CHD FINAL STUDY GUIDE Chapter 9 Preoperational stage Operational Preoperational Symbolic function Deferred imitation Symbolic pretend play Shifting context Substituting objects Substituting Other Agents for Oneself Sequencing and Socialization of Pretend Episodes Mental images Limitation of the three types deferred imitation pretend play mental period from 3 6 years The logical systems of thought which eventually emerge in middle childhood Piaget describes preschoolers as incapable of these advanced forms of reasoning Piaget identified the end of the second year of life as a major turning point in cognitive development marked by the advent of the symbolic function the ability to use symbols to represent or stand for perceived objects and events The symbolic function takes several distinct forms as the child moves into the third year of life deferred imitation symbolic or pretend play mental images and language Children observe the behavior of a model and imitate that behavior after a delay and in some cases when the model is no longer present The child maintains modeled behavior in symbolic form over time imitating the behavior only when it becomes adaptive to do so Children pretend that an object is something other than what it really is Each of the pretend skills follows a unique course of development shifting context substituting objects substituting other agents for oneself and sequencing and socialization of pretend episodes Two and three year old children typically require support from the play setting to initiate and sustain their pretense In contrast older children are capable of shifting context performing routine behaviors outside of their typical setting Children often substitute one object for another in their pretend play During their third year children become increasing able to transform virtually any object into the props needed for their pretend play episodes and they become progressively less dependent on realistic props during the preschool years at first they require realistic props When pretense first appears early in the second year toddlers are the agents of their own acts of pretense Later in the second year children begin to use dolls in pretend play but only as passive agents By the beginning of the third year most children use dolls as active agents pretending that dolls initiate and sustain their own behavior as in talking running or playing with other dolls Although pretense begins with single acts children coordinate such acts into sequences of increasing length and complexity through the preschool years Such sequences also begin to incorporate behavior patterns for agents which reflect conventional roles that is the police are expected to catch crooks but not to perform housecleaning tasks Internal representations of external objects or events Mental images free children from the here and now enabling them to think about objects when the objects are not physically present and to think about events before during and after their occurrence The three terms discussed thus far only express private idiosyncratic meanings derived from personal experience The private and idiosyncratic nature of the symbolic function in young children limits their ability to images of symbolic functioning Centration Preconcepts Induction Deduction Transduction Egocentrism Irreversibility Classification Stage 1 Stage 2 Stage 3 Three mountain problem CHD FINAL STUDY GUIDE communicate their thoughts to others challenging caregivers interpretive skills and patience Piaget believed that preschool age children tend to focus their attention on minute and often inconsequential aspects of their experience Centrated perception results in unsystematic samplings of isolated bits of information from any given experience Piaget suggested that such collections of images derived from centrated perception merge into preconcepts disorganized illogical representations of the child s experiences Although preconcepts provide a less than adequate representation of children s experiences they do establish a foundation for the eventual emergence of logical concepts in the subsequent stage of cognitive development logical thought in older children we derive general principles from particular examples logical thought in older children we use general principles to predict particular outcomes This is in preoperational children Piaget believed that preoperational children are incapable of thinking inductively or deductively Instead they think by transduction reasoning within the unsystematic collections of images which constitute their preconcepts one of the major limitations of preoperational thought is the child s inability to conceptualize the perspective of other individuals a quality he called egocentrism Term means children have difficulty seeing the world as others see it The effects of egocentrism on perception and cognition are illustrated in Piaget s experiments found that children under 8 only could describe their view of the scene even when asked to say the view of the researcher s point of view which was different than the child s A second limitation of preoperational thought The notion that preschoolers cannot mentally reverse their transductive sequences of thought refers to the tendency to group objects on the basis of particular sets of characteristics Adult classification systems are organized on the basis of class inclusion that is a class must be smaller than any more inclusive class in which it is contained In children there are stages that they go through in how they classify objects different than adults 5 years old and younger Had no overall plan for sorting but produced graphic collections or pictures made with objects 6 8 years Sorted in a more organized way producing a series of collections of objects each based on a different dimension of similarity Piaget called these non graphic collections Children were not able to classify on two dimensions simultaneously Later childhood to early adolescence CHD FINAL STUDY GUIDE understood the relationship the rule of class inclusion Children at this stage successfully classified using multiple dimensions refers to the ability to estimate the amount of things and changes in the amounts of things in terms of number size weight volume speed time and distance Children become aware that things in nature exist in specific amounts and that those amounts only change when certain actions such as addition and subtraction are carried out The
View Full Document
Unlocking...