CHAPTER 4 Flashcards
The ________ ________ focuses on thought processes and the behavior that reflects those processes.
cognitive perspective
This perspective encompasses both organismic and mechanistically influenced theories.
PERSPECTIVE 3: COGNITIVE
His theory was the forerunner of today’s “cognitive revolution” with its emphasis on mental processes.
Piaget’s cognitive-stage
He viewed development as the product of children’s efforts to understand and act on their world.
Piaget
He also believed that development was discontinuous, so his theory describes development as occurring in stages.
Piaget
Jean Piaget’s theory of cognitive development suggests that children move through ____ different stages of intellectual development which reflect the increasing sophistication of children’s thought
four(4)
Four(4) different stages of intellectual/cognitive development
Sensorimotor
preoperational
concrete operational
formal operational
What is the age and the goal of the sensorimotor stage?
Age Birth to 2
Object permanence
What is the age and the goal of the preoperational stage?
Age 2-7
Symbolic thoughts
What is the age and the goal of the concrete operational stage?
Aged 7-11
logical thought
What is the age and the goal of the formal operational stage?
Adolescence to Adulthood
scientific reasoning
The first stage, during this stage, the infant focuses on physical sensations and on learning to coordinate their body
sensorimotor stage
*The infant learns about the world through their senses and through their actions (moving around and exploring their environment).
*During this stage, a range of cognitive abilities develop. These include: object permanence; self-recognition (the child realizes that other people are separate from them); deferred imitation; and representational play.
sensorimotor stage
Piaget’s second stage of intellectual development. It takes place between 2 and 7 years.
At the beginning of this stage, the child does not use operations, so the thinking is influenced by the way things appear rather than logical reasoning. A child cannot conserve which means that the child does not understand that quantity remains the same even if the appearance changes.
preoperational
*Toddlers and young children acquire the ability to internally represent the world through language and mental imagery.
*During this stage, young children can think about things symbolically. This is the ability to make one thing, such as a word or an object, stand for something other than itself.
*A child’s thinking is dominated by how the world looks, not how the world is. It is not yet capable of logical (problemsolving) type of thought.
*Moreover, the child has difficulties with class inclusion; he can classify objects but cannot include objects in sub-sets, which involves classifying objects
as belonging to two or more categories simultaneously.
*Infants at this stage also demonstrate animism. This is the tendency for the child to think that non-living objects (such as toys) have life and feelings like a person’s.
preoperational
By the beginning of this stage, the child can use operations (a set of logical rules) so she can conserve quantities, she realizes that people see the world in a different way than he does (decentring) and he has improved in inclusion tasks. Children still have difficulties with abstract thinking
concrete operational stage
*During this stage, children begin to think logically about concrete events.
*Children begin to understand the concept of conservation; understanding that, although things may change in appearance, certain properties remain the same.
*During this stage, children can mentally reverse things (e.g. picture a ball of plasticine returning to its original shape).
*During this stage, children also become less egocentric and begin to think about how other people might think and feel.
concrete operational stage
a soft modeling material, used especially by children.
Plasticine -
This period begins at about age 11.
- As adolescents enter this stage, they gain the ability to think in an abstract manner, the ability to combine and classify items in a more sophisticated way, and the capacity for higher-order reasoning.
formal operational
*During this stage, adolescents can deal with abstract ideas (e.g. no longer needing to think about slicing up cakes or sharing sweets to understand division and fractions).
*They can follow the form of an argument without having to think in terms of specific examples.
*Adolescents can deal with hypothetical problems with many possible solutions. E.g. if asked ‘What would happen if money were abolished in one hour’s time? they could speculate about many possible consequences.
formal operational
Each child goes through the stages in the same order (but not all at the same rate), and child development is determined by?
biological maturation and interaction with the environment.
According to this perspective , development can be understood only in its social context.
contextual perspective
they see the individual, not as a separate entity interacting with the environment, but as an inseparable part of it.
Contextualists
This perspective considers the relationship between individuals and their physical, cognitive, and social worlds.
contextual perspective
This perspective also examines sociocultural and environmental influences on development.
contextual perspective
Who are the two major theorists who pioneered this contextual perspective:
1.Lev Vygotsky and
2.Urie Bronfenbrenner.
Contextual Theory of Lev Vygotsky?
