Cognitive Development Flashcards
Introduce cognitive development
Generally discuss the cognitive development in childhood at each stage
1) -refers to the ability to perceive, think, reason remember and solve problems.
- takes place as the brain matures
-DeVerie (1969) cat study
2) birth - 3months
- C.D is observed through motor skills of the child
- Nancy Bayley conducted study on infant’s C.D observing children’s actions
Ex: 6.5 months ➡️ makes sounds of satisfaction
7.2 months ➡️ smile at their image in the mirror
9 months ➡️understand meaning of several words.
- explore the world through sense when they are seeing, playing, cooking, eating.
- detect sounds different is pitch and volme
-use reflexes ro survive
-focus on moving objects
-differences between tastes
- responds with facial expressions
3-6 months
- perceptual abilities develop
- imitate facial expressions
-recognize familiar faces
-responds to facial expressions of others
6-9 months
-gaze at impossible things
-detect differences between pictures, numbers of objects, animate and inanimate objects
9-12 months
-Able to explore the world more
-enjoy looking at books
- imitate gestures and basic actions
1-2 years
-tell the difference between me and you
-understands and responds to words
-identify objects that are similar.
3-4 years
-responds to simple directions and questions
-sort objects by category
-organize things from smallest to largest
Preschool
-take decisions on their own
- understand Basic time concepts
-predict what happens next in a story
-can think symbolically
-enjoy humor
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Piaget’s theory of cognitive development. 🧠
INTRODUCE
Jean Piaget’s theory on cognitive development is still accepted today
- studied the growth of intelligence
Focusing on how children learned to interpret the world accurately - he studied children as different ages as they thought, reasoned and solved problems
- was not interested in measuring how the cognitive capacities but interested in studying how the concepts emerged
- theorizes that children’s thinking follow patterns of brain growth, and
advances through 4 separate stages
In each stage : children use different kind of thought processes and problem solving strategies
Stages
1 sensorimotor birth to 18/24 months
2 pre- operational 2-7yrs
3concrete operational. 7-11 yrs
4 formal operational adolescence to adulthood
.
Sensorimotor stage.
Sensorimotor stage
- 1st stage
-understand the world through the coordination of sensory experience and motor actions
-developmental goal- objects permanence
(Events and objects occur independently)
- child’s cognitive development advances through 6 stages
•reflexive stage birth to 6/8 weeks
Responds to external stimulation with innate reflexes.
(Rooting, sucking, grasping)
• primary circular stage 2months -4months
Repeat actions centered on its own body.
Kick feet, wiggle fingers
• secondary circular stage 4-8 months
Develops coordination between what they see and how it affects.
Features : intentionally grasping at objects
Repetitive actions
Emergence of object permanence.
•coordination of secondary reactions (8-12 months)
Genuine sense of logic is applied
Complex thought ( goal orientation➡️ planning➡️Executing )
Concept of cause and effect emerge.
•Tertiary circular reactions 12-18 months
Focus on finding new ways to achieve desired results
•insight 18-24months
Passage into the pré operational stage.
Will have developed he ability to visualize things that are physically now present
Pré operational stage
- psychological development
Symbolic functioning, intuitive thought, ability to act on object mentally.
-goal- achieve symbolic representation.
- able to understand logic of some concepts
Unable to transform, or combine separate ideas
Unable to conserve - (inability to understand that though the from changes, mass volume and number remains the same) - moral compass is still not developed.
- at the end of the stage the previously egocentric child develop more social skills of a social being.
Key features
Centrism- the inability to decenter, only focus on one aspect of the a situation
Egocentrsm- inability to view the world in another person’s point of view
Symbolic representation- ability to make one thing stand for another.
Language becomes the most sophisticated form of symbolism.
Play- engage themselves in parallel play, pretend play and use symbolic thought
Animism- belief that inanimate objects have human feelings and intentions
Irreversibility - inability to reverse the direction of a sequence of events to their starting point.
Concrete operational stage
- turning point
Beginning of logical and operational thought. - begins to truly organize and understand the world
-can only apply logic on to physical objects
- hypothetic or abstract thought is not yet established.
Ket concepts
Conservation - ability to understand that even thought the form or appearance change the quantity mass, size do not change.
Serialization- ability to arrange objects in a logical order.
Classification- understand properties of categories and relate categories to classes
Reversibility - quantities that are changed can be restored to their original state
Loss of egocentrism- understands the world is not viewed by everyone in the same perspective
Formal operational stage
Thought becomes more abstract
Apply logic to reasoning and solving problems
Reasoning become more complex
Inferential reasoning develops - ability to solve problems following logic without experiencing them
Develop scientific thinking therefore formulate abstract theories and hypotheses when faces with problems
Morality evolves
Empathy and social skills develop
Form attachments based on values and beliefs
What are the other concepts
Piaget days that humans are born with basic mental structures upon which the subsequent learning and knowledge is based
These structures are known as Schemas
A child is born with only few schemas. Whats refereed to by cognitive Dev is the increasing number and the complexity of schemata.
Intellectual growth is a process of assimilation, adaptation and equilibration
Assimilation - fitting new information to existing schema perception and understanding.
Recognizes a man as a clown for have hair like a clown
Accommodation- revising existing cognitive schemas. Perceptions and understanding to incorporate new info
Not every who has hair like a clown is a clown.
Equilibration - occurs when child deals with most new information through assimilation.
Vygotsky’s theory of social cognitive development
Explain
- cognitive dev. Is a socially mediated process
- majority of higher mental functions develop primarily through social interaction.
-view children as learning through interaction - key features
•cultural specific tools
•social interaction
•zone of proximal development (ZPD)
•more knowledgeable other (MKO)
Cultural specific tools
- each culture provides learners with tool for intellectual adaptation
-infants are born with basic abilities for intellectual development : elementary mental function
- it is culture that provides stimulation to use mental functions effectively.
-the tools are : methods of thinking, strategies of problem solving, children internalize through social interaction.
Social interaction
-Central role S.I
-Elementary social functions➡️➡️higher mental fuct.
-Given a chance to understand the action and instructions provided and used them to guide and regulate themselves
Two processes
Internalization: process by which children take in knowledge to make their own
Cultural mediation: process by which cultural norms, speech patterns, symbolic representation,habits of culture is learned.
ZPD
highlights the important role of adults in extending children’s knowledge beyond areas which they are individually capable
The adult with a higher level of understanding is MKO
The distance between what the learner can do without help and can achieve with the help of an adult is ZPD.
A child in ZPD should be assisted to boost his development through a MKO, social interaction or scaffolding.: activities provided by the MKO to lead through Zpd
Criticism on both theories
Piaget: development does not pass through a smooth linear fashion
Concepts such a object permanence conservation, classification emerge before than Piaget predicted.
Vygoksky
No acknowledgment of how children routinely interact with objects
See importance of inanimate objects
There’s a time , interaction takes a back seat during te self exploration.
How to stimulate cog dev.
Environment rich with stimulation
Like - lan
Rich with opportunities and activities that enable cog dev.
Parents
Cognitive activities
Imitation- try to imitate what they do
Cause and effect learning - perform actions related to that
