3 Piaget vs Viagotsky

Question 1

What were the four characteristics of piagets theory?

Answer 1

• Constructionist (believed kids are ‘little scientist’ who conduct experiments to find out about the world around them. Don’t need incentives to do this, they want to understand)
• Stage theory
• Invariant sequence
• Universal

Question 2

What was Piagets theory on nature and nurture in child development?

Answer 2

Nurture is the care given by caregivers and child’s experiences.
Nature is child’s ability to act, perceive, learn from experiences and motivation to adapt (respond to environment in a way that meets ones goals) and to organise (integrating observations into coherent knowledge).
Part of a child’s nature is to respond tot their nurture judging from the last two.

Question 3

Sources of continuity in Piagets theory of child development?

Answer 3

• assimilation
• accommodation
• equilibration

Question 4

What is assimilation?

Answer 4

Incorporating incoming information into concepts that are already understood
(e.g. curly hair = clown)

Question 5

What is accommodation?

Answer 5

Adapting current understandings in response to new information/experiences
(not a clown coz not in a costume or doing silly things)

Question 6

What is equilibration?

Answer 6

Balancing assimilation and accommodation to create stable understanding
(aligning concept of clown with new information)

Question 7

What are the three stages of equilibriation?

Answer 7

Equilibrium: child is happy with their understanding of a construct
Disequilibrium: New information leads the child to realise their understanding is inadequate
-Finally the child develops a more sophisticated understanding and a more stable equilibrium

Question 8

What are the sources of discontinuity in Piagets theory?

Answer 8

-His belief that children’s cognitive development happens in 4 discrete stages

Question 9

What are the characteristics of the source of discontinuity in Piagets theory?

Answer 9

Qualitative changes:
-e.g. children assess morality based on outcome, but then move onto intent - measuring totally different criteria
Broad applicability:
-type of thinking at a particular stage can be applied across aw wide range of topics and contexts
Brief transitions
-between each stage where both types of thinking are flicked between
Invariant sequence:
-everyone experiences every stage in the same order

Question 10

What are Piagets 4 stages of cognitive development?

Answer 10

• Sensorimotor stage
• Preoperational stage
• Concrete Operational stage
• Formal operational stage

Question 11

What age range is the sensorimotor stage?

Answer 11

0-2

Question 12

What age range is the preoperational stage?

Answer 12

2-7

Question 13

What age range is the concrete operational stage?

Answer 13

7-12

Question 14

What age range is the functional operational stage?

Answer 14

+12

Question 15

What happens in the Sensorimotor stage of development?

Answer 15

0-2 yrs

kiddies use SM abilities to explore world, develop intelligence and express themselves. Live mostly in the here and now

Question 16

What happens in the preoperational stage of development?

Answer 16

2-7 yrs
kiddies can express themselves verbally and are capable of mental imagery. this means they can have a better understanding of sophisticated concepts but still can’t perform mental operations (forms of reasoning - e.g. that pouring water into a different shaped glass doesn’t change the volume)

Question 17

What happens in the concrete operational stage of development?

Answer 17

7-12

• children can complete conservation problems
• can’t yet think/reason systematically
• limited to concrete concepts

Question 18

What happens in the concrete functional stage of development?

Answer 18

+12

-children can think and reason systematically and hypothetically and about abstract concepts

Question 19

Changes that occur in the Sensorimotor phase:

Answer 19

• reflexes develop
• development of object permanence after 1 yr
• deferred imitation - remember actions carried out by a playmate or parent and imitate them later (minutes or days)
• interest shifts from their own bodies to world around them

Question 20

Changes that occur in the pre operational stage:

Answer 20

• Development of symbolic representations (e.g. a banana as a gun. over this phase shift from personal ones to ones taken from society)
• Egocentric communication
• Egocentric thinking
• Spatial and verbal egocentralism
• Centration

Question 21

What is egocentric communication?

Answer 21

Assuming the person you’re talking to already has the same knowledge/information as you

Question 22

What is egocentric thinking?

Answer 22

'’why doesn’t your week old brother walk’’

‘‘he’s lazy’’

Question 23

What is centration?

