week 3 Flashcards
what type of physical development do we see in the early childhood stage
fine motor skills
what type of cognitive development do we see in the early childhood stage
acquisition of language
what type of psychosocial development is seen in the early childhood stage
increasing social interactions, importance of play
when children come into the preoperational stage they have developed:
object permanence symbolic representations and capacity: - language - pretend play - can refer to the past and future
what are challenges preoperational stage children face
perceptual salience
difficulty with tasks that require logic
what is perceptual salience
the most obvious features of an object or a situation. this means that preschoolers can be fooled by appearance
what makes conversations hard for children
heavy reliance on perception and lack of logical thought
preoperational cognitive limitations
centration irreversible thought static thought difficulty with classification egocentrism
what is centration
focusing on one aspect of a problem or object
what is irreversible thought
cannot mentally undo an action
what is static thought
focusing on the end state rather than the changes that transform one state into another
what is difficulty with classification
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
what is egocentrism
understanding that my perspective of the world is different compared to others.
what is the preoperational egocentric view
the child believes everyone has the same view and perspective as them
what is egocentrism in the theory of mind
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
what is the false belief tasks
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)
what is the false belief tasks
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)
what is the difference between piaget and vygotsky
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
Lev vygotsky
cultural nature of human developemtn
cult as a tool within a person
social interaction drives cognitive developemt
key belief surrounding Vygotskys cognitive developmental approach
the zone of proximal development
what is the zone of proximal development
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
what did vygotsky believe
development happens in the social plane rather than the psychological plane
what theory put a larger emphasis on sociocultural context
vygotsky
what are the constructivism of both theories
cognitive constructivist for piaget
social constructivist for vygotsky
comparison of both theories regarding stages
piaget put a strong emphasis on stages of development
vygotsky had no general stages of development proposed
key processes in development and learning in both theories
piaget: equilibration, schema, adaptation, assimilation, accomodation
vygotsky: zone of proximal development, scaffolding, language/dialogue, tools of the culture
roles of language in both theories
Piaget: minimal: language provides labels for childrens experiences (egocentric speech)
vygotsky: major: language plays a powerful role in shaping thoughts
what are the teaching implications of both theories
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)
what is play
intristically, not extrinsically motivated process, not product oriented creative and non-literal having implicit rules spontaneous and self initiated free from major emotional distress
when are the play years
2-5
what happens to play over 5
it becomes more social and more imaginative
partens categories of play
unoccupied play solitary play onlooker play parallel play associative play cooperative play
what is unoccupied play
children stand idly, look around, or engage in apparently aimless activities such as pacing
what is solitary play
children play alone, typically with objects, and appear to be highly involved in what they are doing
onlooker play
children watch others play, take an active interest, perhaps talk with players but dont directly participate
parallel play
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)
associative play
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
cooperative play
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
when does pretend play emerge
age 2
what is pretend play
play in which one actor, object, or action symbolises or stands for another
what do we believe drives alot of social development
social pretend play
what is social pretend play
play in which children cooperate with caregivers or playmates to enact dramas
what does social pretend play require
social competance, including the theory of mind or people reading skills
when does social pretend play emerge
roughly 4, earlier in the context of a more proficient partner such as an older sibling, mother or father
what is culturally determined in social pretend play
social pretend play is universal but content is determined by culture
what does pretend play do for cognitive development
aids in developing cognitive skills including: social referencing reading intentions symbolic function dencetration
what is social referencing
using another persons response to an ambiguous situation as a guide for ones own response
what is the psychoanalytical perspective of play
opportunity to gain mastery over anxieties
repetition compulsion
catharsis
what is the social learning perspective of play
roles learned through direct, vicarious or self- reinforcement
what is the ethological perspective of play
similar to animal behaviour physical activity play - rhythmic stereotypes - exercise play - rough and tumble play
what is the cognitive perspective of play
symbolic play extends possibilities
social and cognitive development
