Early childhood- Cognitive Development PDF

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Early childhood concepts...

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4 April 2017

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Psych 148

Early Childhood: Cognitive development

Thinking during early childhood

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Piaget: Preoperational intelligence - Occurs between the ages of about 2 and 6. - Preoperational because they are not quite logical yet. - Suggests thinking occurs in symbols, not just via senses and motor skills (Symbolic thought) - Includes language, imagination, animism

Piaget: Preoperational thought

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Centration - Young child focuses(centers) on one idea, excluding all others. - Egocentrism(centered upon your perspective) Helpful because we don’t want things to be too overwhelming for kids. Focus on Appearance - Young child ignores all attributes that are not apparent. Static reasoning - Young children thinks that nothing changes. Whatever is now has always been and always will be. Ex: Birth of a new sibling, new pet, new daycare, etc. Irreversibility - Young children think that nothing can be undone. A thing cannot be restored to the way it was before a change occurred. Conservation - Principle that the amount of a substance remains the same, (i.e., is conserved) when its appearance changes. Ex: Pouring liquid into two glasses that are the same, and then pouring one into a bigger glass and asking which one has more?

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 Vygotsky: Social Learning   

 Development of Executive Function

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Zone of proximal development - Sweet spot between what they already know, what they are ready to learn, and what is too hard for them to learn at that time. Scaffolding Over imitation - Tendency of children to copy an action that is not a relevant part of the behavior to be learned. Private speech - Internal dialogue that occurs when people talk to themselves (Silently or out loud) Mental representations of goals, outcomes, and strategies that make it possible to approach problems effectively. Really involves the brain even though its not very good functioning at the moment. Speed of processing. How fast can you process information? Attention Inhibition and Resistance to interference.(Filtering through all the noise in the room, all the distractions to focus on one thing) Cognitive flexibility

Speed of processing: How quickly can one process information? - Memory span

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Working memory Fuzzy trace theory – where things literally feel fuzzy, but as long as you have a reminder then it pops back into focus. Attention - Attention span - Selective attention - Divided attention

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Inhibition and Resistance to interference - How not to respond - Similar to selective attention

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Cognitive Flexibility - Ability to shift between sets of tasks or rules

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Theory-theory - Children attempt to explain everything they see and hear - Theories are often egocentric - Theories often take context into consideration

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Understanding that other people have thoughts, beliefs, and desires that are not necessarily the same as their own. Only children who have older siblings. False- belief task. - Children must predict what another person will do or say, or what another person thinks.

Development of executive control

Children’s theories

Theory of mind  

 Language Learning

Overregularization - Application of rules of grammar even when exceptions occur. - Noam Chomsky and Steven Pinker  Language acquisition Device (LAD)

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