Child Growth & Development Exam 3 Study Guide Chapters 9,10,12,13 Ch 9. Preoperational Stage: ! Piaget refers to the period from 3-6 years of age as the preoperational stage of development. ! Piaget describes preschoolers as incapable of these advanced forms of reasoning. 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
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