Chd2220 Chpater 12 [Type text]• Cognitive Developmento Piaget’s Concrete Operations (Lecture)• Logical thought process• Inductive and deductive reasoning• Children now have reversible thought instead of irreversible thought; child will learn to multiple and at the same time learn division; mind can reverse things; Brain can function systematically; Child can anticipate forward progression of something and logical undoing of it• Children start to begin to conserve Conservation• (etext) o Preschool children to not spontaneously conserve matter, that is, they do not recognize that the amount of a substance changes in the shape of the container in which it is held. Classification• (etext)o Hierarchy- the fact that any given object can be classified in a series of increasingly inclusive levels . Ex: appleas are included in the class of fruits, which can be included in the class of foods.o Class of Inclusion- states that any class of objects must be smaller than the inclusive class in which it is contained. Moral Reasoning• (etext)o Moral Reasoning- our thinking about the “rightness” or “wrongness” of specific behaviors in everyday situations. • Freud’s Viewo (etext)Chd2220 Chpater 12 [Type text] Oedipus Complex (or Electra Complex)- Freud believed that children develop moral concern late in the preschool years as a by-product of the Oedipus complex. Superego- A mental structure that unconsciously guides a child’s behavior. • Superego contains both a:o Conscience- prohibits certain behaviorso Ego Ideal- that provides the child with an internal image that the child strives to become. • Piaget’s Viewo (etext) Piaget credited with the first effort to describe developmental changes in children’s moral reasoning. Piaget proposed a stage progression in moral reasoning that reflects children’s stage of cognitive development. He believed that preoperational children are essentially amoral, unable to reason logically about rules and concepts of right and wrong. Piaget described this first logical reasoning as moral realism, an inflexible view that behaviors are either right or wrong, with no in-between. Children who are moral realists decide the rightness and wrongness of behaviors- his or her own or those of others- strictly by their consequences, irrespective of the person’s intentions. The view of moral realists is also epitomized in their belief in immanent justice, the notion that you always get punished for behaving inappropriately ad rewarded for behaving appropriately, and conversely, that if you get punished, you must have done something bad, or, if you get rewarded, you must have done something good. This belief causes some young children to blame themselves when something unfortunate happens to them or to members of their family. For example, a child may believe that her parents' divorce is punishment for her past misbehavior, or that her illness is punishment for teasing her sister.• Kohlberg’s Viewo ( etext ) Kohlberg (1969) described the children's responses to the dilemmas as a series of non-overlapping, qualitatively distinct,Chd2220 Chpater 12 [Type text]sequential levels of moral reasoning: preconvention morality, conventional morality, and post conventional (or principled) morality, with each level subdivided into two stages. Preconventional Moral Reasoning- believing that the rightness or wrongness of a behavior is determined soly by its consequences. • Stage 1- children believe that behaviors that avoid punishment must be "good" or "right." Kohlberg referred to this as the obedience and punishment orientation.• Stage 2- children advance to a hedonistic and instrumental orientation, believing that behaviors are "good" if they meet one's personal needs. The emphasis is on behaving to gain rewards, rather than to avoid punishments. While children remain egocentrically involved in meeting their own needs, they begin to recognize that they may have to please others in order to please themselves, as in "I'll scratch your back if you scratch mine. Conventional Level of Moral Reasoning- children develop internal standards that reflect society’s values of what is right and wrong. • Stage 3- children adopt the good boy, good girl orientation, engaging in "good" behavior to gain adult approval or to avoid disapproval.• Stage 4- adolescents embrace a law and order orientation, believing dogmatically that laws define what is right or wrong. Postconventional Moral Reasoning- enables the individual to think beyond specific laws to abstract principles such as justice, equality, and human rights. • Stage 5- individuals adopt social contract orientation, believing that always should be respected as the best way to balance individual interests against the needs of the group. People should obey the law because it is the best way for everyone to live harmoniously.Chd2220 Chpater 12 [Type text]• Stage 6- embrace the universal principles orientation, believing that universal moral principles (justice, equality, human rights) transcend laws made by man. • Conclusions Information Processing• Information Processing View-o Information processing theory offers a useful alternative by describing cognitive development as a more continuous process of increasing ability throughout development and by demanding far more precise definitions of terms. o limited capacity--that each individual is constrained by a finite pool of mental resources that can be allocated to various thought processes and that total mental capacity is a constant throughout development. In practical terms, there is only so much mental resource to go around; investment in one mental activity means less available for other activities.o Some mental activities require more mental resources than others. Mental activities that require more resources are referred to as effortful; those that require less are called automatic. While effortful mental activities drain the system, automatic mental activities are highly efficient, freeing up resources for other purposes.• Become Strategico (Lecture) Children’s mind becomes increasingly strategic Preschool children tend to not use strategies when they solve problems; preschools do not have strategies to remember things or organize the way they think As children get 5-7 years old they go through transition into more strategic use of the mind; the brain begins to learn
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