FSU CHD 2220 - Chapter 9: Cognitive and Language Development

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CHD2220 Exam 3 Lecture and Etext notesMurray Krantz: Chapters 9,10,12,13Chapter 9: Cognitive and Language Development in Early ChildhoodPreoperational Stage of development: - Piaget uses operational to refer to logical systems of thought that eventuallyemerge in middle childhood. - Preschoolers are incapable of logical thought systems hence the term “preoperational” Symbolic Function: ability to use symbols to represent or stand for perceived objects and events and is a major turning point in cognitive development. - Takes several forms: o Deferred Imitation: children observe the behavior of a model and imitate that behavior after a delay or when the model is not present. Requires storage and retrieval from memory. o Symbolic/ pretend play: pretending that an object is something other than it really is. - Pretend skills course of development: - Shifting context: 2 and 3 yr. old children require support from play setting to initiate and sustain their pretense. (Pretending to eat in a kitchen then shifting to dinner in back yard as pretend play matures.) - Substituting Objects: children substitute one object for another in their pretend play. By age 3 they can transform any object into the props they need for their play. - Substituting other agents for Oneself: Children gradually use objects (like dolls) as agents in their pretend play. As the grow older the objects take a more active role until they become their own agent and child gives them human like qualities and has conversations with them. - Sequencing and Socialization of Pretend Episodes: children coordinate acts of pretense into sequences of increasing length and complexity throughout preschool years. (Hair combing may sequence into complete grooming of pretend object) - Mental images are another way in which symbolic function is expressed. They account for mental representations of external objects or events. Enables children to think about things when they aren’t present. Centration: Piaget’s notion that preschool aged children tend to focus their attention on minute and inconsequential aspects of their experience. (Notice popcorn at a zoo, but fail to remember important aspects of the event.)Syncretism: process by which bits and pieces of information and experience come together to form the pre- concept- Pre-school kids are fun because they are goofy which is usually based on syncretic processes which are unorganized and self-centered -Pre-concepts: disorganized, illogical representations of child’s experiences. It is derived from a centrated perception. - More logic begins working into the pre-concept of the mind and usually has alot to do with experience. (Pre-conceptual understanding of everything) - One of the most important pre-concept is that of the self. The first concept of the self is the self pre-concept - Start systematically recording information they see in their world Transductive reasoning: reasoning within their pre-concepts (private and meaningful only within pre-conceptual understanding). This type of reasoning usually has a good amount of illogical reasoning and is poorly organized, because the pre-concepts are imperfect representations of the world. Can only reason with snap shots of experiences. - Preoperational children use this type of reasoning since they can’t use inductive or deductive reasoning. Induction: derive general principles from specific examples. Deduction: Use general principles to predict particular outcomes. o Preoperational children are unable to use both of theseEgocentrism: inability to conceptualize the perspective of other people. They think everyone sees the world as they do. Three- mountain problem: Piaget’s experiments with children between 4 and 12 who were shown a 3-D model of a mountain scene. They were each asked to observethe model from their perspective and were then asked to describe the doll’s point of view from different angles. Used to illustrate Egocentrism. Children under 8 demonstrated egocentrism, later research shoes non-egocentric behaviors in children as young as 3 Irreversibility: preschoolers cannot mentally reverse their transductive sequences of thought. (be able to recognize they have a sister, but not that their sister has a sister) Limitations that affect child’s reasoning: - Classification: tendency to group objects on basis of particular sets of characteristics. These characteristics don’t follow adult logic, but have inherent logic to child. Includes 3 stages of developmental progression:o Stage 1: >6; children have no overall plan for sorting and engage in spontaneous organization. o Stage 2: (6-8) sorting is more organized and produces collection of objects based on different dimensions of similarity, but cannot focus on more than one dimension at a time (organize items by shape then size)o Stage 3: understand class inclusion (Understand that a dog is an animal, but not all animals are dogs) and can organize using different dimensions simultaneously. - Quantitative Reasoning: ability to estimate the amount of things and changes in amounts of things in terms of number. - Conservation: Certain attributes of objects and events may remain unchanged despite transformations or changes in the way they are presented. (Concept of Quantity) - 1:1 Correspondence: Concept of Number in which children respond to physical appearance of how things are arranged, and ignore the number (2 rows of equal amounts of quarters arranged in a row, one spaced out more than the other, the one that is spaced out more will appear to have more quarters than the row that is closer together) - Concepts of Counting: o 1:1 Principle: one single number must be assigned to each item. No item can be counted or used more than once. Most preschool children make more errors as number grows. o Stable-order principle: number names must be assigned in stable, repeatable order. Some children have their own organization system that they can maintain as long as it stays in the same order. o Cardinal Principle: final number in a counting sequence gives total number of items. Children can usually follow this up to 19 items. o Abstraction Principle: anything can be counted. When young children play w/ number sequences, they count any set of objects theyencountero Order- irrelevance principle: the order that objects are counted is irrelevant, as long as each item is eventually given a number. - 3 and 4 year old children incorporate all 5 principles when counting small


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FSU CHD 2220 - Chapter 9: Cognitive and Language Development

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