Development Flashcards
Sensorimotor Stage
- birth -> 2 yrs
- infants use senses and movement to learn
- object permanence (objects exist without being seen)
- Drop things deliberately
Pre-Operational Stage
- 2-> 7yrs
- Intuitive thought stage
Symbolic Function Stage
- 2-> 4yrs
- Symbolic play
- Egocentrism
- Animism
Intuitive Thought Stage
- 4-> 7yrs
- ask lots of questions
- Centration (focus on one feature of a situation and ignore other relevant features)
- Irreversibility (dont understand an action can be changed back to original state)
Concrete Operational Stage
- 7-> 12yrs
- Morality (learn right from wrong)
- Seriation (sorting objects)
- Classification (naming objects)
- Reversibility
- Conservation
- Decentration (take multiple views of a situation
Formal Operational Stage
- 12yrs+
- Time
- Think about multiple things at once
- Events have a sequence
- Actions have consequences
Using Piaget’s stages in development
- Children cannot understand teachers viewpoint (not being naughty, dont understand)
- Children build their own schemas from own experiences
Helping Sensorimotor Development
- Teach children Individually
- Take information from senses
- Colour
- Sound
- Textures
Helping Pre-Operational Development
- Children must “do” things
- Interact with environment
- Use objects
Helping Concrete Operational Development
-Understand different viewpoint, so structure tasks accordingly
Helping Formal Operational Development
-Ask complex questions
Teachers Must Understand That…
- Children develop at different rates
- Children must engage with environment to learn
- Must suite all individual children
What does Piaget think we have to understand the world?
-learn through schemas
Strengths and Weaknesses of Piaget’s theory
\+talks about practicals \+specific to each individual \+lots of research -other studies found children can do certain tasks earlier -did not look at influence of cultural setting and social interactions -biasty -lack validity -unrealistic setting
Willingham’s theory
- Practice makes perfect
- Previous knowledge is needed before learning skills
- Knowledge can free up space in working memory
- Practice enough, skills can become automatic
- STM needs rehearsing to remember, less likely to be forgotten in LTM
Willinghams Advice for Cognitive Development in Teaching
- Use problems that require effort
- Understand student’s development
- Student’s ability can change frequently
- Understand if student might just not understand task
Willingham’s advice for Physical Development
- Suitable movements
- Practive movements until become automatic
- Use conscious effort
Willinghams advice for Social Development
- Might not be able to take others viewpoints
- Immitate others behaviour
- Stop Impulsive behaviour
- Encourage Practice
- Delay giving reward -> self control
Strengths and Weaknesses of Willinghams Case Study
-Individual differences weren’t emphasised
-Lack Validity
+Some studies support
+Ideas from cognitive science
-Ideas aren’t a from one theory, from multiple, hard to replicate and test
Piaget’s 3 Mountains Task Results:
- Children up to 7yrs were egocentric (couldnt see other viewpoint)
- End of pre-operational stage more about to see other viewpoint
-Other children were non ego-centric and could co-ordinate different perspectives
- Pre-operational stage = egocentric
- Concrete operational = non-egocentric
Strengths and Weaknesses of Piaget’s 3 Mountains Task
\+detailed \+qualitative in depth \+careful control variables in place \+useful experimental methods \+comparison is easy/clear -children develop at different rates -3 mountains too hard -children did not understand what to do
Gunderson’s Thoery
Person praise = praises individual (born)
Process praise = ability (effort)
Conclusion of Gunderson’s study
- 3% of all comments = praise
- Process = 18%
- Person = 16%
- 25% praise = process for boys
- 10% praise = process for girls
- Boys receive more process
- Boys more incremental framework
Strength’s and Weaknesses of Gundersons study
+setting is artificial in a naturalistic environment
+videotaped, reliable data
+researchers didn’t know point of interest (unbaised)
-parents were deceived
+debriefed parents after experiment
-parents may have changed their style of praise because they were being observed