Answer 23

When children tend to focus on one striking feature of the object, and ignore other relevant information. e.g. weights, water, buttons, clay sausage

Question 24

What are the different types of conservation errors?

What is responsible for conservation errors?

Answer 24

Numbers and solid

Question 25

Changes that occur in the concrete operational stage:

Answer 25

- Children can't perform pendulum test | - can complete some conservation tasks (numbers but not solids)

Question 26

What is unique about the functional operational stage:

Answer 26

- acquisition of this stage is not universal but depends on social environment/stimulation - acquisition of this stage doesn't mean adolescents will reason in this way, only that they have the ability to

Question 27

What are the critiques of piagets theory?

Answer 27

- Vague and doesn't focus enough on cognitive processes behind development - Underestimates childrens abilities - Presents development as far more consistent than it is (kids can completer conservation of numbers tasks before conservation of solid quantity) - Underestimates social impact on child development

Question 28

Experiments critiquing Piaget's theory:

Answer 28

Light Buckingham and Robbins -if clear reason given for changing the liquid recepticle, children knew it was the same volume. They interpret adults intentions as having meaning

Question 29

What did Vygotskys theory focus on?

Answer 29

The effects of social interaction and culture in the development of children, and on the guide and structure provided by more able people in order to aid development.

Question 30

How did Piaget and Vygotskys views on change throughout development differ?

Answer 30

Vygotsky thought of change as continuous and quantitative whereas Piaget thought it was mostly discontinuous and qualitative

Question 31

What were he two levels in Vygotskys theory?

Answer 31

Higher mental function | Lower mental function

Question 32

What is cultural mediation?

Answer 32

The passing on of knowledge through generations via social interactions with others

Question 33

What are cultural tools?

Answer 33

Things such as language, values, skills and other symbols that represent shared knowledge of culture

Question 34

What is lower mental function?

Answer 34

Thought of as elementary mental abilities that are mostly biological and innate and involuntary include responding to the environment, perception etc

Question 35

What is higher mental function?

Answer 35

-Consciously controlled transformation of lower mental functions using cultural mediation, voluntary attention and cultural tools, conceptual thought and logical planning

Question 36

Internalisation

Answer 36

When a child learns a cultural tool and can use it independently

Question 37

P vs V speech:

Answer 37

- Piaget thought it was egocentric speech | - Vygotsky believed it was a learning tool

Question 38

Process of internalisation of speech:

Answer 38

- helps guide behaviour - First may come from adult or parent as instruction - Children use it to instruct themselves aloud (4-6) - Gradually becomes less aloud and more internalised through whispering and mouthing - children with behavioural problems use it for longer - external to internal comes with age and experience

Question 39

What did vygotsky say about the inclinations to teach and learn?

Answer 39

They're uniquely human and appear around age 2 - children point out thing they think are interesting

Question 40

How does culture effect cognitive development?

Answer 40

the content of what children learns is very different across different cultures and can shape thinking (hansel and gretel vs chinese fairytale tasks)

Question 41

What are the 4 ways children learn? V

Answer 41

- Social scaffolding - Zone of proximal development - Intersubjectivity - Guided participation

Question 42

What are the types of intersubjectivity?

Answer 42

- Social referencing - looking to social partner for how to react in an unfamiliar situation - The mutual understanding that people share during communication - Joint attention - of both partners on the same thing from the external environment (babies can follow their social partners gaze from 9 months, the faster they show this, the faster subsequent language development is.)

Question 43

What is the zone of proximal development?

Answer 43

-just outside the capability of what a child can do on their own 'the range of performance for what a child can do on their own and what they can do with help'

Question 44

What is social scaffolding?

Answer 44

A temporary framework provided for a child by someone else to aid the childs understanding of what would otherwise be beyond their capability more able people provide better social scaffolding (parents better than peers)

Question 45

What is guided participation?

Answer 45

more knowledgable individuals can structure activities in a way that allow younger children to engage in a sort of cultural apprenticeship e.g. young mayan girls and weaving

Question 46

What do children use play for?

Answer 46

-stretching into ZPD by peers Playing requires rules and roles so allows the child to: -self regulate behaviour (social development) -distinguish objects from ideas (conceptual development)