Bell work: What are some advances in mental representation with children who are in the preoperational stage? What are some limitations of thought?

Transcription

1 Bell work: What are some advances in mental representation with children who are in the preoperational stage? What are some limitations of thought? Preoperational Stage: - Thoughts aren t logical yet. - Cannot fully understand others point of view. - Mental Representation of objects increase significantly compared to that of infancy and toddlerhood.

2 Chapter 9: Cognitive Development in Early Childhood By: Mindy Castro ED

3 SLO s Describe advances in mental representation, and limitations of thinking, during the preoperational stage. Evaluate the accuracy of the preoperational stage using current research.

4 SLO s cont. Describe Vygotsky s perspective on the social origins and significance of children s private speech. Explain how attention, memory, and problem-solving changed during early childhood.

5 Norm s (J2): Be Prepared Participate Be Courteous to Others Pay Attention to the Presenter Have Fun! Smile

6 PIAGET S THEORY: "The Preoperational Stage

7 Acknowledged that language is the most flexible means of mental representation Words can deal with past, present, and future. He didn t regard language as the main component, instead he believed that it was sensorimotor activity. Advances in mental representation in the preoperational stage means children are more able to combine concepts in unique ways. -> Example from the book: Monsters flying thru the forest at night It goes hand in hand with Make Believe Play

8 Play detaches from the real-life conditions After the age of 2, their imagination expands beyond what the object is rather than what they object can be. (ex. Block= Remote or Telephone etc ) Play becomes less self-centered The child starts focusing on other objects rather than themselves. (Ex. They go from feeding themselves to feeding a doll or a stuffed animal.) Play includes more complex combinations of schemes Child s play scenarios become more intricate and advanced. (Ex. When kids play house; includes mom, dad, kids, and other roles.)

9 Limitations of Preoperational Thought: Egocentrism: When the child s is unable to understand another persons point of view. Animistic thinking: belief that inanimate objects have lifelike qualities. Inability to Conserve: Concentration: the understanding that physical characteristics of objects remain the same even when the outward appearance changes. Centration: Tendency to focus on one aspect of a situation neglecting other important features Irreversibility: Unable to mentally go thru steps of a problem, then go backwards to return to the starting point.

10 Limitations cont. Lack of Hierarchical Classification: The inability to understand the organization of object into classes and subclasses. Unable to base them on similarities and differences. Example from book: Sixteen flowers were presented to a group of kids. Twelve were yellow and four were blue. The children were asked, Are there more yellow flowers or flowers? The preoperational children responded with More YELLOW flowers. They failed to understand that the both the blue and the yellow were flowers.

11 Follow-up Research on Preoperational Thought: Egocentric, Animistic, and Magical Thinking They re capable of nonegocentric responses Can tell the difference from animate and inanimate objects Becomes familiar with physical events and principles (realistic); belief in magic declines. Illogical Thought Only occurs when there s too much information, unfamiliar topics, or contradictory facts. Categorization Starts with global categories, then basic-level categories, then general categories, then subcategories...

12 Follow-up Research cont. Appearance versus Reality Can tell the difference between two like objects but have difficulty with dual representation Example from the book: VS.

13 VYGOTSKY S Sociocultural Theory

14 Children s Private Speech Private Speech: Self directed speech that children use as a guide. Vygotsky disagreed strongly against Piaget s conclusion on egocentric speech. Egocentric-Talk for self Most studies support Vygotsky rather than Piaget. Used when task presented are more challenging Within their Zone of Proximity Lessens when tasks are easier to accomplish.

15 Social Origins of Early Childhood Cognition Intersubjectivity and Scaffolding are the two vital features that social interaction must have to promote cognitive development. Intersubjectivity: process where two participants have different point of views but come to a shared point of view. Scaffolding: Adjusting assistance offered during a lecture to fit the child s current performance level.

16 Information Processing Attention Preschoolers are easily distracted. When aides with their focus, child becomes more mature cognitively and socially. They become better at planning. Memory Preschoolers aren t skilled at using memory strategies Scripts: remembering of familiar situations Autobiographical Memory: dependant on quality of parent-child relationship.

17 Information Processing cont. Problem Solving: Overlapping -waves Theory: When children try different strategies to find the answer quickly and accurately In his study, Robert Siegler discovered that children used different strategies to solve different types of problems. Children select their strategies based on accuracy and speed.

18 Tongue Twisting True and False!!!!!

19 Instructionnes Split into two groups; 1,2,1,2,1,2 etc For each True and False question, a new member must step up to answer. BUT, before you can answer... You must say a tongue twister... CORRECTLY and QUICKLY. Let s PLAY

20 True and False Egocentric Speech is also know as Talk for others? FALSE; talk for self Where s the red piece? I need the red one. Now a blue one. Is an example of egocentric speech. TRUE Vygotsky strongly agreed with Piaget s conclusion about language not being the main factor for cognitive development in early childhood. FALSE; strongly disagreed

21 True and False Vygotsky believed that children talked to themselves for self-guidance. TRUE Almost all studies supported Vygotsky s perspective; as a result children s self directed speech is now called personal speech instead of egocentric speech. FALSE; Private Speech

22 True and False Vygotsky believed children s learning takes place within the Zone of Proximal Development. TRUE ZPD means A range of tasks too difficult for children to do alone, but even more difficult with the help of others. FALSE; Possible with the help of others

23 True and False Intersubjectivity: The process whereby two participants begin with a shared understanding (p.o.v) to arrive at a different understanding (p.o.v) FALSE; different, shared Scaffolding: Adjusting the assistance offered during a lecture to fit the child s current performance level. TRUE

24 True and False The capacity for intersubjectivity is present early on (in exchanges of emotional signals, imitation, etc ); Language doesn t facilitate it. FALSE; Language does facilitate it. Private speech decreases when a child encounters a difficult task; increases when tasks becomes easier. FALSE; Increases, decreases.

25 Activity #1: Group Presentations Split into groups of four! Each group will write about a part of the Follow-up Research on Preoperational Thought. Group #1: Egocentric, Animistic, and Magical Thinking Group #2: Illogical Thought Group #3: Categorization Group #4: Appearance versus Reality

26 Activity #2: We re going to PLAY... Animal Questionnaire!!!

27 Instrucionnes 2 Split into two groups... Again. Each group will pick an animal sound to represent their team. Each new question means new member to answer. Here s the catch, if you want to answer the question, you have make you OPPONENT s animal sound. Let s PLAY

28 Questionnaire Information Processing mainly consists of: Attention, Memory, and. Problem Solving Preschoolers lack focus so they re easily. Distracted During, children become better at planning. Early Childhood

29 Questionnaire Attention improves and continue during early childhood because it s supported by the rapid growth of the of the. Frontal Lobes, Cerebral Cortex Eventhough preschoolers have better language skills they do poorly at recalling because they re not skilled at using. Memory Strategies.

30 Questionnaire Memory for everyday experiences are called memory. Episodic Preschoolers remember familiar events in terms of. Scripts From the top of your head, give an example of a script. Getting ready for bed, school, cleaning the yard, etc

31 Questionnaire Memory for unique events is called. Autobiographical Memory This type of episodic memory is enriched with the child s perspective. Personal Who did research on childrens problem solving abilities?? ***R E S G **** Robert Siegler

32 Questionnaire What theory states that children try various strategies to find the answer to a problem? Overlapping-waves Theory Children tend to select strategies based on and. Accuracy and Speed Off the top of your head, who were the two theorist that this Chapter emphasized on?? Piaget and Vygotsky

33 Time for REVIEW Just a moment