HDFS 230 1st Edition Lecture 13- Piaget Cognitive Developmental Theoryo Preoperational thinkingo Age 2 to 7 yearso Symbols are key in this stageo 3 Characteristics of Piaget’s preoccupation stage 1.) Categorization- Preoperational children lack hierarchical thought- Preschoolers struggle with:o Seriation- ability to put objects in order to some principle, such as sizeo Class inclusion- understanding that a general category can encompass several subordinate elements Ex: Blue flowers and yellow flowers but all are flowers 2.) Inability to step back from immediate perceptions- Focus on appearance- Young children understand only what they can see- Conservation- cognitive understanding tat the amount of a given substance remains the same despite changes in shape or form- Preschoolers do not grasp conservation becauseo Centration- Focus on the most salient aspect and neglect otherso Irreversibility- Preschoolers can not mentally reverse a set of steps Ex: Water glasses, same amount of water despite glass sizeo Egocentrism: Assume others can see the world as they do Ex: Point of view from mountainso Theory of mind- understanding that people may have different beliefs and perspectives from one’s own About 4-5 years Researchers use “false belief task”- Ex: What will adults think is in the crayon box, since they didn’t see that there are candies in it 3.) Cannot reason logically or think conceptually- Static reasoning- Child thinks that nothing changes- Dual representation: ability to view a symbolic object as both an object and a symbolo Ex: Understanding maps, models, pictures, etc.- Multiple uses of objectsThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.o Ex: using hairbrush a microphone- Adult guidanceo Point out similarities to real worldo Make believe play- Preoperational children unable to understand:o Identity constancy- a person’s core self stays the same despite changes in appearanceo Animism- belief that inanimate objects are aliveo Artificialism- belief that humans mane everything in nature Ex: “Mommy please turn of the sun” Learning and cognitive development- Vygotsky: Sociocultural Learning Theoryo Cognitive development embedded in social contexto Human interaction promotes learningo Apprentice in thinking- a person whose cognition is stimulated and directed by someone more skilledo Zone of proximal Development (ZPD)- the gap between what a learner can do my himself and what he can do even with assistance Caregiver/Teacher aims for zone of proximal development ZPD shifting targeto Scaffolding- Temporary support tailored to learners needs and abilities Goal is to help learner master next task in learning process Tips for effective scaffolding- Foster a secure attachment- Break larger cognitive tasks into smaller steps- Upon mistake, give nonthreatening feedback- Help only until child masters concept- Set final goal and