dis4

alison12

chp10.pdf

Home >Psychology homework help >dis4

prior written consent of McGraw-Hill Education.

Chapter 10

Cognitive

Development in

Early Childhood

prior written consent of McGraw-Hill Education.

Learning Objectives

 What are typical cognitive advances and immature aspects of preschool children’s thinking?

 What memory abilities expand in early childhood?

 How is preschoolers’ intelligence measured, and what factors influence it?

10-2

prior written consent of McGraw-Hill Education.

Learning Objectives

 How does language improve, and what happens when its development is delayed?

 What purposes does early childhood education serve, and how do children make the transition to kindergarten?

10-3

prior written consent of McGraw-Hill Education.

Piagetian Approach: The

Preoperational Child

 Preoperational stage: Children become more sophisticated in their use of symbolic thought but are not yet able to use logic.

 Second major stage of cognitive development

10-4

prior written consent of McGraw-Hill Education.

Cognitive Advances during Early

Childhood

10-5

Advance Significance

Use of symbols Imagination that objects or people have properties other than those they actually have

Understanding of identities Awareness that superficial alterations do not change the nature of things

Understanding cause and effect Realization that events have causes

Ability to classify Organization of objects, people, and events into meaningful categories

Understanding of numbers Ability to count and deal with quantities

Empathy Ability to imagine how others might feel

Theory of mind Awareness of mental activity and the functioning of the mind

prior written consent of McGraw-Hill Education.

Immature Aspects of Preoperational

Thought (According to Piaget)

10-6

Limitation Description

Centration Focusing on one aspect of a situation and neglecting others

Irreversibility Failing to understand that some operations or actions can be reversed, restoring the original situation

Focus on states rather than on transformations

Failing to understand the significance of the transformation between states

Transductive reasoning Jumping from one particular reasoning to another and seeing cause where none exists

Egocentrism Assuming everyone else thinks, perceives, and feels as they do

Animism Attributing life to inanimate objects

Inability to distinguish appearance from reality

Confusing what is real with outward appearance

prior written consent of McGraw-Hill Education.

Table 10.3 - Key Elements of

Number Sense in Young Children

10-7

Source: Adapted from Jordan et al., 2006.

prior written consent of McGraw-Hill Education.

Influences on Individual Differences

in Theory-of-Mind Development

 Reflects brain maturation and general improvements in cognition.

 Social competence and language development contribute to an understanding of thoughts and emotions.

 Pretend play stimulates the development of theory-of- mind skills.

 Incomplete or ineffective theory of mind may be a sign of a cognitive or developmental impairment.

10-8

prior written consent of McGraw-Hill Education.

Information-Processing Approach:

Memory Development

 Basic processes and capacities

 Encoding: Information is prepared for long-term storage and later retrieval.

 Storage: Retention of information in memory for future use.

 Retrieval: Information is accessed or recalled from memory storage.

 Sensory memory: Initial, brief, temporary storage of sensory information.

10-9

prior written consent of McGraw-Hill Education.

Information-Processing Approach:

Memory Development

 Working memory: Short-term storage of information being actively processed.

 Executive function: Conscious control of thoughts, emotions, and actions to accomplish goals or solve problems.

 Long-term memory: Storage of virtually unlimited capacity that holds information for long periods of time.

 Central executive: Element of working memory that controls the processing of information.

10-10

prior written consent of McGraw-Hill Education.

Information-Processing Approach:

Memory Development

 Recognition and recall

 Recognition: Ability to identify a previously encountered stimulus.

 Recall: Ability to reproduce material from memory.

 Forming and retaining childhood memories

 Generic memory: Memory that produces scripts of familiar routines to guide behavior.

 Script: General remembered outline of a familiar, repeated event, used to guide behavior.

10-11

prior written consent of McGraw-Hill Education.

Information-Processing Approach:

Memory Development

 Episodic memory: Long-term memory of specific experiences or events, linked to time and place.

 Autobiographical memory: Type of episodic memory of distinctive experiences that form a person’s life history.

 Influences on memory retention:

 Uniqueness of the event

 Attention is focused in on central aspects of the situation.

