HD 101 1nd Edition Lecture 14 Outline of Last Lecture I. Vocabulary Review (cont) Outline of Current Lecture II. Piaget’s TheoryIII. Building SchemesIV. Using Assimilation and AccommodationV. Sensorimotor StageVI. Sensorimotor SubstagesVII. Object PermanenceVIII. Mental RepresentationIX. Deferred ImitationX. Evaluation of Sensorimotor StageXI. Core Knowledge PerspectiveXII. Suggested Domains of Core KnowledgeXIII. Infant’s Numerical KnowledgeXIV. Information-Processing ImprovementsXV. Development of CategorizationXVI. Vygotsky’s Sociocultural TheoryXVII.Infant/Toddler Intelligent TestsXVIII. Meaning of Different IQ ScoresXIX. Developmentally Appropriate Child CareCurrent Lecture- Piaget’s Theory: Schemes:o Psychological structures. Organized ways of making sense of experience.o Change with age. Action-based sensorimotor patterns. Later move to “thinking before acting” pattern—creative and deliberate.- Building Schemes:o Adaptation. Building schemes through direct interaction with environment.o Assimilation. Using current scheme to interpret external world.o Accommodation.These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute. Adjusting old schemes and creating new ones to better fit the environment.- Using Assimilation and Accommodation:o Equilibrium and disequilibrium. Use assimilation during equilibrium. Disequilibrium prompts accommodation.o Organization. Internal rearranging and linking schemes.- Sensorimotor Stage:o Birth to 2 years.o Building schemes through sensory and motor exploration.o Circular reactions.- Sensorimotor Substages:o Reflexive schemes. Birth – 1 month. Newborn reflexes.o Primary circular reactions. 1-4 months. Simple motor habits centered around own body.o Secondary circular reactions. 4-8 months. Repeat interesting effects in surroundings.o Coordination of secondary circular actions. 8-12 months. Intentional, goal-directed behavior, object permanence.o Tertiary circular reactions. 12-18 months. Exploration of objects’ properties through novel actions.o Mental representation. 18 months – 2 years. Internal depictions of objects or events; deferred imitation.- Object Permanence:o Understanding that objects continue to exist when out of sight. Piaget: develops in Substage 4.o Not yet complete. A-not-B search error.- Mental Representation:o Internal, mental depictions of objects, people, events, information. Can manipulate with mind. Permits deferred imitation and make-believe play.- Deferred Imitation:o Piaget: Develops about 18 months.o Newer research:  6 weeks: facial imitation. 6–9 months: copy actions with objects. 12–14 months: imitate rationally. 18 months: imitate intended, but not completed, actions.- Evaluation of the Sensorimotor Stage:o Developed when Piaget suggested. Object search. A-not-B. Make-believe play.o Developed earlier than Piaget suggested. Object permanence. Deferred imitation. Categorization. Problem solving by analogy.o Some suggest infants are born with core knowledge in several domains of thought.- Core Knowledge Perspective:o Born with innate, special-purpose knowledge systems. Core domains of thought.o Core domains allow quick grasp of related information.o Support rapid early development.- Suggested Domains of Core Knowledge:o Physical.o Linguistic.o Psychological.o Numerical.- Infant’s Numerical Knowledge:o Infants may be able to:  Discriminate quantities up to 3. Do simple arithmetic.o Findings are controversial. - Information-Processing Improvements:o Attention. Efficiency, ability to shift focus improves. Less attraction to novelty, better sustained attention after first year.o Memory. Retention intervals lengthens. Recall appears by first year; excellent in second year.o Categorization. Impressive perceptual categorization in first year. Conceptual categorization in second year.- Development of Categorization:o Perceptual. Based on similar overall appearance or prominent part.o Conceptual. Based on common function or behavior. Later add event categories.- Vygotsky’s Sociocultural Theory:o Social contexts. Other people contribute to cognitive development.o Zone of proximal development. Tasks child cannot do alone but can learn with help of more skilled partners.- Infant/Toddler Intelligence Tests:o Bayley Scales: Cognitive. Language. Motor. Social-Emotional. Adaptive Behavior.o HOME. Home Observation for Measurement of the Environment.- Meaning of Different IQ Scores:o Intelligence quotient: measurements against typical performance for age. Standardization.o Normal distribution. Bell-shaped.o Best used for screening.- Developmentally Appropriate Child Care:o Adult–child interactions.o Teacher qualifications.o Relationships with parents.o Licensing and accreditation.o Physical setting.o Group size.o Caregiver–child ratio.o Daily