  • Sudden understanding that mental phenomena may
    not reflect reality
  • people can be deliberately deceived or fooled

16
Contextual Influences on Theory of Mind
  • Brain maturation (prefrontal cortex)
  • General language ability
  • An older sibling
  • Culture that anticipates the future

17
Language
  • Emergent literacyskills needed to learn to read
  • Is early childhood a sensitive or a critical
    period for language development?
  • ages 2 to 6 do seem to be a sensitive perioda
    time when a certain type of development (in this
    case, emergent literacy) occurs most rapidly

18
Vocabulary
  • 2 to 6 olds learn average of 10 words per day
  • Fast mappingspeedy and not precise way a child
    assimilates new words by mentally charting them
    into interconnected categories
  • logical extension, or application of newly
    learned word to other unnamed objects in same
    category, closely related to fast mapping
  • fast mapping aided by the way adults label new
    things for children

19
Vocabulary, cont.
  • Fast mapping, cont.
  • children use basic assumptions about syntax and
    reference to fast map
  • children cannot comprehend every word they hear
  • difficulties may occur
  • with words expressing comparisons
  • with words expressing relationships of time and
    place

20
Grammar
  • The grammar of a language includes the
    structures, techniques, and rules used to
    communicate meaning
  • Young children learn grammar so well they tend to
    apply its rules when they should not, a tendency
    called overregularization
  • examples plural nouns (foots), past tense
    (breaked the glass)

21
Learning Two Languages
  • Two points of view
  • bilingualism is an asset, even a necessity,
  • child should become proficient in own 1st
    language
  • How easy is it to be bilingual?
  • many 6-year-olds have difficulty pronouncing
    certain sounds
  • but auditory sensitivity helps young children
    master pronunciation over time, a much harder
    task if language learned after puberty

22
Learning Two Languages, cont.
  • Best solution children become balanced
    bilinguals, fluent in 2 languages
  • research confirms children can become equally
    fluent in 2 languages
  • easiest way for child to become bilingual is if
    parents speak 2 languages
  • ideally, each parent represents 1 language and
    helps child with mastery
  • sending child to preschool where 2nd language
    taught also effective

23
Early-Childhood Education
  • Controversy over whether, when, and where

24
Many Types of Programs
  • Distinct educational curricula have been
    developed
  • Maria Montessori (100 years ago) developed
    structured, individualized projects for poor
    children
  • Today, Montesorri schools emphasize pride and
    accomplishment

25
Child-Centered and Readiness Programs
  • Many newer programs are child-centered or
    developmental
  • use a Piaget-inspired model that allows children
    to discover at their own pace
  • Alternative programs stress academic readiness
  • some readiness programs explicitly teach basic
    school skills

26
Reggio-Emilia
  • Reggio-Emiliaa new form of early-childhood
    education pioneered in the Italian city of that
    name
  • children encouraged to master skills not normally
    seen until age 7
  • artistic expression, exploration of the
    environment, and collaboration between parents
    and teachers encouraged

27
Reggio Emilia, cont.
  • Early childhood is the prime learning period for
    every child and some learn even more
  • The above has led to conclusion nations should
    provide quality early education
  • Head Start
  • has provided half-day education for millions of 3
    to 5 year olds, boosting abilities and skills, at
    least temporarily and probably for longer

28
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29
Quality Learning
  • Three research projects have shown excellent
    longitudinal data
  • High/Scope (Michigan)
  • Abecedarian (North Carolina)
  • Child-Parent Centers (Chicago)
  • Children in these programs have scored higher on
    math and reading achievement tests than other
    children from same backgrounds, schools, and
    neighborhoods

30
Quality Learning, cont.
  • High-quality early education is associated with
    positive outcomes for all children
  • what is high-quality education?
  • safety, adequate space, and equipment
  • low adult-to-child ratio
  • trained staff
  • curriculum geared to cognitive development
  • learning includes creative/constructive play

31
Credits
The PowerPoint Templates were prepared by Cathie
Robertson, Grossmont College for Worth
Publishers. The lecture slides were adapted by
Mayte Insua-Auais, Psy.D. Miami Dade College
Department of Social Sciences for her DEP 2000
courses.
Please maintain the credits so credit can be
given where it is due.
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