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PYB203 > week 3 > Flashcards

week 3 Flashcards

1
Q

what type of physical development do we see in the early childhood stage

A

fine motor skills

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2
Q

what type of cognitive development do we see in the early childhood stage

A

acquisition of language

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3
Q

what type of psychosocial development is seen in the early childhood stage

A

increasing social interactions, importance of play

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4
Q

when children come into the preoperational stage they have developed:

A 
object permanence 
symbolic representations and capacity:
- language 
- pretend play 
- can refer to the past and future
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5
Q

what are challenges preoperational stage children face

A

perceptual salience

difficulty with tasks that require logic

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6
Q

what is perceptual salience

A

the most obvious features of an object or a situation. this means that preschoolers can be fooled by appearance

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7
Q

what makes conversations hard for children

A

heavy reliance on perception and lack of logical thought

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8
Q

preoperational cognitive limitations

A 
centration 
irreversible thought 
static thought
difficulty with classification 
egocentrism
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9
Q

what is centration

A

focusing on one aspect of a problem or object

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10
Q

what is irreversible thought

A

cannot mentally undo an action

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11
Q

what is static thought

A

focusing on the end state rather than the changes that transform one state into another

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12
Q

what is difficulty with classification

A 
using criteria to sort objects on the basis of characteristics such as shape, colour, function. 
Lack of inclusion, the ability to relate the whole class eg. furry animals to its subclasses eg. cat or dogs
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13
Q

what is egocentrism

A

understanding that my perspective of the world is different compared to others.

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14
Q

what is the preoperational egocentric view

A

the child believes everyone has the same view and perspective as them

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15
Q

what is egocentrism in the theory of mind

A

the ability to attribute mental states (beliefs, intents, desires, pretending, knowledge) to oneself and others and to understand that others have beliefs, desires and intentions that are different from ones own

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16
Q

what is the false belief tasks

A

between the age of 3/4 children acquire the ability to understand that another person can have a false belief.
eg. sally anne task (sally put a marble in the basket and walked away and anne put the marble in the box instead and sally looked for the marble in the basket)

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16
Q

what is the false belief tasks

A

between the age of 3/4 children acquire the ability to understand that another person can have a false belief.
eg. sally anne task (sally put a marble in the basket and walked away and anne put the marble in the box instead and sally looked for the marble in the basket)

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17
Q

what is the difference between piaget and vygotsky

A

paiget focused on the child themselves as the agent of understanding the world. Vygotsky focused on social interaction as the driver for a childs understanding

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18
Q

Lev vygotsky

A

cultural nature of human developemtn
cult as a tool within a person
social interaction drives cognitive developemt

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19
Q

key belief surrounding Vygotskys cognitive developmental approach

A

the zone of proximal development

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20
Q

what is the zone of proximal development

A

the region between something a child can do independently and something the child cannot do even with the assistance
eg. can do inpendently>can do with the help of others>cannot do yet

21
Q

what did vygotsky believe

A

development happens in the social plane rather than the psychological plane

22
Q

what theory put a larger emphasis on sociocultural context

A

vygotsky

23
Q

what are the constructivism of both theories

A

cognitive constructivist for piaget

social constructivist for vygotsky

24
Q

comparison of both theories regarding stages

A

piaget put a strong emphasis on stages of development

vygotsky had no general stages of development proposed

25
Q

key processes in development and learning in both theories

A

piaget: equilibration, schema, adaptation, assimilation, accomodation
vygotsky: zone of proximal development, scaffolding, language/dialogue, tools of the culture

26
Q

roles of language in both theories

A

Piaget: minimal: language provides labels for childrens experiences (egocentric speech)
vygotsky: major: language plays a powerful role in shaping thoughts

27
Q

what are the teaching implications of both theories

A

piaget: support children to explore their world and discover their knowledge
vygotsky: establish opportunities for children to learn with the teacher and more skilled peers (collaborative learning)

28
Q

what is play

A 
intristically, not extrinsically motivated 
process, not product oriented 
creative and non-literal 
having implicit rules 
spontaneous and self initiated 
free from major emotional distress
29
Q

when are the play years

A

2-5

30
Q

what happens to play over 5

A

it becomes more social and more imaginative

31
Q

partens categories of play

A 
unoccupied play
solitary play
onlooker play 
parallel play 
associative play 
cooperative play
32
Q

what is unoccupied play

A

children stand idly, look around, or engage in apparently aimless activities such as pacing

33
Q

what is solitary play

A

children play alone, typically with objects, and appear to be highly involved in what they are doing

34
Q

onlooker play

A

children watch others play, take an active interest, perhaps talk with players but dont directly participate

35
Q

parallel play

A

children play next to one another, do much the same thing, but they interact little (eg. 2 girls might sit near eachother in the sandpit but dont talk)

36
Q

associative play

A

children interact by swapping materials, conversing, or following eachothers lead, but they are not united by the same goal eg. 2 girls may sare sandpit toys and comment on eachothers sand structure

37
Q

cooperative play

A

children join forces to achieve a common goal, they act as a pair or group, dividing their labor and coordinating their activites in a meaningful way eg. 2 girls collaborate to make a sandcastle

38
Q

when does pretend play emerge

A

age 2

39
Q

what is pretend play

A

play in which one actor, object, or action symbolises or stands for another

40
Q

what do we believe drives alot of social development

A

social pretend play

41
Q

what is social pretend play

A

play in which children cooperate with caregivers or playmates to enact dramas

42
Q

what does social pretend play require

A

social competance, including the theory of mind or people reading skills

43
Q

when does social pretend play emerge

A

roughly 4, earlier in the context of a more proficient partner such as an older sibling, mother or father

44
Q

what is culturally determined in social pretend play

A

social pretend play is universal but content is determined by culture

45
Q

what does pretend play do for cognitive development

A 
aids in developing cognitive skills including:
social referencing 
reading intentions 
symbolic function 
dencetration
46
Q

what is social referencing

A

using another persons response to an ambiguous situation as a guide for ones own response

47
Q

what is the psychoanalytical perspective of play

A

opportunity to gain mastery over anxieties
repetition compulsion
catharsis

48
Q

what is the social learning perspective of play

A

roles learned through direct, vicarious or self- reinforcement

49
Q

what is the ethological perspective of play

A 
similar to animal behaviour 
physical activity play 
- rhythmic stereotypes 
- exercise play 
- rough and tumble play
50
Q

what is the cognitive perspective of play

A

symbolic play extends possibilities

social and cognitive development

PYB203 (11 decks)

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