Preoperational Stage of Development Age 2 6 Early Childhood CH 9 10 12 13 Symbolic Reasoning Babies act on impulses Impulsive people make a lot of errors o 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 They think in images o o There is a constraint on their perception Centration to center verb form 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 Syncretism Aggregating and pulling together all the bits and pieces Creates a pre concept The beginning of a symbolic representation of a situation Limited and constrained Children tend to randomly pick up information Pre concept is the first step in the mind creating a concept o Primitive As they get older centration has less of an affect on their perceptions of situations o Pre concepts illogical disorganized representations of a child s experiences Provide a less than adequate representation of children s experiences Establish a foundation for the eventual emergence of logical concepts in the stage of cognitive development The self pre concept 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 pre concept and thinks with it Lacks logic Induction derive general principles from particular examples Deduction use general principles to predict particular outcomes Transduction reasoning within the unsystematic collections of image which constitute their pre concepts Private and meaningful only within a child s pre conceptual understanding of the story Ego centricity the child s inability to take someone s perspective on a problem 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 sequences gets lost easily Preschoolers cannot mentally reverse their transductive sequences of thought Explains why preschoolers have a way of taking things apart but not being able to put them back finding their way to a distant place but not being able to find together their way back climbing to the top but not being able to get down these limitations all have profound effects on their ability to adapt 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 Stage 1 5 years and younger had no overall plan for sorting but produced graphic collections pictures made with objects Stage 2 6 8 sorted in a more organized way producing a series of collections of objects each based on a different dimension of similarity non graphic collections Stage 3 later childhood to early adolescence understood the relationship the rule of class inclusion cows being a subclass of animals 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 volume etc Failure to conserve failure to understand amounts Critical point in development of quantitative reasoning when children become aware that things in nature exist in specific amounts and that those amounts only change when certain actions are carried out Failure to distinguish reality Information Processing refers to children s use of attention and memory to gain and retain information about their environment and dtheir use of that information to solve problems o Very similar to the way a computer works o Has inputs and outputs o Give them perception develops over time In the beginning they wait for information to come to them Eventually they are looking for information to process Memory Systems o Short term memory your ability to remember things for 20 30secs Selective to what pieces of information we put into long term Preschool children don t put things into long term memory very often Their selection of information tends to be random Don t remember a lot of their daily experience But often remember specific events Falling down anything else EVENT ORIENTED events organize their memory more than Fail to apply strategies that will help them to remember information Recall vs recognize Recall able to form answer from memory Recognize seeing it on a page and being able to distinguish between right and wrong Elaboration strategies preschoolers don t do this Organization grouping items by category such and vehicles and animals Metacognition knowing how much you know an knowing how to improve your Rehearsal repeating items over and over knowledge Conceptualize your own cognitive process Long term memory where very large amounts of information can be maintained o o indefinitely 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 o Onlooker behavior observes the play of other children with obvious interest but makes teachers no effort to become involved Solitary play playing independently with toys that are unlike those plated with by other children There is no social contact or apparent interest in what other children are doing 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 contact with other children nor any effort to coordinate play o Associative play some interaction The child plays with other children sharing materials and conversing but there is no consistent theme to the play or division of roles o Cooperative play taking on roles and differentiated those roles Ex batman and robin cops and robbers Plays with other children in an organized manner with roles differentiated to accomplish some goal to act out some agreed upon play theme Social desire come very early ages Relating to peers Social preference favorites likes and dislikes for other kids 2nd year unpredictable and unstable 3rd year become more clear sociometric test measuring social behavior group setting portrait shot of each child in the setting o o o o o o test separately by gender interview one at a
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