Preoperational Stage of Development (Age 2-6) - Early Childhood !CH.!9,!10,!12,!13!!Symbolic!Reasoning!• Babies!act!on!impulses!o Impulsive!peo ple !ma ke !a!lot!of!erro rs!o When!you!take!your!time;!tend!to!make!less!mistakes!• Preschool!is!when!they!start!to!think!about!their!actions!and!act!less!on!impulse!• Children’s!1st!symbols!are!images!o They!think!in!images!o There!is!a!constraint!on!their!perception!§ Centration:!to!center!(verb!form)!ú A!child!centers!in!their!perception!• They!tend!to!overly!focus!when!they!look!at!things!• They!don’t!get!the!big!picture!o Affects!auditory!perception!o Visual!perception!o Haptic!perception!(touch)!• Too!many!details!and!not!the!big!picture!ú Syncretism:!Aggregating!and!pulling!together!all!the!bits!and!pieces!• Creates!a!preOconcept!• The!beginning!of!a!symbolic!representation!of!a!situation!• Limited!and!constrained!• Children!tend!to!randomly!pick!up!information!• PreOconcept!is!the!first!step!in!the!mind!creating!a!concept!o Primitive!ú As!they!get!older!centration!has!less!of!an!affect!on!their!perceptions!of!situations!o PreOconcepts:!illogical,!d is or g an iz e d !rep resenta tions!of!a!child’s!experiences !§ Provide!a!less!than!adequate!representation!of!children’s!experiences!ú Establish!a!foundation!for!the!eventual!emergence!of!logical!concepts!in!the!stage!of!cognitive!develop m ent !§ The!self!preOconcept:!wont!really!be!about!them!in!particular!but!more!about!what!they!are!wearing!or!what!they!look!like!o Limitations!§ Transductive!reasoning:!when!a!child!has!a!preOconcept!and!thinks!with!it!ú Lacks!logic!ú Induction:!derive!g en eral!p rinc iples!from!particular!exam p les!ú Deduction:!use!general!principles!to!predict!particular!outcomes!ú Transduction:!reasoning!within!the!unsystematic!collections!of!image!which!constitute!their!preOconcepts!• Private!and!meaningful!only!within!a !ch ild ’s!p re Oconceptual!understanding!of!the!story!§ Ego!centricity:!the!child’s!inability!to!take!someone’s!perspective!on!a!problem!ú Unable!to!see!the!world!through!someone!else’s!eyes!Not!selfish!but!they!have!difficulty!seeing!the!world!as!others!see!it!Those!who!deal!with!preschoolers!should!not!expect!them!to!consistently!recognized!another!individual’s!perspective!§ Irreversibility:!reversing !seq uen ce s,!gets!lost!ea sily!ú Preschoolers!cannot!mentally!reverse!their!transductive!sequences!of!thought!ú Explains!why!preschoolers!have!a!way!of:!• taking!things!apart,!bu t!not!bein g!able!to!put!them!back!together!• finding!their !w a y!to !a!d ist an t!p la ce !bu t!n o t!b ein g !ab le !to!fin d !their!way!back!!• climbing!to!the!top!but!not!being!able!to!get!down!§ these!limitations!all!have!profo und !effects!on !their!ability!to!a dapt!to!their!physical!and!social!environment!!o Classification:!refers!to!the!tendency!to!group!objects!on!the!basis!of!particular!sets!of!characteristics!§ Three!stage!developmental!progression!ú Stage!1:!(5!years!and!younger)!had!no!overall!plan!for!sorting!but!produced!graphic!collections!(pictures!made!with!objects)!ú Stage!2:!(6O8)!sorted!in!a!more!organized!way,!producing!a!series!of!collections!of!objects,!each!based!on!a!different!dimension!of!similarity!–!non!graphic!collections!ú Stage!3:!(later!childhood!to!early!adolescence)!understood!th e!relationship!the!rule!of!class!inclusion;!cows!being!a!subclass!of!anima ls !§ Quantitative!reasoning:!refers!to!the!ability!to!estimate!the!amount!of!things!and!changes!in!the!amounts!of!things!in!terms!of!number,!sixe,!weight,!volu m e ,!etc.!ú Failure!to!conserve:!failure!to!understand!amounts!!ú Critical!point!in!development!of!quantitative!reasoning:!when!children!become!aware!that!things!in!nature!exist!in!specific!amounts!and!that!those!amounts!on ly!cha nge !wh en!ce rtain!actio ns!are!carried!out!ú Failure!to!distinguish!reality!• Information!P roc essin g:!refers!to !childre n’s!us e!of!atten tion !an d!m emory!to!gain!and!reta in!informat ion !a b o u t!th eir !en v iro n ment!and!dth e ir!u se !of!t ha t !info rmation!to!so lv e!p ro b le m s!o Very!similar!to!the!way!a!computer!works!o Has!inputs!and!outputs!o Give!them!perception!à!develops!over!time!§ In!the!beginnin g!the y!w ait!for!in form a tion !to!com e !to!them!§ Eventually!they!are!looking!for!information!to!process!• Memory!Systems!o Short!term!memory:!your!ability!to!remember!things!for!20O30secs!§ Selective!to!what!pieces!of!inform ation !w e!put!into !long!term!§ Preschool!children!ú !don’t!put!things!into!long!term!memory!very!often!ú Their!selection!of!information!tends!to!be!random!ú Don’t!remember!a!lot!of!their!daily!experience!ú But!often!remember!specific!events!• Falling!down!• EVENT!ORIENTED:!events!organize!their!memory!more!than!anything!else!ú Fail!to!apply!strategies!that!will!help!them!to!remember!information!§ Recall!vs!recognize!ú Recall:!able!to!form!answer!from!memory!ú Recognize:!seeing!it!on!a!page!an d !be in g !ab le !to !dis tin g u ish !b et w e e n!right!and!wrong!§ Elaboration!strategies:!preschoolers!don’t!do!this!§ Organization:!grouping!items!by!category,!such!and!vehicles!and!animals!§ Rehearsal:!repeating!items!over!and!over!§ Metacognition:!knowing!how!much!you!know!an!knowing!how!to!improve!your!knowledge!ú Conceptualize!your!own!cognitive!process!o Long!term!memory:!where!very!large!amounts!of!information!can!be!maintained!indefinitely !o !Social Development – Early Childhood !Development!of!Social!Play!• Types!of!social!play!o Unoccupied!behavior:!not!involved!in!play!and!doesn’t!interact!with!other!children!or!teachers!o Onlooker!behavior:!observes!the!play!of!other!children!with!obvious!interest!but!makes!no!effort!to!become!involved!!o Solitary!play:!playing!independently!with!toys!that!are!!unlike!those!plated!with!by!other!children.!There!is!no!social!contact!or!apparent!interest!in!wha t!o th e r!ch ild re n !ar e!d o in g !o Parallel!play:!playing!next!to!each!other!but!no!interaction!§ The!child!play!beside!other!children!with!toys!that!are!similar!to!those!used!by!those!children.!There!is!no!social!conta ct!w ith!other!ch ildren!n or!any !effort!to!coordinate!play!o
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