cognitive development children ages 3 to 6 and 7 to 11
TRANSCRIPT
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Cognitive Development
Children Ages3 to 6 and 7 to 11
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Preoperational
RepresentationalSymbolicExamples:
Make-believe -early pretendContributes to cognitive and social skills
Sociodramatic play - complex schemesAdvances in intellectual developmentStrengthens mental abilities
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Egocentrism
Symbolic viewpoints NOT selfishnessExemplars
Hide and Seek Moon follows ME “My” rules for games
Research Three mountain problem Sesame street variation
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Animistic Thinking
Basis: egocentrismInanimate objects have lifelike
qualities; magical thinkingExamples
Sookey Bear Bruno Smith Miley
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Piagetian Reasoning
Single point of view strongNo accommodation to revise faulty
thinking
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Piaget: Key Distinctions
ConservationClassificationSeriation
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Conservation:
Certain physical characteristics (quantity) remain the same even when outward appearances change
First - number -- last - volume
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Conservation of Number
Are there the same numberin each row?
Are there still the same number in each row, or does one row have more?
Now watch what I’m going to do.
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Conservation of Mass
Now watch what I’m going to do
Is there the same amount of clayin each ball or does one have more?
Is there still the same amount of clay in each ball, or does one ball have more?
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Conservation of Length
Is each of these sticks the same length?
Now watch what I’m going to do
Now are the two sticks still the samelength, or is one longer?
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Conservation of Liquid
Is there the same amount of water in each glass?
Now watch what I’m going to do
Now is there the same amount of water in each glass, or does one have more?
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Conservation of Area
Now watch what I’m going to do
Is there the same areain each rectangle?
Is there still the same area in each rectangle, or does one have more?
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Conservation of Weight
Now watch what I’m going to do
Is each ball the same weight, or does one weigh more?
Does each ball still weigh the same, or does one weigh more?
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Conservation of Volume
Now watch what I’m going to do
Is there the same amount of water in each glass? Is there the same amount of clay in each ball?
What will happen to the water level when we add the clay? Will it be the same as the other glass? Higher? Lower?
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Preoperational Thinking
Perception boundCentration - focus on single attributeStates versus transformationsIrreversibility - one directional thinkingLack of identity constancyTransductive reasoning - particular to
particular
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Concrete Operational Thinking
Decentration - consider more than one criteria
Identity CompensationReversibility
Decalage
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Classification
Hierarchical classification Classes and subclasses
Class inclusion
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Classification Example
Are there more yellow flowers or more flowers?
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Seriation
Creating a logical orderApplications
Mathematics Reading Music and the arts
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Seriation Example
Note: centering on appearances typical of younger child’s attempt at a seriation task
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Piaget and Education
Discovery LearningSensitivity to readiness to learnAcceptance of individual differences
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Vygotsky’s View
Private speech Self-guidance and direction Foundation of higher thinking
FocusDirection
Becomes internalized as inner speechSocial origins
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Zone of Proximal Development
Focal point of learningLanguage of dialogues becomes
incorporated into private speechResearch demonstrates significance
of working with an “expert” other Intersubjectivity Scaffolding
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Vygotsky and Education
Assisted learning and discoveryCooperative learning experiencesMake-believe play
Cautionary Note: Verbal communication is not the only channel of learning
Cultural differences
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Theory of Mind
MetacognitionMeta = beyond or higher“Thinking about thinking”
Children’s consciousness of cognitive capacities increases with age
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Theory of Mind: Early Childhood
Mind = passive container False beliefsOrigins
Communication Imitation Make-believe Language Social Interaction
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Mind = active constructionBy age 10 - evaluate certainty of
knowledgeKnowledge of mental strategiesContributing factors:
School; instruction “Hearing themselves think”
Limitation: cognitive self-regulation
Theory of Mind: School-Age Children
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Information Processing: Early Childhood
Information Processing:Working memory - limited capacity until about age 5
Advances in mental representation enhance information processing capabilities
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Ability to focus increases with ageAbility to plan also increases with
age
Early Childhood: Attention
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Recognition and Recall Less sophisticated use of memory strategies Rehearsal and categorizing unlikely
Episodic Memory Scripts
Remember familiar by scriptsBetter recall of predictable script-based events
Autobiographical memoryTalking about events helps
Early Childhood: Memory
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Information Processing: School-Age
Brain development supports:Increased capacity
Increased speed and efficiency Myelinization and synaptic pruning
Inhibitory control Frontal lobe maturation Resist irrelevant information
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School-Age Children: Attention
Selectivity and adaptabilityStrategy development sequence
(Miller & Seier, 1994) Production deficiency Control deficiency Utilization deficiency Effective strategy use
Planfulness
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School-Age Children: Memory Strategies
RehearsalOrganizationElaborationExpanding base of knowledge
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Language Development
Vocabulary at age 6 - 10,000 wordsExpansion through
Fast mapping Metaphoric meaning (clouds as pillows) Analysis of word structure (happy -
happiness; wise - wisdom)Overregularization - “My toy breaked.”Improvements in communication skills
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Supports for Language Development
Connections to Vygotsky Expansions Recasts
Bilingualism Positive influence on cognitive development Better analytic reasoning Well-developed metalinguistic skills Cultural enrichment