Life-span Development assignment

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Early Childhood Cognitive Development

© 2022. Angela G. Bagne. ALL RIGHTS RESERVED.

© 2022. Angela G. Bagne. ALL RIGHTS RESERVED.

Self-awareness
(last chap applies here)

  • Self-concept
  • Theory of mind

How might a child answer this problem from an egocentric perspective? Once they have theory of mind?

How might a child answer this problem from an egocentric perspective? Once they have theory of mind?

Cognition

  • What is cognition?

Cognitive Definitions

  • Schema- organization of all info
  • Assimilation—new ideas into existing
  • Accommodation—creation of new, modified
  • Like adding bricks, we are constantly adding information to build our schemas.

Contin.

  • Assimilation is required to benefit from experience. Accommodation allows for dealing with completely new data or experience

Piaget: Children’s cognition occurs in stages

Sensorimotor

Preoperational

Concrete Operational

Formal Operational

Ideas to keep in mind…

  • Some activities are not appropriate for certain stages and learning will not occur

  • Age = not a perfect indicator of cognitive level

Sensorimotor

  • Birth to nearly 2 years old
  • Interacts- sensory stimulation and actions (motor)
  • Object permanence

Sensorimotor

  • Stranger anxiety
  • Timing? How does this make sense with cognitive development?
  • Attachment (next chap)

Preoperational

  • 2 years old to 6 or 7 years old
  • symbols (words and numbers) = language development!

  • relates to the world only from his perspective

Preoperational
Pretend play- why so important?

Preoperational contin.

Egocentrism… Theory of mind?

  • Centration
  • Conservation

  • Appearance as reality (concrete!)

Piaget: Good theory?

  • sequence for cognitive
  • Maturation
  • more of a continuum than Piaget thought

  • Cognitive abilities are stronger at an earlier age than Piaget thought

Play…

to explore new concepts and ideas

2. Solve problems, make comparisons,

develop relationships

3. learning to work with others

impacts future ability to work

and live

4. learning = fun

Information Processing

  • Human thinking… a computer model

Neural/mental structures/programs

 Enable mind to operate, perform specific tasks

Info Processing: Attention

  • Attention = info receives additional processing

  • orienting response to unfamiliar information

  • habituation

Info Processing: Learning

  • Classical Conditioning
  • Automatic associations made
  • Pavlov: meat + bell sound
  • Perfume + grandma


Classical Conditioning continued

  • A neutral stimulus becomes able to elicit a response that was previously caused by another stimulus
  • E.g., The pain of a needle automatically causes a scared/unhappy response for the child. The child learns that the pediatrician’s office goes along with getting a shot. The child is likely to cry at the very sight of the pediatrician’s office.

Operant Conditioning

Behaviors are affected by consequences

Reinforcement to increase behavior

Punishment to decrease behavior

Operant Conditioning continued

  • Behaviors are affected by their consequences

  • E.g., If a child is praised for saying his first word, he will be more likely to want to say words

  • Imitation
  • Children learn by observing others

Social Learning

  • Imitation
  • Observing others

SOCIAL LEARNING + OPERANT CONDITIONING

Info Processing: Memory

  • Studies on memory:
  • 30 weeks gestation
  • 2-3 months old children remember past events

Lev Vygotsky

Cognitive development is an apprenticeship- children advance by interaction with others more mature

Vygotsky’s Theory

  • Zone of Proximal Development:
  • The difference between what children can do with VS. without help from a more experienced guide
  • attempt to keep students in this zone =

= max achieving

  • Scaffolding: giving just enough help
  • Studies show that students do not learn as well when told everything to do, nor when left alone to discover on their own

Vygotsky

  • Private Speech

  • talk to self in difficult tasks
  • for self guidance and regulation
  • becomes internalized… inner speech… Vygotsky’s term for thought

Review

  • What is the difference between Piaget’s view on cognitive development and Vygotsky’s? Similarities?

Language

  • What is the purpose of language?

Steps to Speech

  • 2 months = cooing (e.g., “Ahhhh”)
  • 6 months = babbling
  • 8-11 months = incorporate intonation (changes in pitch) typical of the language they hear

Language: Click on picture below and to watch video clip on babbling

Language: Click to watch video clip ‘conversation’

Receptive vs. Expressive Language

  • Receptive language- what the child understands

  • Expressive language- what the child can actually SAY (much less than what he understands!)

  • Watch the video clip on the next slide… 

Receptive vs. Expressive Language: Click to watch video clip

First Words and More!

  • By 12 months = first words
  • Often include consonant-vowel pairs such as “dada” or “wawa”
  • 18 mo = 25-250 words
  • 2 years = say a few hundred words
  • By age 6 = say around 10,000 words

Speaking in Sentences

  • 18 months = 2-3 word sentences, called telegraphic speech

  • Grammatical errors, words left out
  • “Me go store?”

The 30 million word gap (by age 4!)

  • SES (social economic status) and what children hear:
  • Children in poverty hear significantly less language (fewer words, less advanced language)
  • Less language heard = less learned
  • Less learned = academic and life implications

Language: Identifying Words

  • pay more attention to often repeated and emphasized words
  • infant-directed speech
  • speak slowly and exaggerate changes in pitch and volume

Fast Mapping of Words

  • connecting new words to objects: figure out meaning of the new word (whole object vs. parts of it)

  • paying attention to what children are interested in:
  • joint attention

Fast Mapping Contin.

  • Types of constraints on word names include:
  • If an unfamiliar word is heard in the presence of objects that already have names and objects that don’t, the word must refer to one of the objects that doesn’t have a name
  • Names refer to the whole object and not just a part of it

Fast Mapping Contin.

  • Children use sentence cues to infer the meaning of unfamiliar words
  • Cognitive factors, such as better attentional and perceptual skills, assist in learning language
  • Naming errors result from underextension (defining words too narrowly) and overextension (defining words too broadly)

Encouraging Language Growth

  • Parents assist in learning language by:
  • Sign Language?
  • Speaking to children frequently
  • Naming objects of children’s attention
  • Using speech that is more grammatically sophisticated
  • Reading to them
  • Encouraging watching programs with an emphasis on learning new words, such as Sesame Street

Communicating with others

  • Effective communication requires:
  • Taking turns as speaker and listener
  • Making sure to speak in language the listener understands
  • Paying attention while listening and making sure the speaker knows if he/she is being understood
  • Eye contact, ect.

Language: Final thoughts

  • Crying = communication
  • Language in early childhood sets up the child for LIFE.
  • Kindergarten success = life academic success!!!
  • Ranges of skills, red flags (that “hmm, this milestone average is about now…”)
  • YOU are key.