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KU PRE 305 - Cognitive Development/ Theories of cognitive development
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PRE 305 1st Edition Lecture 9 Outline of Last Lecture I. Infant social developmentA. Transition to parenthoodB. The parent-child relationshipC. Attachment through the life courseD. Adult attachment stylesOutline of Current Lecture I. Cognitive Development/ Theories of cognitive developmentA. Theories in the classroomB. Piaget’s cognitive-developmental theoryC. Piaget’s cognitive-developmental perspective in the classroom D. Information processing theoryCurrent LectureTheories of cognitive development:Theories in the classroom: - Theoretical viewpoints differ in their views of how teacher should teach and students should learnPiaget’s cognitive-developmental theory:- Children as “little scientists”- Stages of cognitive development: universal idea of development- Development through assimilation, accommodation, and equilibration- Piaget’s methods1. Naturalistic observation2. Clinical observation3. Clinical interviews- He was very interested in mistakes. What do mistakes reveal of children’s underlying process- Assimilation: using existing schema and applying it. Accommodation: creating a new schema, or modifying their existing schema. - Piaget’s Stage:1. Sensorimotor stage (0-2 yrs.): understanding the world through senses and physically interacting with objects. Trends in development are: reflexes to goal-directed activity,body to outside world, development of object permanence, development of mental representation. 2. Preoperational stage (2-7 yrs.): increasing use of symbolic representations. Limitations: rigid thinking- this is the way things have to be, centration-focus on one particular element of the object and not anything else, egocentrism- lack of ability to take perspective of others. Children in this stage tend to not understand conservation task. Children in this stage also have trouble with egocentric communication; three mountainstask. 3. Concrete operational stage (7-12): logical thought in application to concrete information,reversibility and conservation, abstract thinking not yet present. 4. Formal operational stage (12 and up): application of logical mental operations to abstract problems and questions, scientific reasoning. Piaget’s cognitive-developmental perspective in the classroom:- Desirable qualities of teacher1. Knowledge of cognitive development2. Ability to work as collaborator and guide- Desirable qualities of student1. Curiosity2. Creativity3. Problem solving and critical thinking skills4. Intrinsic motivation- Preferred educational practices1. Student-centered instruction2. Student choice3. Developmentally appropriate practice4. Guided discovery5. Cooperative learningInformation processing theory:- Stores model: Information comes in through the senses and the things we are paying attention to come into the short-term memory and once we’ve processed that information we may use some memory strategy to move the information into long-term memory. - Attention: is a limited resource, factors such as novelty, emotion, and personal significance can promote attention.- Memory: 1. Why do older children remember better than younger children?o Improvements in processing speedo Use of memory strategies o Content


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KU PRE 305 - Cognitive Development/ Theories of cognitive development

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