12 08 2014 CHD Chapter 9 Preoperational stage of development Operational refers to the logical systems of through which eventually emerge in middle childhood o Ex At age 7 or 8 most children understand that while all horses are animals not all animals are horses Preschoolers are incapable of these advanced forms of reasoning Symbolic function the ability to use symbols to represent or stand for perceived objects and events Deferred imitation children observe the behavior of a model and imitate that behavior after a delay and in some cases when the model is no longer present o This requires that the child stores and later retrieves the o Baby using a spoon like his father and hour later but not the next information day Advances in perception allow the child to engage in more detail Children pretend that an object is something other than it really is o Pretending a wooden block is a boat pretend drinking from a cup Symbolic Play Shifting Context 2 and 3 year old children typically require support from the play setting to initiate and sustain their pretense o A toddler will pretend eat in a kitchen before a backyard Substituting Objects Children often substitute one object fro another in their pretend play o 2 year olds play with dolls without unrealistic things o 3 year olds can turn any prop into a toy and become less dependent on realistic props Substituting Other Agents for Oneself Sequencing and Socialization of Pretend Episodes o a two year old combs hair but a 4 year old washes it dries it combs it etc Mental Images Internal representations of external objects or events Enables them to think about objects that aren t present The Advent of Preconcepts Centration focusing your attention on minute and inconsequential o A three year old remembers nothing about the babysitter besides aspects of their experience her bright earrings Preconcepts o Disorganized illogical representations of the child s experiences Carlos remembers things about the zoo that aren t relevant to the zoo popcorn mom ripping dress etc Little kids have their own versions of fairy tales because they remember random facts Transductive Reasoning Thinking with Preconcepts In induction we derive general principles from particular examples o An 8 year old boy who observes the teachers have favored girls in each of his classes might induce that teachers have favored girls in each of his classes might induce that girls are teacher s pets In deduction we use general principles to predict particular outcomes o The same child could use his general principle to deduce that when he enters his next grade his new teacher will be likely to favor girls Transduction reasoning within the unsystematic collections of images which constitute their preconcepts Egocentrism The inability to conceptualize the perspective of other individuals o This does not imply that they are selfish simply that they can not see the world how others see it Three Mountain Problem children between 4 and 12 years of age were shown a three dimensional model of a mountain scene Each mountain had its own unique color size and shape and a unique object on its peak Piaget asked each child to examine and then moved a doll to various vantage points around the model and asked the child to select a picture o Children under the age of eight identifies their own view as that of the doll Irreversibility Reasoning in Content Domains The notion that preschoolers cannot mentally reverse their transductive sequences of thought o When a three year old girl who has a sister is asked if she has a sister she predictably answers yes If she is then asked if her sister has a sister she will say no o She cant mentally reverse the concept of the relationship Classification refer to the tendency to group objects on the basis of particular sets of characteristics o Adults maintain distinct categories for fruits and vegetables indoor and outdoor sports automobiles and airplanes Stage 1 children 5 years and younger had no overall plan for sorting but produced graphic collections or pictures made with objects o Example a child might arrange several of the forms into a rectangle and refer to it as a house Quantitative reasoning Stage 2 children 6 8 sorted in a more organized way producing a series of collections of objects based on different dimensions of similarities Stage 3 children later childhood to early adolescence understood the relationship the rule of class inclusion o Working with a set of four toy cows and two monkeys children responded correctly when asked whether there were more cows or more animals showing that they understood animals is a larger class than cows The ability to estimate the amount of things ans the changed in the amounts of things in terms of number size weight volume speed time and distance o When a three year old tries to throw a ball he must try to estimate how much force is needed to project the ball a certain distance Concepts of quantity o A critical point in the development of quantitative reasoning is reached when children become aware that things in nature exist in specific amounts and that those amounts only change when certain actions are carried out Conservation The notice that certain attributes of objects and events may remain unchanged despite transformations or change Concepts of Number o 1 1 correspondence o same amount of two different things o According to Piaget children s responss showed a consistent developmental trend Young preoperational children show no understanding of 1 1 correspondence responding only to the physical appearance of the rows If one row is spread out it is judged to have more beans The one to one principle one and only one distinctive number name must be assigned to each item in the array The stable order principle Number names must be assigned in a stable repeatable order This principle is being followed as long as a sequence of number names is applied consistently across different arrays of items The cardinal principle the final number in a counting sequence gives the total number of items in the array The abstraction principle virtually anything can be counted tangibles such as objects and events and intangibles such as ideas values and emotions The order irrelevance principle The order in which objects are counted is irrelevant Appearance and Reality Distinguishing appearance and reality o The fact that adults generally sense that appearances do not always reflect reality People do not necessarily mean what
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