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Chapter 9 Early Childhood: Cognitive Development. Early Childhood: Cognitive Development Truth or Fiction?. A preschooler’s having imaginary playmates is a sign of loneliness or psychological problems. - PowerPoint PPT Presentation
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Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
Chapter 9Early Childhood:
Cognitive Development
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
A preschooler’s having imaginary playmates is a sign of loneliness or psychological problems.
Two-year-olds tend to assume that their parents are aware of everything that is happening to them, even when their parents are not present.
Early Childhood: Cognitive Development Truth or Fiction?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
“Because Mommy wants me to” may be a perfectly good explanation – for a 3-year-old.
One and 2-year olds are too young to remember the past.
Early Childhood: Cognitive Development Truth or Fiction?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
Children’s levels of intelligence – not just their knowledge – are influenced by early learning experiences.
A highly academic preschool education provides children with advantages in school later on.
Early Childhood: Cognitive Development Truth or Fiction?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
During her third year, a girl explained that she and her mother had finished singing a song by saying, “We singed it all up.”
Three-year-olds usually say “Daddy goed away” instead of “Daddy went away” because they do understand the rules of grammar.
Early Childhood: Cognitive Development Truth or Fiction?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
Jean Piaget’s Preoperational Stage
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
• Symbolic thought and play• Pretend play
– 12-13 months – familiar activities; i.e. feed themselves– 15-20 months – focus on others; i.e. feed doll– 30 months – others take active role; i.e. doll feeds itself
• Imaginary Friends– More common among first-born and only children
How Do Children in the Preoperational Stage Think and Behave?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
• Lack of logical operations– No flexible or reversible mental operations
• Egocentrism– Only view the world through their own perspective– Three-mountain test
How Do We Characterize the Logic of the Preoperational Child?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
Figure 9.1 The Three-Mountains Test
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
• Causality– Influenced by egocentrism
• Caused by will– Precausal thinking
• Transductive reasoning• Animism• Artificialism
• Confusion between mental and physical phenomena– Believe their thoughts reflect external reality– Believe dreams are true
How Do We Characterize the Logic of the Preoperational Child?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
• Properties remain the same even if you change the shape or arrangement
• Preoperational children fail to demonstrate conservation– Centration– Irreversibility
What is Conservation?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
Figure 9.2 Conservation
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
Figure 9.3 Conservation of Number
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
• Including new objects/categories in broader mental classes– Requires child focus on more than one aspect of situation at once
What is Class Inclusion?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
Figure 9.4 Class Inclusion
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
• Describe Jean Piaget’s preoperational stage of development.– How does the ability to use mental symbols to represent objects
change the way that children interact in the world?
– Describe the behaviors exhibited by the children in the video that illustrate representational or symbolic activity.
Lessons in Observation: Piaget’s Preoperational Stage
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
Lessons in Observation: Piaget’s Preoperational Stage
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
• Using examples from the video, discuss Piaget’s concept of egocentrism.
– Why are children in the preoperational stage more egocentric than older children, according to Piaget?
Lessons in Observation: Piaget’s Preoperational Stage
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
• What is conservation?– Describe the conservation tasks shown in the video and discuss the
performance of Olivia, Debra, Jacob, Christopher, and Jack.
– Are their responses typical of children in the preoperational stage? Why or why not?
Lessons in Observation: Piaget’s Preoperational Stage
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
• How do Olivia, Debra, Jacob, Christopher, and Jack respond when asked to explain “why” they thought the amount of liquid or play dough had changed or not changed?
– How do these responses illustrate deficits in the reasoning abilities of preoperational children, as described by Piaget, including centration, irreversibility, perception-bound thought, and their focus on states rather than dynamic transformations?
