Chapter 6 Flashcards
Schemes
-actions or mental representations that organize knowledge
-behavioral schemes characterize infancy
-mental schemes develop in childhood
Assimilations
occurs when children incorporate new information into their existing schemes
Accomodation
occurs when children adjust their schemes to fit new information and experiences
Organization
the grouping of isolated behaviors and thoughts into a higher-order system
Equilibration
a mechanism that Piaget proposed to explain how children shift from one stage of thought to the next
-shift occurs as children experience cognitive conflict or disequilibrium
-solving conflict returns to equilibrium
Sensorimotor Stage
Birth to 2 years
-infants construct an understanding of the world by coordinating sensory experiences with physical, motoric actions
Object permanence
the understanding that objects and events continue to exist even when they cannot be seen
Core Knowledge approach
states that infants are born with domain-specific innate knowledge systems involving space, number sense, object permanence and language
Preoperational Stage
2 to 7 years
-children begin to represent the world with words, images and drawings
-symbolic thought goes beyond simple connections of sensory information and physical action
Egocentrism
the inability to distinguish between one’s own perspective and someone else’s perspective
Animism
-limitation of preoperational stage
-the belief that inanimate objects have lifelike qualities and are capable of action
Centration
a centering of attention on one characteristics to the exclusion of all others
Conservation
the awareness that altering an object’s or a substance’s appearance does not change its basic properties
Concrete Operational Stage
7-11
logical reasoning replaces intuitive reasoning as long as the reasoning can be applied to specific or concrete examples
-can perform classification, seriation, transitivity
Seriation
the ordering of stimuli along a quantitative dimension
Transitivity
the ability to reason about and logically combine relationships
Formal operational stage
11 to 12
-individuals move beyond concrete experience and think in abstract and more logical ways
Hypothetical-deductive reasoning
they develop hypotheses and systematically deduce which is the best path to follow in solving problems
Adolescent Egocentrism
The heightened self-consciousness of adolescents which is reflected in their belief that others are as interested in them as they are themselves
Imaginary Audience
the aspect of adolescent egocentrism that involves feeling one is the center of everyone’s attention and sensing that one is on stage
Personal fable
the part of adolescent egocentrism that involves an adolescent sense of personal uniqueness and invincibility
Danger invulnerability
adolescents sense of indestructibility and tendency to take on physical risks
Psychological invulnerability
an adolescents felt invulnerability related to personal or psychological distress
Ways Paget’s theory can be applied to teaching children
- Take a constructivist approach
- Facilitate rather than direct learning
3.Consider the child’s knowledge and level of thinking - promote the student’s intellectual health
- Turn the classroom into a setting of exploration and discovery
Criticisms of Piaget’s theroy
-Inaccurate estimates of children’s competence
-Stages
-Effects of training
-Culture and education
Neo-piagetians
Argue that Piaget got come things right but his theory needs revision
-more accurate portrayal of children’s thinking requires attention to children’s strategies
-division of problems into smaller more precise steps
Vygotsky’s Theory
-emphasized that children actively construct their knowledge and understanding
-develop their ways of thinking and understanding primarily through social interaction
Zone of proximal development
the range of tasks that are too difficult for the child to master alone but that can be learned with guidance and assistance of adults or more-skilled children
Scaffolding
changing the level of support based on the child’s current performance
Vygotsky’s Teaching strategies
- assess the child’s ZPD
- use the child’s ZPD in teaching
- use more-skilled peers as teachers
- monitor and encourage children’s use of private speech
- Place instruction in a meaningful context
6.Transform the classroom with Vygotskian ideas
Social constructivist approach
emphasizes the social context of learning and the construction of knowledge through social interaction
