development

Question 1

anterior

Answer 1

front part of the brain

Question 2

posterior

Answer 2

back part of the brain

Question 3

what happens to the brain at 5 weeks old

Answer 3

the forebrain and hindbrain have split into two (anterior and posterior parts)

Question 4

what happens at 6 weeks old to the brain

Answer 4

the cerebellum develops as well as the medulla oblongata

Question 5

cerebellum

Answer 5

joins the midbrain and spinal chord

it is responsible for balance, coordination, and moving

Question 6

medulla oblangata

Answer 6

responsible for automatic/involuntary responses e.g. breathing, blinking, and sneezing

Question 7

cognitive development

Answer 7

cognitive development are the changes we go through in terms of our thinking, problem solving, perception and language.

Question 8

piaget’s theory of cognitive development

Answer 8

piaget suggested that all children will go through four stages of cognitive development like a transition.

these stages are universal and invariant

Question 9

universal

Answer 9

relating to all everyone

Question 10

invariant

Answer 10

never changing

Question 11

stages of cognitive development: 0-2 years

Answer 11

sensorimotor

Question 12

stages of cognitive development: 2-7 years

Answer 12

pre-operational

Question 13

stages of cognitive development: 7-11 years

Answer 13

concrete operational

Question 14

stages of cognitive development: 11+ years

Answer 14

formal operational

Question 15

sensorimotor stage

Answer 15

infants explore the world using their senses. they learn through smell, hearing, and touch.

at 6 months, they develop object permanence and often repeat actions such as dropping items

Question 16

object permanence

Answer 16

they know that an object exists even when it is out of site

Question 17

pre-operational

Answer 17

this is when children use symbols to represent objects and they are egocentric.

children began to use reasoning to understand the world

Question 18

concrete operational

Answer 18

children can apply rules and strategies to aid their understanding and thinking.

abilities in this stage include:

seriation: sorting objects, such as into size

classification: naming and identifying objects

reversibility: can reverse actions

conversion: understanding quantity and length stay the same

decentration: taking multiple views

Question 19

Formal operational stage

Answer 19

children’s thinking has more control. they can understand time and how it’s changed and can examine consequences.

Question 20

strengths piaget’s stages of cognitive development

Answer 20

Real world application: Piaget’s work had practical application and can be used in education to help children develop into the next stage.

Research support: Research shows the existence of the stages which increases the validity of the theory.

Useful: Piaget’s data came from interviews and observations with children which means there is a lot of in depth data which increases the validity of the theory.

Question 21

weaknesses piaget’s stages of cognitive development

Answer 21

Lack of research support: some studies show children develop earlier than Piaget thought which reduces the validity of the theory.

Not useful: Piaget’s theory did not look at the influence of social interactions or cultural setting which could impact a child’s development.

Lack of research support: Repeating Piaget’s research in a more natural setting produced different results therefore the theory is not reliable.

Question 22

Piaget and Inhelder (1959) study aim

Answer 22

The extent to what ages do children take the view of another person and the children’s system of putting together different views of what they see

Question 23

Piaget and Inhelder (1959) study procedure

Answer 23

• 100 participants aged 4 to 12

Materials:

• a model of three mountains including a house, red cross, snow, and a path
• 10 pictures the three mountains from different positions
• Pieces of card in the shape of mountains to represent the mountains
• A wooden doll

Questioning:

1) place the shapes to show how the mountains looked for them and the doll

2) pick out of the 10 pictures what they could see and the doll could see

3) choose a picture and position the doll to see that view

Question 24

Piaget and Inhelder (1959) findings

Answer 24

Pre-operational stage: chooses pictures and shows picture for what they can see

Concrete operational stage: start to understand that others can see te model differently

Question 25

Piaget and Inhelder (1959) strengths and weaknesses

Answer 25

Validity: Piaget used qualitative data. Data is in detail and from the individual which makes it valid.

Generalisability: Piaget did not have a range of cultures. He only used Swiss children.

