Lesson 5 Flashcards
Piaget’s 3 key premises…
- constructivism - active child will explore and find, do not need teaching from parents or others
- child as scientist - they try things out and coming to a conclusion, learn as they go
- intrinsic motivation - children intrinsically want to learn, do not need classes they will be naturally curious
new accomodation
old assimilation
what are the four stages of children’s growth?
- sensorimotor
- preoperational
- concrete operational
- formal operational
sensorimotor stage
- birth to 2 years
- iq expressed through sensory and motor abilities
- focus on the present
object permanence (sensorimotor)
objects continue to exist even when they are out of view
a not b error (sensorimotor)
the tendency to look for a hidden object where it was last found rather than its new location
deferred imitation (sensorimotor)
repeating other’s actions at a later time
- preoperational stage
- 2-7 years old
- ability to express themselves with language, mental imagery, and symbolic thought
- inability to perform “mental operations”
symbolic representation (preoperational)
using one object to represent another
egocentrism (preoperational)
perceiving the world from your own point of view
centration (preoperational)
focusing on one key feature of an object/event, while ignoring other relevant details
- number, length, volume, mass, area
Ex. Spreading marbles out would make them think there are more of them
- concrete operational
- 7-12 years old
- ability to reason logically about concrete objects and events
pendulum problem (concrete operational)
example of the difficulty with abstract ideas - perform flawed experiments and draw incorrect conclusions
- formal operational
- 12 years+
- ability to think abstractly and about hypothetical situations
- able to draw conclusions that differ from prior beliefs
comprehension of alternate worlds (formal)
the ability to think of the world we know as only one of many possibilities and to consider what alternate realities may look like
key premises from this theory
- limited-capacity processing systems - children have limited space for information
- child as active problem solver
- thinking occurs over time
task analysis
essentially problem solving using their goals, prior knowledge, potential solutions, and obstacles
different types of development of memory
- working (short-term) memory
- long term memory
- executive functioning
what is executive functioning?
- working memory
- flexible thinking
- self-control
as memory develops their basic processes will allow them to:
- recall facts
- recognize familiar objects
- associate events
- make generalizations
- improved processing speed
- encode information
what strategies do children use between 5-8 years old?
- rehearsal
- selective attention
as memory develops, the content knowledge allows for …
- improved encoding
- association
- provides parameters
