Child Development MT Chapter 6

Concrete Operational Stage

( 7 to 11 years of age) The child can now reason logically about concrete events, understands the concept of conservation, organizes objects into hierarchical classes (classification) and places objects in ordered series (seriation)

Formal Operational Stage

(11 years of age through adulthood) The adolescent reasons in more abstract, idealistic, and logical (hypothetical-deductive) ways.

Preoperational Stage

(2 to 7 years of age) the child begins to use mental representations to understand the world. Symbolic thinking, reflected in the use of words and images, is used in this mental representation, which goes beyond the connection of sensory information with physical action. However, there are some constraints on the child's thinking at this stage, such as egocentrism and centration.

Sensorimotor Stage

(birth to 2 years of age) infants gain knowledge of the world from the physical actions they perform on it. Infants coordinate sensory experiences with these physical actions. An infant progresses from reflexive, instinctual action at birth to the beginning of symbolic thought toward the end of the stage.

Scaffolding

-means changing the level of support in cognitive development, Vygotsky used this term to describe the practice of changing the level of support provided over the course of a teaching session, with the more-skilled person adjusting guidance to fit the child's current performance level

Teaching Strategies

1. Assess the Child's ZPD 2. Use the Child's ZPD in teaching 3. Use more-skilled peers as teachers 4. Monitor and encourage children's use of private speech 5. Place instruction in a meaningful context 6. transform the classroom with Vygotskian ideas

Piaget and Education

1. Take a constructivist approach 2. Facilitate rather than direct learning 3. Consider the child's knowledge and level of thinking 4. promote the students intellectual health 5. turn the classroom into a setting of exploration and discovery

Horizontal decalage

Piaget's concept that similar abilities do not appear at the same time within a stage of development

Hypothetical-deductive reasoning

Piaget's formal operational concept that adolescents have the cognitive ability to develop hypotheses about ways to solve problems and can systematically deduce which is the best path to follow in solving the problem

Formal Operational Stage

Piaget's fourth and final stage, which occurs between the ages of 11 and 15, when individuals move beyond concrete experiences and think in more abstract and logical ways

Concrete operational stage

Piaget's third stage, which lasts from approximately 7 to 11 years of age, when children can perform concrete operations, and logical reasoning replaces intuitive reasoning as long as the reasoning can be applied to specific or concrete examples

Accommodation

Piagetian concept of adjusting schemes to fit new information and experiences.

Assimilation

Piagetian concept of the incorporation of new information into existing knowledge.

Transitivity

Principle that says if a relation holds between a first object and a second object, and holds between the second object and a third object, then it holds between the first object and the third object. Piaget argued that an understanding of transitivity is characteristic of concrete operational thought

Piaget identified four stages of cognitive development:

Sensorimotor, preoperational, concrete operational, and formal operational

imaginary audienc

The aspect of adolescent egocentrism that involves attention-getting behavior motivated by a desire to be noticed, visible, and "onstage"

Personal Fable

The part of adolescent egocentrism that involves an adolescent's sense of uniqueness and invincibility

Zone of proximal development

Vygotsky's term for tasks that are too difficult for children to master alone but can be mastered with assistance from adults or more-skilled children

Animism

a facet of preoperational thought: the belief that inanimate objects have lifelike qualities and are capable of action

A-not-B error

also called AB error this occurs when infants make the mistake of selecting the familiar hiding place (A) to locate an object, rather than looking in the new hiding place (B) as they progress into substage 4 in Piaget's sensorimotor stage

Social Constructivist Approach

an emphasis on the social contexts of learning and the construction of knowledge through social interaction. Vygotsky's theory reflects this approach

Egocentrism

an important feature of preoperational thought: the inability to distinguish between one's own and someone else's perspective

Neo-Piagetians

developmentalists who have elaborated on Piaget's theory, believing that children's cognitive development is more specific in many respects than Piaget thought and giving more emphasis to how children use memory, attention, and strategies to process information

Centration

focusing attention on one characteristic to the exclusion of all others

Organization

in Piaget's theory is the grouping of isolated behaviors and thoughts into a higher-order system. Inherent part of development. A boy who has only a vague idea about how to use a hammer may also have a vague idea about how to use other tools.

Schemes

in Piaget's theory, actions or mental representations that organize knowledge. These are are behavioral schemes characterize infancy, and mental schemes develop in childhood.

Operations

internalized actions that allow children to do mentaly what before they had done only physically. Operations also are reversible mental actions

Adaption

involves adjusting to new environmental demands. Piaget stressed that children actively construct their own cognitive worlds; information is not just poured into their minds from the environment.

Equilibration

is a mechanism that Piaget proposed to explain how children shift from one stage of thought to the next. The shift occurs as children experience cognitive conflict, or disequilibrium in trying to understand the world. -they resolve the conflict and reach a balance, or equilibrium of thought. -Piaget argued that there is considerable movement between states of cognitive equilibrium and disequilibrium as assimilation and accommodation work in concert to produce cognitive change

Seriation

is the ordering of stimuli along a quantitative dimension (such as length) the concrete operation that involves ordering stimuli along a quantitative dimension

Object Permanence

is the understanding that objects and events continue to exist even when they cannot be seen, heard, or touched. -one of the infants most important accomplishments. infants develop object permanence in a series of substages that correspond to the six substages of sensorimotor development

Sensorimotor stage

lasts from birth to about 2 years of age. This stage, infants construct an understanding of the world by coordinating sensory experiences (such as hearing and seeing) with physical, motoric actions Substages: 1. simple reflexes, 2. first habits and primary circular reactions 3. secondary circular reactions 4. coordination of secondary circular reactions. 5. tertiary circular reactions, novelty, and curiosity and 6. internalization of schemes

Assimilation and accommodation are

terms that Piaget uses to how children use and adapt their schemes.

Symbolic Function substage

the first substage of preoperational thought, occurring roughly between the ages of 2 and 4. In this substage, the young child gains the ability to represent mentally an object that is not present

Adolescent egocentrism

the heightened self-consciousness of adolescents, which is reflected in adolescents beliefs that others are as interested in them as they are in themselves and in adolescents sense of personal uniqueness and invulnerability.

Conservation

the realization that altering an object's or substance's appearance does not change its basic properties

Preoperational stage

the second piagetian developmental stage, which lasts from about 2 to 7 years of age, when children begin to represent the world with words, images, and drawings

Intuitive thought substage

the second substage of preoperational thought, occurring between approximately 4 to 7 years of age, when children begin to use primitive reasoning

Core knowledge Approach

which states that infants are born with domain-specific innate knowledge systems. -states that infants are born with domain-specific innate knowledge systems, such as those involving space, number sense, object permanence and language