Child - Cognitive Development And Education

Question 1

cognitive development

Answer 1

the way children think and mental processes change over time

Question 2

what does piaget say about childhood cognition

Answer 2

children think differently to adults.
children are born with schemas that all knowledge is built upon.
piaget believes his theory is fixed, invariant and universal.
piaget believes cognitive development in innate and there are fixed stages based on age.

Question 3

4 stages of Piaget’s cognitive development

Answer 3

sensorimotor, 0-2
pre operational, 2-7
concrete operational, 7-11
formal operational, 11+

Question 4

sensorimotor

Answer 4

children lack object permanence, ablity t0 understand that objects still exist even when out of sight ( develops at12-18M)
children learn via senses and movement

Question 5

pre operational

Answer 5

children learn via play, imagination and symbollism
animism - inanimate objects having thoughts and feelings
egocentric - cant see from other people’s perspectives

Question 6

concrete operational

Answer 6

logical thinking
conservation (understanding the properties of an object)
decenter (can see from other people’s perspective)

Question 7

formal operational

Answer 7

think abstractly, hypothetically and handle debates

Question 8

how does piaget see children

Answer 8

they are little scientists, they conduct their own experiments to learn about the world
children actively explore their own environment independently of adults (discovery learning)

Question 9

how does piagets theory apply to education

Answer 9

readiness: teaching children in line with their cognitive age
grouping children based on age + cognitive stages
discovery learning: children are little scientists, who actively explore their own environment independent of adults

Question 10

vygotsky’s 4 elementary skills

Answer 10

perception, memory, attention and sensation

Question 11

what does vygotsky say about chilhood cognition

Answer 11

child cognition is influenced by others.
children learn at their own pace and there are no fixed stages.
child development occurs due to social interaction with a more knowledgeable other and suggests the idea of the zone of proximal development.
children are little apprentices who learn with the helps of others.

Question 12

how can vygotsky’s theory be used in education

Answer 12

access to a more knowledgeable other
scaffolding
seating plans

Question 13

piagets study: conservation of volume

Answer 13

pre operational children said the taller glass had more water
concrete observation children said both glasses had the same volume of water

Question 14

piagets study: perception

Answer 14

4 year olds chose the picture which represented what they could see.
6 year olds chose a picture different to their view, but not the pov of the doll
7 and 8 year olds correctly chose the picture which showed the pov of the doll

Question 15

freund’s study: more knowledgable others

Answer 15

children putting the furniture in the correct room of the doll house with their mother showed greater improvement compared to children whithout their mother supporting them.

Question 16

wood ( A,p m)

Answer 16

to explore the process of tutoring and see how children responded to it when they had a problem to solve.
30 children, age 3,4,5 with equal gender and age in each group ( 3 groups of 10 based on age)
controlled, non-participant observation with event sampling

Question 17

wood (procedure - response of child + tutor)

Answer 17

the child was given 21 blocks
they were allowed to play with the blocks for 5 minutes
the teacher would show the child how to make the pair of blocks and ask the child to have a go
the child would :
ignore the tutor and continue to play - the tutor would repeat presenting the paired blocks
child could take the blocks the tutor made and play with them - the tutor would repeat pairing them infront of the child
child would have a go as asked - the tutor would verbally point out errors

Question 18

wood (procedure - observation scoring)

Answer 18

there were 2 separate observers who noted the Childs behaviour.
assisted or unassisted: when the child was assembling the blocks
matched or mismatched:
if the block was correct or not
rejected: the child putting aside the incorrect blocks

Question 19

wood ( intervention by tutor)

Answer 19

direct assistance - physically helping the child
verbal assistance - “ does this look like my one”
verbal prompt to carry on - “ can you make more like this one”

Question 20

wood results

Answer 20

64.5% unnassited construction - 3
79.3% unassisted construction - 4
87.5% unassisted construction - 5
40% success when showing - 3
63% success when showing - 4
80% success when showing - 5
94% agreement on events between the two observers

Question 21

wood - conclusions

Answer 21

greater task success as age increases
tutor imporved success for all ages
type and level of support was different for each age group

Question 22

application - scaffolding

Answer 22

supporting the learner through a task
1. recruitment
2. direction maintenance
3. marking critical features
4. reduction in degrees of freedom
5. frustration control
6. demonstration

Question 23

learning for meaning

Answer 23

process the information by rewording in your own words to process the info into our long term memory
- Craik + Lockhart
levels of processing - shallow:
process info only in a superficial way, so only in the short term memory
deep - process info more deeply in the long term memory

Question 23

application - rehearsal

Answer 23

going over content multiple times to ensure it transfers to our long term memory. regular rehearsal ensures info does not decay from our LTM
- Atkinson + Shiffrin ( multi-store model of memory-
sensory store - STM - LTM

Question 24

application - context dependent memory

Answer 24

revising in the same environment as the exam seting improves ability to recall infomation
- grant

Question 25

application - positive reinforcement

Answer 25

using revsion apps e.g. flora, being rewarded for revision, more likely to repeat behaviour - operant conditioning
- chaney