Question 26

Counter research evidence to Piaget and Inhelder (1959)

Answer 26

Helen Borke stated that children were not egocentric but they found the ‘three mountains task’ too hard as the task was unrealistic.

Borke changed the wooden doll to Grover (a character from Sesame Street) and the mountain model was on a turn table that the children could turn themselves.

Borke found that the children of 3 years old accurately recalled the view of Grover over 79% of the time.

Question 27

mindset

Answer 27

a set of beliefs we have about our ability to succeed in education and other areas of life

Question 28

growth mindset

Answer 28

believing that practice and effort can improve abilities

Question 29

fixed mindset

Answer 29

believing that your abilities are fixed and unchangeable

Question 30

key points of Dweck’s Mindset Theory

Answer 30

1) Children should be praised for effort rather than ability

2) Children can develop a fixed mindset and give up on challenges because it is not ‘in them’ to succeed.

3) Teachers also have fixed or growth mindsets - a teacher with a fixed mindset will focus on a child’s ability whereas a teacher with a growth mindset sees a child can improve with perseverance.

Question 31

Strengths of Dweck’s Mindset Theory

Answer 31

Research Support: Dweck’s theory of development has support by scientific evidence.

Free will: Dweck’s theory acknowledges that we have free will. Dweck believes that we have the power to change our thinking and thought about challenges and that we can move mindsets.

Useful: Dweck’s theory is useful. We can use the theory in schools, and teachers can praise effort rather than grades.

Question 32

Weaknesses of Dweck’s Mindset Theory

Answer 32

Lacks research support

Question 33

Willingham’s Theory of Practice

Answer 33

Willingham suggested that to learn and develop skills you must have previous knowledge. Knowledge frees up space in our working memory. This allows us to practice skills such as problem solving.

Question 34

Cognitive development

Answer 34

• Use problems that are not too far out of student’s reach
• Remember that children’s abilities change every day.

Question 35

Physical development

Answer 35

• Focus on what movements would be necessary for a task
• Practice the muscle movements in front of children

Question 36

Cognitive development

Answer 36

• Encourage self-regulation
• Demonstrate appropriate behaviour for children to model.

Question 37

Strengths of Willingham’s Theory of cognitive development

Answer 37

Real world application: Willingham’s work can be applied to education and other situations to promote a child’s development in a positive way.

Research support

Question 38

Weaknesses of Willingham’s Theory of cognitive development

Answer 38

Holistic: His ideas are not really one singular theory

Question 39

person praise

Answer 39

praising the individual

Question 40

process praise

Answer 40

praising the child’s behaviour

Question 41

Aims of Gunderson’s study

Answer 41

1) Are children affected by different types of parental praise?

2) Do parents give more person praise to girls than boys?

3) Does the use of parents predict their motivation in later life?

Question 42

Procedure of Gunderson’s study

Answer 42

• 29 boys, 24 girls and range of a range of cultures

Longlitudal study: Children were assessed using a questionnaire at 14 months, 26 months, and 38 months. Five years later their motivation was reviewed. The questionnaire included a range of questions about their motivation, morality, beliefs and intelligence.

Question 43

Results of Gunderson’s study

Answer 43

Overall parents gave more process praise than person praise. Process praise was given more to boys than girls.

Process praise = 18%
Person praise = 16%
Boys = 24% process praise
Girls = 10% process praise

A strong correlation between process praise and motivation was strengthened.

Question 44

Conclusion of Gunderson’s study

Answer 44

• Clear relationship between parents use of process praise and child’s later growth mindset
• Did not find that parental use of person praise led to fixed mindset

Question 45

Strengths of Gunderson’s study

Answer 45

Validity: Gunderson conducted their research in natural settings. This increases the ecological validity of the study.

Validity: The researchers who videotaped and analysed the data did not know what the study was on. This means the interpretation is less likely to be influenced by bias.

Generalisability: There was a mixture of participants cultures.