Child Growth Development Exam 3 Study Guide Chapters 9 10 12 13 Ch 9 Preoperational Stage development reasoning Piaget refers to the period from 3 6 years of age as the preoperational stage of Piaget describes preschoolers as incapable of these advanced forms of 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 Deferred imitation children observe the behavior of a model and imitate that behavior when the model is no longer present The child maintains modeled behavior in symbolic form over relatively long periods of time imitating the behavior only when it becomes adaptive to do so Deferred imitation greatly expands children s repertoire for solving everyday problems Symbolic or pretend play children pretend that an object is something other than what it really is Symbolic play transforms virtually any situation into an unlimited world of make believe for preschool children with pervasive effects on their social and emotional development Shifting context performing routine behaviors outside of their typical setting Substituting Objects Children often substitute one object for another in their pretend play Mental images internal representations of external objects or events The private and idiosyncratic nature of the symbolic function in young children limits their ability to communicate their thoughts to others challenging caregivers interpretive skills and patience Concentration Piaget believed that preschool age children tend to focus their attention on minute and often inconsequential aspects of their experience Preconcepts disorganized illogical representations of the child s experiences 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 Induction we derive general principles from particular examples Deduction we use general principles to predict particular outcomes Transduction reasoning within the unsystematic collections of images which constitute their preconcepts Irreversibility the notion that preschoolers cannot mentally reverse their transductive sequences of thought Classification refers to the tendency to group objects on the basis of particular sets of characteristics Language labels are one of the important elements in a child s emerging ability to classify objects in the environment Class inclusion a class must be smaller than any more inclusive class in which it is contained Quantitative reasoning 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 Appearance vs Reality Distinguishing Appearance and reality refers to the fact that adults generally sense that appearances do not always reflect reality that people do not necessarily mean what they say intend what they do or feel the emotions implied by the look on their face But young children often appear confused by discrepancies between appearance and reality Information processing refers to children s use of attention and memory to gain and retain information about their environment and their use of that information to solve problems Remembering Although the preschooler s unsystematic attention skills may limit the quality of input to the system the quantity of information available as input is often overwhelming short term memory a storage component with capacity for retaining information for up to 20 seconds long term memory where very large amounts of information can be maintained indefinitely toddlers and preschoolers do much better when asked to remember objects and events that are more meaningful to them such as cartoon characters rehearsal repeating items over and over organization grouping items by category such as all vehicles and all animals Metacognition includes knowing how much you know and knowing how to improve what your knowledge Theory of mind that they use to explain and predict human behavior Mindreading is the cognitive process by which we attribute desires and beliefs to other individuals in order to explain and predict their behavior The first mindreading takes place during the early preschool years when children start to talk about their own and other s desires and beliefs Deception that is their ability to generate false beliefs in other individuals Grammar the system of rules that structures how to combine words into meaningful sequences John Flavell suggested that young children approach this learning as if they expect the language to be governed by rules o One of the first rules learned by young children asserts that sentences are composed of noun phrases Little dolly and verb phrases goes bye bye grammatical morphemes inflections such as ing ed and s which modify nouns verbs and adjectives Remember that a morpheme is the smallest unit of meaning in a language pragmatics of language the implicit rules skills and concepts which regulate the behavior of speakers and listeners in conversation egocentric speech language that fails to consider the viewpoint of the listener collective monologue conversation like turn taking between egocentric speakers with little or no transfer of meaning private speech that is speech with no apparent communicative purpose Most private speech makes reference to children s ongoing activities they narrate their behaviors and announce their next moves they openly express emotion and they talk to and for dolls and create sound effects for solitary play inner speech thinking in words and sentences Language Delay One of the leading causes of language delay results from a disorder of the inner ear known as otitus media Cognitive and Language development in social context Genetic factors account for some of the variation but environmental experience too has a significant impact on the rate of cognitive and language development The quality of caregiving and stimulation in the home preschool and day care has powerful effects on the rate and quality of cognitive and language development during the preschool years Preschool The first nursery schools in the United States were established in the 1920 s as university based research and teacher training centers Nursery school programs purport to
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