Cognitive Development in Infancy and Toddlerhood

Piaget’s Theory

Piaget’s Theory: Schemes

Psychological structures Organized ways of making sense of

experience Change with age

Action-based (motor patterns) at first Later move to a mental (thinking) level

Building Schemes

Adaptation Building schemes

Assimilation Using current schemes to

interpret external world Accommodation

Adjusting old schemes and creating new ones to better fit environment

Using Assimilation and Accommodation

Equilibrium and Disequilibrium Use assimilation during

equilibrium Disequilibrium prompts

accommodation Organization

Internal rearranging and linking schemes

Sensorimotor Stage

Birth to 2 yearsBuilding schemes

through sensory and motor exploration

Circular reactions

Sensorimotor SubstagesReflexive Schemes Birth –1

monthNewborn reflexes

Primary Circular Reactions

1 – 4 months

Simple motor habits centered around own body

Secondary Circular Reactions

4 – 8 months

Repeat interesting effects in soundings

Coordination of Secondary Circular Reactions

8 – 12 months

Intentional, goal-directed behavior; object permanence

Tertiary Circular Reactions

12 – 18 months

Explore properties of objects through novel actions

Mental Representations

12 months – 2 years

Internal depictions of objects or events; deferred imitation

感知运动时期的各个阶段

Substage 1(0-1m)

Reflexive Schemes 反射练习 (Exercising

Reflexes)

Substage 2 Primary Circular Reactions

基本习惯动作阶段(Developing Schemes)(1-4ms)

Substage 3(4-10ms) Secondary Circular Reactions

有目的的动作初步形成 ( 智慧动作开始萌芽 ) (Discovering Procedures)

条件：

视觉和抓握开始协调

Substage 4(9-11ms)

Coordination of Secondary Circular Reactions

目的与手段已经分化(Intentional Behavior)

Substage 5(11-12个月至 1.5 岁 )

Tertiary Circular Reactions

用 [ 尝试与错误 ] 解决问题 ( 第三级循环阶段 ) (Novelty and Exploration)

Substage 6 Mental Representations

有目的的动作形成(Intentional, or goal-directed behavior)

开始运用表象思维

Object Permanence211

Understanding that objects continue to exist when out of sight

According to Piaget, develops in Substage 4.

客体概念 客体永久性 (object permanent) 客体永久性作业

智慧成就 目的手段的分化

因果关系的形成

Mental Representations211

Internal, mental depictions of objects, people, events, information Can manipulate with mind Allow deferred imitation and

make-believe play

Follow-up research 1:Violation of Expectations Method

Follow-up research 2: Deferred Imitation214

Piaget: Develops about 18 months

Newer research: Present at 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 Sensorimotor Stage216

Some developments happen at time Piaget described: Object search, A-not-B, make-believe play

Many appear to happen soon than Piaget thought: Object permanence, deferred imitation,

problem solving by analogy Some have suggested that infants are born

with core knowledge(217) in several domains of thought

Store Model of Information Processing System220

Improvements in Information Processing During Infancy

Attention

Efficiency, ability to shift focus improve. Less attraction to novelty, better sustained attention after first year.

Memory

Retention intervals lengthen. recognitionRecall appears by 1 year;

excellent in second year.

Categorization

Impressive perceptual categorization in first year. Conceptual categorization in second year

Categorization1

Categorization2

Vygotsky’s Sociocultural Theory

Social contexts (other people) contribute to cognitive development

Zone of Proximal Development – tasks child cannot do alone but can learn to do with help227

Individual differences in early mental development229

Infant intelligence tests Intelligence quotient,

IQ Developmental

quotients, DQs

Meaning of Different IQ Scores

Early environment and mental dev. :High Quality HOME Environment231

Parent emotional and verbal responsiveness

Parental acceptance Safe physical environment Appropriate play materials Parental involvement Variety, daily stimulation

Early environment and mental dev. :Elements of Developmentally Appropriate

Child Care232 Responsive, interactive, well-trained caregivers Clean, safe, uncrowded indoor spaces Appropriate toys, stored within reach Safe equipment Low teacher-child ratios Flexible daily schedule Warm atmosphere Parents welcome anytime Accredited

Early intervention for at-risk infants and toddlers-----IQ Improvement from

Early Intervention Programs

Language development

Three Theories of Language Development235

BehavioristLearned through operant conditioning (reinforcement) and imitation

Nativist

Inborn Language Acquisition Device (LAD) biologically prepares infants to learn rules of language.(broca’s area, Wernicke’s area236)

InteractionistInner capacities and environment work together; Social context is important.

Getting Ready to Talk

First speech sounds Cooing Babbling

Becoming a communicator Joint attention239 Give- and-take Preverbal gestures

Starting to Talk

First Words Underextension Overextension

Two-Word Utterances Telegraphic Speech

Comprehension versus production

Individual Differences in Language Development241

Environment Child Directed Speech(CDS)

Gender Personality Language Style

Referential Expressive

Language Delay

Supporting Early Language Learning242

Infants

Respond to coos and babblesEstablish and respond to joint attentionPlay social games

Toddlers

Play make-believe togetherHave frequent conversationsRead to toddlers often. Talk about the books