Module 3 Flashcards
theories of cognitive development
piagetian and vygotskian
piagetian
jean piaget
action=knowledge
development through interacting physically with environment
stage theory
sequential and universal stages
vygotskian
lev vygotsky
social interactions= knowledge
development through interaction with adults and peers
toys and learning instruments reflect cultural values
piagetian contributions
assimilation- apply current thinking and understanding of the world to new information and experiences make information experiences fit prior information experiences
new made to fit old acted upon
accommodation- modify current and preexisting ways of thinking understanding or behaving in response to information and experiences make prior information experiences fit new information experiences
old made to fit new
(accommodation)emerge in first year of life and continue to occur throughout life
assimilation and accommodations cont
rely on mental representations- internal images of a past events or objects well developed by 2 years of age
mental representations
deferred imitation- mimic a person or event no longer present underlies pretend play and possibly prospective thinking some evidence suggest emergence in early infancy clearly emerges by 9-11 months of age becoming more complex with age
mental representations
deferred imitation- mimic a person or event no longer present underlies pretend play and possibly prospective thinking some evidence suggest emergence in early infancy clearly emerges by 9-11 months of age becoming more complex with age
symbolic thinking- the use of mental symbols such as words or objects that represents something not physically present necessary for language development develops between 2 to 7 years of age
early cognitive limitations
centration- concentrating on one aspect of a stimulus while ignoring other aspects overcome between 6 to 8 years of age
early cognitive limitations
centration- concentrating on one aspect of a stimulus while ignoring other aspects overcome between 6 to 8 years of age
egocentric thought- thinking that ignores the viewpoints of others
lack awareness that others see things from a different physcial perspective
the failure to realize that others may hold thoughts feelings and points of view that differ from theirs
overcome between 6 to 8 years of age
cognitive shifts
preoperational- ages 2 to 7 years
less reliance on sensorimotor information mouthing
emergence of symbolic thinking
burgeoning reasoning and logical thinking
concrete operational- ages 7 to 12
regular use of logic
enhanced reasoning
bound by concrete physical information
abstract and hypothetical reasoning is still challenging
absolute truth
formal operational- ages 12+ abstract and hypothetical reasoning not bound to reality propositional logic grey areas multiple conflicting truths flexible thinking
vygotskian contributions
social interactions= knowledge
cultural influences on learning tools
zone of proximal development- level at which a child can almost but not fully perform a task independently but can do so with the assistance of someone more competent
learning best achieved when children presented with learning opportunity just above current understanding and abilities
learning opportunities that are too fare above ones zpd can lead to unproductive struggle and decreased persistence
vygotskian contributions
social interactions= knowledge
cultural influences on learning tools
zone of proximal development- level at which a child can almost but not fully perform a task independently but can do so with the assistance of someone more competent
learning best achieved when children presented with learning opportunity just above current understanding and abilities
learning opportunities that are too fare above ones zpd can lead to unproductive struggle and decreased persistence
scaffolding- support during learning that encourages independence and growth
scaffolding
provides assistance or structuring proved by others
supports learning and problem solving that encourages independence and growth
facilitate the completion of identified tasks
helps children think about and frame task appropriately
language development
prelinguistic language- communication through sounds, facial expressions, gestures, imitation, and other nonlinguistic means
babbling- speech like but meaningless sounds starts 2 to 3 months of age continues until 12 months of age
-repetitions of the same vowel sounds over and over with changes in pitch from high to low
-after 5 months of age babbling consonants
holophrases- one word statement that represents a more complex phrase emerges around 16 to 24 months of age several months after first words
language limitations
overextension- words are used too broad overly generalized usually resolves by the end of infancy 24 months of age
under extension- using words too restrictively usually resolves by the end of infancy 24 months of age