Zone of proximal development
Contextual Theory of Urie Bronfenbrenner
micro-meso-exo-macro-chrono
Zone of proximal development
Development within the context of human interactions
Lev Vygotsky
Bioecological Model of Development
Many diverse contexts of development
Urie Bronfenbrenner
Skills too difficult for a child to master on his/her own, but that can be done with ______ ___ _____ from a knowledgeable person.
guidance and encouragement
Vygotsky’s zone of proximal development
Too easy Zone
Zone of proximal development
too hard zone
Vygotsky’s zone of proximal development:
What student can do without help
To easy zone
Vygotsky’s zone of proximal development:
What the student can do with help
Zone of proximal development
Vygotsky’s zone of proximal development:
Beyond the students abilities
too hard zone
This refers to what an individual can do with the help of an expert.
- They cannot accomplish that task completely on their own, but they are close.
zone of proximal development (ZPD)
The term “proximal” means ______ - The student still needs guidance and instruction from someone with more experience. - Once they can perform that task without any help at all, they are ready to attempt something more challenging.
“close to”.
What does MKO means?
More knowledgeable others
What are the examples of MKO?
Parents, teachers, and mentors
There are actually three zones:
- The zone where a task can be performed completely independently,
- The zone where the task cannot be performed at all,
- The ZPD in between where the task can only be performed with the guidance of an “more knowledgeable others (MKO).
Vygotsky coined a definition of ______ _____ that focused on teacher practices.
- He defined this as ‘the role of teachers and others in supporting the learner’s development and providing support structures to get to that next stage or level’
instructional scaffolding
The word “scaffolding” was first used by the psychologist _____ _____ in the 1960s.
Jerome Bruner
According to this thoery, when students are provided with the support while learning a new concept or skill, they are better able to use that knowledge independently.
Bruner’s Scaffolding theory
Vygotsky’s zone of proximal development is a fundamental concept from the?
sociocultural theory of education.
He is best known for devising the bioecological model of development.
Urie Bronfenbrenner
His research highlighted the multitude of social and environmental factors that may impact child development
Urie Bronfenbrenner
This model in Human development is shaped by complex interactions between individuals and their environments.
Bronfenbrenner’s Ecological Model
The model consists of five interrelated systems, what are those?
microsystem, mesosystem, exosystem, macrosystem, and chronosystem.
This theory posits that an individual’s development is influenced by a series of interconnected environmental systems, ranging from the immediate surroundings (e.g., family) to broad societal structures (e.g., culture).
Bronfenbrenner’s ecological systems
This is the most influential level of the ecological systems theory.
-This is the most immediate environmental setting containing the developing child, such as family and school.
microsystem
- This is the first level of Bronfenbrenner’s theory and is the things that have direct contact with the child in their immediate environment.
- It includes the child’s most immediate relationships and environments. For example, a child’s parents, siblings, classmates, teachers, and neighbors would be part of this.
microsystem
microsystem
work
school
family
friends
neighbours
This is where a person’s individual microsystems do not function independently but are interconnected and assert influence upon one another.
Theis involves interactions between different microsystems in the child’s life.
- For example, open communication between a child’s parents and teachers provides consistency across both environments.
mesosystem
This is a component of the ecological systems theory developed by Urie Bronfenbrenner in the 1970s.
It incorporates other formal and informal social structures. While not directly interacting with the child, this still influences the microsystems.
For instance, a parent’s stressful job and work schedule affects their availability, resources, and mood at home with their child.
-Local school board decisions about funding and programs impact the quality of education the child receives.
exosystem
This focuses on how cultural elements affect a child’s development, consisting of cultural ideologies, attitudes, and social conditions that children are immersed in.
This differs from the previous ecosystems as it does not refer to the specific environments of one developing child but the already established society and culture in which the child is developing.
macrosystem
Exosystem
Local Governments
extended families
parents friends
mass media
macrosystem
Political system
social norms
economic system
culture
Chronosystem
Time
This relates to shifts and relates to shifts and transitions transitions over the child’s lifetime. over the child’s lifetime.
– These environmental changes can be predicted, These environmental changes can be predicted, like starting school, or unpredicted, like starting school, or unpredicted, like parental
like parental divorce or changing schools when
divorce or changing schools when parents relocate parents relocate for work, which may cause for work, which may cause stress.stress.
chronosystem
This Theory, formulated by Lev Vygotsky, is a theory which emphasizes on the effect of culture and social factors in contributing to cognitive development.
- Vygotsky believes that community plays a central role in the process of learning…
Social Development Theory
