Task 1 - Joe changes Flashcards
Nurture
includes nurturing by parents and other caregivers but also every experience children encounter
Nature
includes children’s maturing brain and body; their ability to perceive, act, and learn from experience; and their tendency to integrate particular observations into coherent knowledge
Main sources of continuity - three processes
- Assimilation
- Accommodation
- Equilibration
Assimilation (Main sources of continuity)
process by which people incorporate incoming information into concepts they already understand (f.e., learn what a dog is, see a cow and call it a dog but then learn that not all four legged animals are dogs)
Accommodation (Main sources of continuity)
the process by which people adapt current knowledge structure in response to new experiences – process by which people improve their current understanding in response to new experiences
Equilibration (Main sources of continuity)
the process by which children (or other people) balance assimilation and accommodation to create stable understanding
Equilibration includes three phases
- Equilibrium
- Disequilibrium
- “Advanced equilibrium”
Equilibrium
Children are satisfied with their understanding of a particular phenomenon – because the children do not see any discrepancies between their observations and their understanding of the phenomenon
Disequilibrium
New information leads them to perceive that their understanding is inadequate – they recognize shortcomings in their understanding of the phenomenon, but they cannot generate a superior alternative
“Advanced equilibrium”
They develop a more sophisticated understanding that eliminates the shortcomings of the old one – creating a more advanced equilibrium within which a broader range of observations can be understood
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 last hidden
Deferred imitation
the repetition of other people’s behaviour minutes, hours, or even days after it occurred
Symbolic representation
the use of one object to stand for another (f.e., using a play card as a symbol for a mobile phone)
Egocentrism
perceiving the world solely from one’s own point of view
Centration
focusing on a single, perceptually striking feature of an object or event to the exclusion of other relevant but less striking features
Conservation concept
merely changing the appearance or arrangement of objects does not necessarily change other key properties, such as quantity of material
–> Commonly studied concepts in 5- to 8-year-olds are:
Conservation of liquid quantity, conservation of solid quantity, and conservation of number
Sociocultural theories
approaches that emphasize that other people and the surrounding culture contribute greatly to children’s development
Guided participation
a process in which more knowledgeable individuals organize activities in ways that allow less knowledgeable people to engage in them at a higher level than they could manage on their own
Cultural tools
the innumerable products of human ingenuity that enhance thinking – symbol systems, artifacts, skills, values (how we raise our children), and so on
Process of internalizing - three phases (language and thought)
- children’s behavior is controlled by other people’s statements (f.e., parents tell you what to do)
- children’s behavior is controlled by their own private speech, in which they tell themselves aloud what to do, much as their parents might have done earlier
- their behavior is controlled by internalized private speech (thought), in which they silently tell themselves what to do
Two related concepts that play prominent roles in sociocultural analyses of change
- Intersubjectivity
2. Social scaffolding
Intersubjectivity
the mutual understanding that people share during communication
Joint attention
infants and their social partners intentionally focus on a common referent in the external environment - enables one to learn and language abilities and perspective taking
Social scaffolding
a process in which more competent people provide a temporary framework that supports children’s thinking at a higher level than children could manage on their own – supplying this framework includes explaining the goal of the task, demonstrating how the task can be done, and helping the child with the most difficult parts of the task
Goal of social scaffolding—to allow children to learn by doing
autobiographical memories
One particularly important way in which parents use scaffolding is in helping children form autobiographical memories, that is, explicit memories of events that took place at specific times and places in the individual’s past
Zone of proximal development
tasks children can only achieve with guided assistance of adults – if child does something wrong, then one should not give him the feeling that he failed
