An Application of Cognitive Theory to Practice Flashcards
The key idea of Piaget’s source of Continuity
Schema
Assimilation & Accommodation
The key idea of Piaget’s source of Discontinuity
Invariant Sequence
Developmental discontinuity: From one state to the next state Sensorimotor (0-2 years) Preoperational (2-6 years) Concrete Operational (7-12 years) Formal Operational (12+)
Sensorimotor state (0-2 years)
Children explore their world through the senses and motor abilities
Primary Circular Reactions: begin to repeat pleasurable actions
Secondary Circular Reactions: intentionally repeat actions to trigger a response
can represent objects in mind
Preoperational state(2-6 years)
What is Operational Thought
The child begins to develop mental representations (and operational thought), begin to think symbolically
Perspective Taking
Preconceptual Stage (2 to 4 years)
Language development: Increased use of verbal representation but speech is egocentric.
Intuitive Stage (4 to 7 years)
Speech becomes more social, less egocentric.
Concrete-Operational Stage (7-8 to 11-12)
Children able to manipulate mentally internal representations formed in the preoperational period
Formal Operations Stage (12 years & above)
Thought becomes increasingly flexible and abstract.
For Piaget this is the final stage and goes to adult
Conservation concept
conservation of liquid quantity, solid quantity, number
Problems of Piaget’s theory
Focused on inabilities rather than abilities.
Less attention on the social context
Focused on decontextualized rather than everyday problems.
Says little about language development.
Suggests that intellectual development is largely complete by the age of 12.
“Information Processing” Accounts of Development
Focused on factors that support thinking: Memory, attention, language development etc.
Focuses on quantitative changes with age: See humans as computers, we are limited by our capacities and strategies
Information processing view of quantitative changes in thought with age
In this sense, development is continuous
What is common between Information Processing and Piaget’s stage theories
Both consider child is active in their development and depend on their experience they have to inform their knowledge
Three circles of Vygotsky’s Sociocultural Theory
Out of reach
Zones of proximal development (Learns through scaffolding): Require intersubjectivity and Joint Attention, environment is important
Current understanding (Can work unassisted)
What are the processes in play
Cognitive processes
Affective processes: emotional
Interpersonal processes: social
Problem-solving processes
Types of Play
Functional play
(first 2 years)
Pretend play
(3-8 years and 8-15 years)
Constructive play (3-15 years)
Games with rules
(6-15 years)
Functional play (first 2 years):
Description and Examples;
Areas of Development;
Abilities
Simple, repetitive movements, sometimes with objects or own body. For example, pushing a toy, jumping up and down
Cause and Effect relationship; Permanence of object; Sensorial / Psychomotor
Experimentation; Exploration; Imitation
Pretend play (3-8 years and 8-15 years):
Description and Examples;
Areas of Development;
Abilities
Substitutes make-believe, imaginary and dramatic situations for real ones. For example, playing “house”
Symbolic / representative; Pretending; Language; Problem solving
Invention; Imagination; Interpretation of roles; Imitation; Self-monitoring; Theory of mind
Pretend play (3-8 years and 8-15 years):
Description and Examples;
Areas of Development;
Abilities
Substitutes make-believe, imaginary and dramatic situations for real ones. For example, playing “house”
Symbolic / representative; Pretending; Language; Problem solving
Invention; Imagination; Interpretation of roles; Imitation; Self-monitoring; Theory of mind
Games with rules (6-15 years):
Description and Examples;
Areas of Development;
Abilities
Play is more formal and is governed by fixed rules. For example, hopscotch, hide-and-seek
Understanding and adhesion to conventions; Strategic thought; Social and meta-social
Competition; Collaboration; Team work
The development of play:
Logic and mental representation take over
They are developing their own Zone of proximal
Autism Spectrum Disorder (ASD)
An umbrella term used to describe a group of pervasive developmental disorders characterised a triage of impairments
Joint Attention (JA)
The triadic coordination of attention between the child, another person, and an object or event
In a Longitudinal Study investigated ToM, Executive Functioning skills and pretend play in typically developing children and children with Autism, Pretend Play is
The disengagement from the real world (inhibition);
Creation of new pretend scenarios (generativity);
Shifting attention from interpretation of toys to another (set shifting)
