PSY210: 4. Cognitive Development in Early Childhood Flashcards
Piaget’s Preoperational Stage
Ages 2 to 7! Gains in mental representation! ! make-believe play! ! symbol–real-world relations! Limitations in thinking! ! egocentrism! ! conservation! ! hierarchical classification preoperational: before operation on thoughts - can’t manipulate
Early Childhood Development of Make-Believe
With age, make-believe gradually becomes more detached from real-life conditions!
Less self-centred, more complex
sociodramatic play
early on grounded make believe play - routines in daily lives
Early Childhood Development of Make-Believe
don’t have capacity things as something else, but can see it as real because of mental representation
self centred play - can’t adopt mindset of other child’s mind so can’t incorporate other ppl
2-6 years old
Benefits of Make-Believe Play
Practice representational schemes!
Reflect on thinking, control behaviour, and take another’s perspective!
Gain in social, language, and literacy skills!
Improve attention, memory, and logical reasoning!
Strengthen imagination and creativity
Benefits of Make-Believe Play
enables them to practice schemas - include events
practicing roles (schemas) so they come to a better understanding
reflect on thinking processes - practice with metacognition
ability to control behaviour especially adhering to rules
practice on taking other ppl’s perspective
language capacity: explain make believe play
opportunity to stay focused + improve memory, use logic
Dual Representation
viewing a symbolic object as both an object in itself + a symbol
Mastered around age 3! Adult teaching can help!
maps, photos, drawings, and make-believe play supports experience with symbols!
! point out similarities to real world
teach children takes time to learn symbols
Limitations of Preoperational Thought
Cannot perform mental operations! Egocentrism and animistic thinking! Cannot conserve
egocentrism: can’t think about other ppl’s point of view
Egocentrism
failure to distinguish others’ view from one’s own
children can’t extend beyond own view
mountain task
4 vs. 8 year old
can’t turn themselves in space in thought
Animistic Thinking
Belief that inanimate objects have lifelike qualities
if i am alive, objects are alive as well
misattribute intentions to inatimate objects
we still do this: we get angry at phones, cars
Limits on Conservation
Centration!
! focus on one aspect and neglect others!
Irreversibility!
! cannot mentally reverse a set of steps
Limits on Conservation
inability to understand essential properties are unchanged even if there are physical changes
water transfer: don’t understand tall + skinny has same amount as short + fat glass
attention focused on salient aspect - length of paper clip
children can’t reverse operations in their head
Educational Principles Derived from Piaget’s Theory
Discovery learning! Sensitivity to children’s readiness to learn! ! developmentally appropriate practices! Acceptance of individual differences need to physically interact to learn provide physical blocks child has limitations on thought - can’t teach beyond that each child progresses at separate paces
Vygotsky’s Sociocultural Theory
Private speech!
Zone of !
!proximal development
Children’s Private Speech
Piaget called this “egocentric speech”!
Vygotsky viewed it as foundation for all higher cognitive processes!
Helps guide behaviour used more when tasks are difficult after errors, or when confused
Gradually becomes more silent
Children’s Private Speech
Piaget: don’t understand it is used to communicate - expression of information
internal monologuing out loud
limited WM: can’t do both internal speech + thinking of task
external speech becomes internal once we have cognitive capacity
adults do this as well
Zone of Proximal Development
scaffolding: adjusting the support offered to fit the child’s current level of performance!
Supports children’s learning
can teach a child any skill as long as its just outside their ability
helper helps with the next step
scaffolding: giving aid in learning new skill
teaching individual steps, child will repeat it out loud
over time becomes internal
Vygotsky and Education
Assisted discovery! ! Teacher:!
!guides learning! !tailors help to !
! zone of proximal ! ! development!
Peer collaboration
other children roughly same skill set - teach each other in seperate parts
used in classroom
kids in groups: learn through interaction
Improvements in Information Processing
Attention! ! inhibition! ! planning! ! Working Memory! ! memory strategies! Theory of mind! ! metacognition ability to override prepotent response to make another response possible
Improvements in Inhibiting Impulses
day-night task: moon = day, sun = night
accuracy increases substantially in children
tapping task: errors in alternating
correlation betw speed of processing + inhibition
inhibition linked to ability to think quickly
Planning
Can engage in some tasks systematically!
Have difficulty thinking ahead.!
Can be taught to plan.
difficulty - piaget can’t organize their thoughts
due to poor metacognition
put away toy, instead of taking lid off first, take lid on + off each time
inattention
Memory
Preschoolers do not use:!
! rehearsal!
! organization! ! elaboration!
Working Memory: M-capacity increases
don’t know any memory techniques
elaboration: create connection of categories
pascal leone: starts at 2 years, can remember 2 + 1/2 units
Metacognition
Awareness and understanding of various aspects of thought!
Develops with theory of mind
no time to reflect on how cognition works
Theory of mind: understand how minds of others works
Development of Theory of Mind
Awareness of mental life! from infancy
Desire TOM!: 2- to 3-year-olds
Belief-desire TOM!: False beliefs: around 4
influence of cultural and social factors
1 year old: researcher drops pencil, pick it up for researcher
child infers that researcher wants the pencil
understand that people have intentions - 6 months
come out of egocentrism - they must want to as well
Development of Theory of Mind
tom: understand that ppl have desires that guide behaviour
belief: understand beliefs also determined behaviours
false beliefs: failed false belief test - don’t understand that other ppl can have a false belief due to egocentrism
improves theory of mind: having older siblings - conversations where they have to explain themselve - realize they don’t think like i do
mind mindedness talk: talk about mental processes - i think/believe x
Language Development in Early Childhood
Vocabulary! ! fast-mapping! Grammar! ! overregularization! Conversation! ! pragmatics