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NDSU HDFS 330 - Exam 2 Study Guide
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HDFS 330 1st EditionExam # 2 Study Guide Chapter: 2- Preoperational Stage- Piageto Ages 2-7 yearso Increased use of representational or symbolic thoughto Use of words and pictures rather that actions to understand surroundings (p. 314)o Key to cognitive change: sensory motor activityo Ex: Children of this stage understand that if they see a picture of an apple they understand it to be a representation, they don’t try to eat it (Picture is just a symbol)- Make-Believe Playo Make Believe, pretend Practice and strengthen new representational thoughto Changes Detachment- Child detaches objects from real-life associations- Only for pretending- See the object for what it is in real life- Copy what they see adults doing with these objects Less self centered- child begins to focus make-believe on other people or objects- See how other people will pretend- May feed other people or other toys Sociodramatic play- Combination of schemes- Late preschool years Huge shift in cognitive development starts with pretend playo Benefits Enhances social and cognitive skills Engage in longer period of play- increased:- Attention- Memory- Language and Literacy- Imagination and Creativity- Emotional regulation- Perspective taking- Social skillso Encourage Pretend Play (p.320) Materials and Space Encourage play Understanding adults Experiences Assist in Problem Solvingo Dual Representation Understanding that something can be both a symbol and an object Develops around 3 years oldThese 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. Ex: Setting up furniture in doll house like it is set up at home- Seeing as a dollhouse but also as home See’s the object has dual purpose- Ex: Cup is cup and also a hato Pre-operational Limits Egocentrism- Cannot see things from somebody else’s point of view- Assume others see or feel the same Ex: Piaget’s point of view video Animistic thinking (animism)- Belief that inanimate objects have life like qualitieso Preoperational Limits Conservation (Inability)- Basic quantity or physical characteristic remains the same when outward appearance chances- Weight, Volume, Mass Concentration- Focus on one attribute or aspect of an object or situation rather tan whole- Miss other important factors- Decentration- ability to see multiple attributes or aspects of objects and situations Irreversibility- Inability to think through series of steps and reverse to the beginning Hierarchical Classification- Organize into classes and subclasses based on an attribute- Ex: Class Inclusive Experiment- Education and Vygotskyo Assisted discovery Adults use explanations and prompts Peer collaboration assisted (Mixed ages)o Challenges:- Theory of Mindo Young children’s developing abilities to understand Thoughts or mental states (beliefs, intention, etc.) Or self and others Impact of mental states on behaviorso Age 3 Children realize that thinking can be internal People act because of wantso Age 4 Realize what you belief and want impact behavior Aware of false beliefso Read more about Language and reasoning Cognitive skills Make-believe play Social interaction- Language developmento Rapid vocabulary development Age 2 they know about 200 words Age 6 they know about 10,000 5-new words everydayo Fast Mapping Learning unfamiliar by forming a faster reasonable guess about the meaning Preschool years- fewer repetitions and better recallo Semitics- Word meaningo Syntax- Structure of sentences; grammaro Syntactic bootstrapping Word meaning learned from paying attention to syntax Conversations with adults and otherso If word is unknown they will create labels based on known words Plant Man- gardener - Memoryo Recognition Ability to recognize an object or stimulus as similar to something seen previouslyo Recall Forming mental image Object, stimulus, etc.o Memory Deliberate strategies to remember information- Ex: Acronyms, Repetition, Categorizing, Songs- Information Processing o Attention Inhibition- Increase as ability to inhibit impulses- Resist pull of attention- Stay focused on goal- Concentration Planning- Think out sequence ahead of time- Remain focused and attentive to reach goal Sustained attention and planning- Improves becauseo Frontal lobe growtho Complex play goalso Adult scaffolding Through materials as well- Questioning Pre-Operational Thinkingo True reflection of what preschoolers ability? Unfamiliar elements Too much information/ too much to process at one timeo Egocentric Can adapt speech to fit listenero Development may be more continuous rather than stage like Simplified, familiar tasks lead to more success Gradual increase in logical problem solvingo Little emphasis on role of language in learning- Education & Piageto Discovery Learning Opportunities to explore and discover; construct knowledge through hands-on engagemento Sensitive to Readiness Build on current knowledge- Ex: Helping children discover answers to questionso Individual Differences Children learn at different rates- opportunities to explore at individual levelso Table 9.1 p.328 Important- Vygotskyo Interaction of child and social environment Collaborate to mold cognition Culturally adaptedo Development comes from social environment and the childo Emphasis on interactions Co-construction of knowledge (Houser-Cram, et al., 2014)o Private speech Foundation for learning higher cognitive processes Memorization, planning, controlled attention, etc. Self guidanceo Increases Hard tasks, after errors or confused When activity in zone of proximal development (ZPD)o Decreases when task too easy or difficulto Zone of proximal development 1.) Complex knowledge and tasks 2.) ZPD (In Between the other two) 3.) Current knowledge and skillso Social Interaction1. Intersubjectivitya. Starting a task with different understanding and ending with a shared understandingb. Adjusting to others perspective andc. Level of understanding2. Scaffoldinga. Adjusting support/ assistance offered to fit knowledge level (teaching) toachieve new skill or solve problemb. Guided participation- Shared experiences between children and more experienced


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NDSU HDFS 330 - Exam 2 Study Guide

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