Lessons in Observation: Piaget’s Preoperational Stage
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
• Piaget underestimated preschoolers abilities– Three-mountain test
• Errors attributed to demands on child and language development– Causality
• Logical understanding appears more sophisticated– Conservation
• Approach may mislead child
Evaluation of Piaget
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
Developing in a World of Diversity
Cognitive Development and Concepts of Ethnicity and Race
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
Factors in Cognitive Development
On Being in “The Zone” (for Proximal Development)
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
• Scaffolding• Zone of Proximal Development
– Sorting doll furniture into appropriate rooms (Freund, 1990)– Retell a story viewed on videotape (Clarke-Stewart & Beck, 1999)– Recall of task completed in longitudinal study (Haden, et al., 2001)
What Are Some of the Factors That Influence Cognitive Development in Early Childhood?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
• Home Observation for the Measurement of the Environment– Observe parent-child interaction in the home– Predictor of IQ scores
• Parental responsiveness, stimulation, independence– Connected with higher IQ and school achievement
The Effect of the Home Environment
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
Developing in a World of Diversity
Cultural Variation in the Home Environment
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
• Preschool enrichment programs for children of poverty– Designed to increase school readiness
• Enhance cognitive development• Parental involvement• Provide health care and social services to children and families
– Programs have shown benefits• Positive influence on IQ scores• Better graduation rates• Less likely to be delinquent, unemployed or on welfare
The Effect of Early Childhood Education
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
• Preschool enrichment for middle class children– High parental academic expectations
• Increased preschool academic skills (until kindergarten!)• Children less creative, • More anxious and • Think less positively about school
The Effect of Early Childhood Education
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
• Contradictory evidence– Sesame Street – most successful educational tv show
• Regular viewing = increased skill in numbers, letters, sorting, classification• Positive impact on vocabulary
– Impulse control• Heavy tv viewing negatively effects impulse control• Exposure to educational tv may have positive effect
• Commercials• Couch-Potato Effects
The Effect of Television on Cognitive Development
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
A Closer Look
Helping Children Use Television Wisely
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
Theory of Mind
What Is A Mind? How Does It Work?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
• Theory of Mind– Understanding of how the mind works
• Preschool-aged children– Predict and explain behavior and emotion by mental states’– Beginning to understand source of knowledge– Elementary ability to distinguish appearance from reality
What Are Children’s Ideas About How the Mind Works?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
• Ability to separate beliefs from another who has false knowledge of a situation.
• Ability to deceive• Evident by age 4, sometimes even at age 3
Do Children Understand Where Their Knowledge Comes From?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
Figure 9.5 False Beliefs
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
• Appearance-reality distinction– Understanding difference between real and mental events– May appear in children as young as three
• Limitations– Event or object may take more than one form in mind– Understanding changes in mental states– Understanding of relationship between model and represented object
Is Seeing Believing? What Do Preoperational Children Have To Say About That?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
Development of Memory
Creating Files andRetrieving Them
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
• Recognition– Indicate whether items has been seen before
• Recall– Reproduce material without any cues
• Preschool children– Recognize more than they recall
What Sort of Memory Skills Do Children Possess in Early Childhood?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
Figure 9.6 Recognition and Recall Memory
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
• Best for meaningful and familiar events– Details are often omitted– Unusual events have more detail
• Scripts – abstract, generalized accounts of repeated events– Formed after one experience– Become more elaborate with repetition
• Autobiographical memory– Linked to development of language skills
Competence of Memory in Early Childhood
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
• Types of Memory– Remember activities more than objects– Remember sequenced events better
• Interest Level– Individual interest and motivation
• Retrieval Cues– Younger children depend on retrieval cues from adults– Parental elaboration improves child’s memory
• Types of Measurement– Younger children are limited in measurement by use of verbal reports
What Factors Affect Memory in Early Childhood?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
• Strategies for remembering– Rehearsal, organizing, mentally grouping
• Not used extensively until age 5– Concrete memory aids used by young children
• Pointing, looking, touching
How Do We Remember to Remember?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
Language Development
Why “Daddy Goed Away”
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
• Development of Vocabulary– Fast-mapping
• Quickly attach new word to appropriate concept– Whole-object assumption
• Assume words refer to whole objects, not parts or characteristics– Contrast assumption
• Assume objects have only one label
What Language Developments Occur During Early Childhood?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
• Development of Grammar– Expand telegraphic speech
• Include articles, conjunctions and possessive adjectives– Overregularization
• Strict application of grammar rules• Represents advances in syntax
What Language Developments Occur During Early Childhood?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
Figure 9.7 Wugs
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
• Development of Grammar– Questions
• First questions are telegraphic with rising pitch at the end• Later incorporate why questions
– Passive Sentences• Young children have difficulty understanding passive sentences• Do not use passive sentences
• Pragmatics– Adjust speech to fit the social situation– Between 3- and 5-years, develop more pragmatic skills
• Represents the ability to comprehend other perspectives
What Language Developments Occur During Early Childhood?
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
• Cognitive development precedes language development– Piaget: understand concept then describe it– Vocabulary explosion (18-months) related to categorization
• Language development precedes cognitive development– Create cognitive classes for objects labeled by words
What Is The Relationship Between Language and Cognition
Childhood and Adolescence: Voyages in Development, Second Edition, Spencer A. RathusChapter 9
• Lev Vygotsky – During first year vocalizations and thoughts are separate– During second year thought and language combine
• Children discover objects have labels• Learning labels becomes more self-directed
• Inner speech– Initially children’s thought are spoken aloud– Eventually language becomes internalized– Language functions as self-regulative
Interactionist View: Outer and Inner Speech