wk 3 Dev Flashcards
sources of continuity
3 processes which work together from birth to propel development forward
-Assimilation
-Accommodation
-Equilibration
Assimilation
process by which people translate incoming information into a form they can understand
Accomodation
process by which people adapt current knowlege structures in response to new experiences
Equilibration
The process by which people balance assimilation and accommodation to create stable understanding
Piagets discontinuities (changes)
hierarchical stages’ 4 central properties
Qualitative change e.g: morality - beh vs intention (cookie jar)
-Broad applicability (many examples of a process)
-Brief transitions (rapid)
-Invariant sequence (no skip stage)
Piaget’s 4 stages of cognitive development
1-Sensorimotor
2-Pre-operational
3- Concrete operational
4-Formal operational
Piaget stage 1: sensorimotor age:
how experience world
2 acquisition
1 error
Birth - 2 yrs
infant get to know world through senses.
achieve object permanence at 8 months
achieve Deffered immitation: repeat beh substatioal time after it occoured
error: A not B error
stage 2: Pre-operational stage
how experience world
1 acquisition
2 error
2-7 yrs
children start to rely on internal representations of the world based from mental imagery and language
acquisition: symbolic representation one object stand for another (banana phone)
error: egocentrism, perceive world solely from own view
error: conservation error: changing appearance of object can change their quantity e.g: spacing cubes out
Stage 4: Formal operational stage
12 yr +
Cognitive development
culminates in the ability to think
abstractly and to reason
hypothetically
* Individuals can imagine
alternative worlds and reason
systematically about all possible
outcomes of a situation
(doesn’t always occour)
Stage 3: concrete operational stage
(7 – 12 years)
which type of thinking remains difficult
Children begin to
reason logically about
the world
* They can solve
conservation problems,
but their successful
reasoning is largely
limited to concrete
situations
* Thinking systematically
remains difficult
who is Lev Vygotsky
Parent of sociocultural approach to child
development
His theory presents children as social
beings, intertwined with other people who
are eager to help them gain skills and
understanding
Piaget considered children to be
“……” trying to
understand the world on their
own
little scientists
VYGOTSKYS 2 levels of mental functioning
lower
higher
Cultural mediation
transmission of knowledge through social interactions with other people
Interactions allow a child to learn the ____ _____ (also
known as cultural artefacts) of his/her society
– These include language, values, skills and other _____ _____ that
represent the shared knowledge of a culture
* Eventually, a child understands a cultural tool and can use it
independently (i.e., without the help of social interaction);
this process is known as _________
cultural tools
symbolic systems
internalisation
piaget vs Vygotsky attitude towards private speech
Piaget called this “egocentric speech”
* Vygotsky viewed it as foundation for all higher cognitive
processes. Indeed that language and thought are integrally
related
– Helps guide behaviour
– Used more when tasks are difficult, after
errors, or when confused
– Gradually becomes more silent
– Children with learning and behavioural
problems use it for longer
– External-to-internal develops with age, but
also experience
Sociocultural theorists believe that change occurs
through ______ _______
social interaction
Although cultural content varies, the processes that
produce development are the same in all societiese.g:
(4)
– Intersubjectivity
– Zone of Proximal
Development
– Social Scaffolding
– Guided participation
Intersubjectivity
joint attention-> when does develop
The mutual understanding that people share during
communication
Joint attention: A process in which social partners
intentionally focus on a common referent in the external
environment
develop 9 month
Social referencing:
The
tendency to look to social
partners for guidance about
how to respond to
unfamiliar or threatening
events
Zone of proximal development
Refers to the range of performance between what children
can do unsupported and what they can do with optimal
support
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 (into
the ZPD)
* The quality of scaffolding that people provide tends to
increase as people become older and gain experience
– Adults and older children provide higher quality social scaffolding
through guided participation than peers do through play
piaget view on education
The content and level of the
teaching has to be adjusted to
where the child is in their
development.
vygotsky view on education
Teaching should aim to challenge the child
by giving tasks just above their actual
competence into the Zone of Proximal
Development