 Active participation

10-12

prior written consent of McGraw-Hill Education.

Information-Processing Approach:

Memory Development

 Social interaction model: Proposes that children construct autobiographical memories through conversation with adults about shared events.

 Based on Vygotsky’s sociocultural theory

 Talking about past events

 Low elaborative style - Repeating previous statements.

 High elaborative style - Asking a question that elicits more information.

 Culture

10-13

prior written consent of McGraw-Hill Education.

Traditional Psychometric

Measures

10-14

• Used to measure:

• Knowledge

• Quantitative reasoning

• Visual-spatial processing

• Working memory

Stanford-Binet Intelligence Scale

• Yields verbal and performance scores as well as a combined score

Wechsler Preschool and Primary Scale of Intelligence, Revised (WPPSI-III)

prior written consent of McGraw-Hill Education.

Testing and Teaching Based on

Vygotsky’s Theory

 Zone of proximal development (ZPD): Difference between what a child can do alone and what the child can do with help.

 Assessed by dynamic tests

 Scaffolding: Temporary support to help a child master a task.

 Provided by a sophisticated interaction partner

10-15

prior written consent of McGraw-Hill Education.

Language Development

 Vocabulary

 Fast mapping: Process by which a child absorbs the meaning of a new word after hearing it once or twice in conversation .

 Names of objects seem to be easier to fast map than names of actions.

10-16

prior written consent of McGraw-Hill Education.

Language Development

10-17

Age Grammar and Syntax Used by Children

3 • Use plurals, possessives, and past tense

Between ages 4 and 5

• Sentences average four to five words • Declarative, negative, interrogative, or

imperative

4 • Use complex, multiclause sentences more frequently if their parents often use such sentences

5 to 7 • Speech is adultlike but requires mastery in fine points of language

prior written consent of McGraw-Hill Education.

Language Development

 Pragmatics: Practical knowledge needed to use language for communicative purposes.

 Social speech: Speech intended to be understood by a listener.

 Private speech: Talking aloud to oneself with no intent to communicate with others.

10-18

prior written consent of McGraw-Hill Education.

Delayed Language Development

 Lack of linguistic input at home

 Hearing problems

 Head and facial abnormalities

 Heredity

 Problems in fast mapping

 If untreated, can result in cognitive, social, and emotional consequences

10-19

prior written consent of McGraw-Hill Education.

Preparation for Literacy

 Emergent literacy: Preschoolers’ development of skills, knowledge, and attitudes that underlie reading and writing.

 Types of prereading skills

 Oral language

 Specific phonologic

 Social interaction promotes emergent literacy.

10-20

prior written consent of McGraw-Hill Education.

Early Childhood Education

 Going to preschool widens a child’s:

 Physical environment

 Cognitive environment

 Social environment

 Preschool programs

 Some emphasize academic achievement.

 Some focus on social and emotional development.

10-21

prior written consent of McGraw-Hill Education.

Types of Preschools

10-22

Montessori method

• Based on the belief that children’s natural intelligence is:

• Rational

• Spiritual

• Empirical

• Stresses the importance of children learning independently at their own pace

Reggio Emilia approach

• Less formal model than Montessori

• Learning is purposeful but less defined

• Classrooms are carefully constructed to offer:

• Complexity

• Beauty

• Organization

• Sense of well-being

prior written consent of McGraw-Hill Education.

Compensatory Preschool Programs

 Project Head Start

 Enhances cognitive skills.

 Improves physical health.

 Fosters self-confidence and social skills.

 Improves school readiness, and teacher and program quality.

 PK-3 approach - Systematic program extending from prekindergarten through third grade.

10-23

prior written consent of McGraw-Hill Education.

Universal Preschool

 National system for early care and education

 Aims to improve school readiness and educational success by:

 Providing access to high-quality child care and developmentally appropriate preschool.

 Building parent involvement.

 Providing support services for parents that enhance family functioning.

10-24

prior written consent of McGraw-Hill Education.

Child in Kindergarten

 Successful transition from home or preschool to kindergarten lays the foundation for future academic achievement.

 Emotional and social adjustment affect readiness for kindergarten and strongly predict school success.

10-25