Task 1 Joe changes

Question 1

Object permanence

Answer 1

Younger than 8 months, react to the disappearance of an object as the object doesn’t exist anymore

Question 2

Piaget theory

Answer 2

o Cognitive development consists of four stages: Sensorimotor, preoperational, concrete operational, and formal operational stage → that are constructed through the process of assimilation accommodation, and equilibration
o Constructivist: the label of Piaget’s theory because it depicts children as constructing knowledge for there selves in response to their experiences

Question 3

Constructivist

Answer 3

the label of Piaget’s theory because it depicts children as constructing knowledge for there selves in response to their experiences

Question 4

Three most important constructive processes (Piaget)

Answer 4

generating hypothesis, performing experiments, and drawing conclusions from their experiences

Question 5

Piagetian assumption

Answer 5

children learn many important lessons by their own, rather than depending on instructions from others
o Children are constantly motivated to learn and don’t need rewards from other people to do so

Question 6

Nature and Nurture (Piaget)

Answer 6

 Nature: children maturing brain and body; their ability to perceive, act and learn from experiences, and their tendency to integrate new experiences into already achieved knowledge
 Nurture: not only nurturing provided by parents but every experience children encounter

Question 7

Community (Piaget)

Answer 7

 Assimilation: the process by which people sort new information in their already existing concepts they already understood
 Accommodation: The process by which people improve/specify their concepts in response to new experiences
 Equilibration: the process by which children balance assimilation and accommodation to create stable understanding

Question 8

Central properties of Piaget’s stage theory

Answer 8

 Qualitative change: children of different ages think in qualitative different ways. They are basing their judgements on different criteria
 Broad applicability: The type of thinking characteristics of each stage influences thinking across diverse topics and context
 Brief transition: Before children develop to the next stage they fluctuate between the former stage and the new stage
 Invariant sequence: everyone passes all stages without skipping one

Question 9

Sensorimotor stage (0-2 years)

Answer 9

infants intelligence is expressed by their sensory and motor abilities. They live largely in the here and now. Their intelligence is bound to their immediate perception and actions
o Notable trends:
 At first infants activities centre on their own bodies, later their activities include the whole world
 Early goals are concrete later goals are more often abstract
 Infants become able to form mental representations, moving away from out of sight out of mind

Question 10

Substages of sensorimotor stage

Answer 10

o Reflex activity: 0-1 months, Includes reflexive behaviours and spontaneous rhythmic activity which with the infant was born (e.g. sucking). Behaviour is mainly assimilative
o Primary circular reactions: 1-4 months Kid repeats behaviour that it found pleasurable in the first period. The actions are centred on the infants own body because they can’t differentiate between self and outside
o Secondary circular reactions: 4-10 months, Are not limited to repeating actions which are based on reflexes any more but rather initiate new actions directed outside and thereby influencing the environment around it
o Coordination of secondary reactions: 10-12 months, When the starts to combine different behavioural schema to achieve goals, and to solve problems in a new situation (e.g. putting something unfamiliar in its mouth)
o Tertiary circular reactions: 12-18 months Behaviour starts to become more flexible, and when actions are repeated the may do so with variation (trail and error method, leading results to new results and accommodating established schema to new contexts and needs
Internal representation (sensorimotor stage) 18 months - 2 years: he achieves mental representation of the world (it can think and plan). This enables it to act indirectly on the world. Piaget argues that children achieve mental representation
 Object permanence: The knowledge that objects still exists when they are out of view (before the age of 3 months)
 A not B error: the tendency to reach for a hidden object where it was last found rather than in the new location where it was hidden (8-12 month)
 Differed imitation: the repetition of other people’s behaviour a long time after it originally occurred

Question 11

Preoperational stage (2-7 years)

Answer 11

children become able to represent their experiences in language, mental imagery and symbolic thought
 Symbolic representation: (3-5 years) the use of one object to stand for another
 Egocentrism: the tendency to perceive the world only from their point of view (e.g. children talking past each other) gets lees over the period
 Centration: the tendency to focus on an single, striking feature of an object or event
• Conservation object: the idea that changing the optical appearance of an object doesn’t change the other properties (5-8 years)

Question 12

Concrete operational stage (7-12 years)

Answer 12

children can reason logically about concrete objects and events. They can’t think in abstract terms.

Question 13

Weakness of piaget theory

Answer 13

 Says nothing about the mechanism which lead the child/infant to their way of thinking
 Understates the influence of the social world
 Infants and young children are more cognitive capable than Piaget recognized
 Depicts children thinking as more consistent than it is (more variable behaviour)

Question 14

Sociocultural theories

Answer 14

approaches that emphasise that other people and the surrounding culture contribute greatly to children’s development

Question 15

guided participation

Answer 15

: a process in which more knowledgeable persons organize activities in ways that allows less knowledgeable individuals to learn

Question 16

Cultural tools

Answer 16

symbol systems, artefacts, traditions and many other cultural factors that influence our thinking

Question 17

Two unique characteristics of humans(Tomaselli)

Answer 17

 The ability to tech each other

 The ability to attend to and learn from such teaching

Question 18

Three stages of internalising speech (Vygotsky)

Answer 18

 Children’s behaviour is controlled by other people’s statements
 Children’s behaviour is controlled by their own private speech
 “”””””””””””””””””””””””””””””””””” internalised private speech (thoughts) in which they silently tell themselves what to do
• Transition from 2 to 3 can include whispering or lip movement

Question 19

Guided participation (basis of vygotskys theory)

Answer 19

a process in which more knowledgeable persons organize activities in ways that allows less knowledgeable individuals to learn

Question 20

Intersubjectivity (basis of vygotskys theory)

Answer 20

The mutual understanding that people share during communication (6 months)
• Joint attention: In this process infants and their social partners intentionally focus on a common referent in the external environment → increases ability to learn from other people

Question 21

Social Scaffolding (basis of vygotskys theory)

Answer 21

a process in which more competent people provide a temporal framework (scaffold) that supports children’s thinking at a higher level than children could manage on their own
• Includes: explaining the goal of the task, demonstrating how the task can be solved, and helping the child with the most difficult part
• Autobiographical memories: explicit memories that are repeated by the parents and happened in the past of the child

Question 22

Staircase model

Answer 22

Applies on the theory of Piaget

Question 23

The overlapping model

Answer 23

The overlapping-waves model proposes that, at any one age, children use multiple strategies; that with age and experience, they rely increasingly on more advanced strategies (the ones with the higher numbers); and that development involves changes in use of existing strategies as well as discovery of new approaches.

Question 24

Core knowledge theories

Answer 24

approaches that view children as having some innate knowledge in domains of special evolutionary importance and domain-specific learning mechanism for rapidly and effortlessly acquiring additional information in those domains

Question 25

Private speech

Answer 25

the second phase of Vygotsky’s theory, in which children develop their self-regulating and problem-solving abilities by telling themselves aloud what to do, much as their parents did in the first stage

Question 26

Trail-to-trail variability

Answer 26

Changes between different trails, 41% of the time the advancement decreased and increased again.
o Helps to analyse: acquisition of new strategies, increasing use of the most advanced existing strategies, increasingly efficient execution of strategies, and improved choices among strategies

Question 27

developmental periods (prenatal)

Answer 27

1) Prenatal period (conception to birth)
2) Infancy (birth to 2 years)
3) Early childhood (2 years to 6 years)
4) Middle childhood (6 to 11 years)
5) Adolescence (11 to 18 years)
6) Early adulthood (18 to 25 years)
7) Adulthood (from 25 years on)