Copyright © Allyn & Bacon 2007 Piaget’s Theory: Schemes Psychological structures Organized ways...
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Transcript of Copyright © Allyn & Bacon 2007 Piaget’s Theory: Schemes Psychological structures Organized ways...
Copyright © Allyn & Bacon 2007
Piaget’s Theory: Schemes Piaget’s Theory: Schemes
Psychological structures Organized ways of making sense of
experience
Change with age Action-based sensorimotor patterns Later move to “thinking before acting”
pattern – creative and deliberate
Psychological structures Organized ways of making sense of
experience
Change with age Action-based sensorimotor patterns Later move to “thinking before acting”
pattern – creative and deliberate
Copyright © Allyn & Bacon 2007
Building SchemesBuilding Schemes
Adaptation Building schemes through direct
interaction with environment
Assimilation Using current schemes to interpret
external world
Accommodation Adjusting old schemes and creating
new ones to better fit environment
Adaptation Building schemes through direct
interaction with environment
Assimilation Using current schemes to interpret
external world
Accommodation Adjusting old schemes and creating
new ones to better fit environment
Copyright © Allyn & Bacon 2007
Using Assimilation and AccommodationUsing Assimilation and Accommodation
Organization Internal rearranging and linking
schemes
Organization Internal rearranging and linking
schemes
Equilibrium and Disequilibrium Use assimilation during equilibrium Disequilibrium prompts accommodation
Equilibrium and Disequilibrium Use assimilation during equilibrium Disequilibrium prompts accommodation
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Sensorimotor StageSensorimotor Stage
Birth to 2 years Building schemes through
sensory and motor exploration Circular reactions
Birth to 2 years Building schemes through
sensory and motor exploration Circular reactions
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Sensorimotor SubstagesSensorimotor Substages
Reflexive Schemes Birth –1 mo. Newborn reflexes
Primary Circular Reactions
1–4 months Simple motor habits centered around own body
Secondary Circular Reactions
4–8 months Repeat interesting effects in surroundings
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
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Object PermanenceObject Permanence
Understanding that objects continue to exist when out of sight
According to Piaget, develops in Substage 4
Not yet complete:
A-not-B search error
Understanding that objects continue to exist when out of sight
According to Piaget, develops in Substage 4
Not yet complete:
A-not-B search error
Copyright © Allyn & Bacon 2007
Mental RepresentationsMental Representations
Internal, mental depictions of objects, people, events, information Can manipulate with mind Allow deferred imitation
and make-believe play
Internal, mental depictions of objects, people, events, information Can manipulate with mind Allow deferred imitation
and make-believe play
Copyright © Allyn & Bacon 2007
Deferred ImitationDeferred Imitation
Piaget: Develops about 18 months 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
Piaget: Develops about 18 months 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
Copyright © Allyn & Bacon 2007
Evaluation of the Sensorimotor StageEvaluation of the Sensorimotor Stage
Develop when Piaget suggested
• Object search • A-not-B • Make-believe play
Develop earlier than
Piaget suggested
• Object permanence• Deferred imitation• Categorization• Problem solving by analogy
Some suggest infants are born with core knowledge in several domains of thought
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Core Knowledge PerspectiveCore Knowledge Perspective Born with innate, special-purpose
knowledge systems Core domains of thought
Core domains allow quick grasp of related information
Support rapid early development
Born with innate, special-purpose knowledge systems Core domains of thought
Core domains allow quick grasp of related information
Support rapid early development
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Suggested Domains of Core KnowledgeSuggested Domains of Core Knowledge
Linguistic Psychological Physical Numerical
Linguistic Psychological Physical Numerical
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Infants’ Numerical KnowledgeInfants’ Numerical Knowledge
Infants may be able to: Discriminate quantities up to 3 Do simple arithmetic
Findings are controversial
Infants may be able to: Discriminate quantities up to 3 Do simple arithmetic
Findings are controversial
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Store Model of Information ProcessingStore Model of Information Processing
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Information-Processing Improvements Information-Processing Improvements
Attention
•Efficiency, ability to shift focus improve•Less attraction to novelty, better sustained attention after first year
Memory•Retention intervals lengthen•Recall appears by 1 year; excellent in second year
Categorization
•Impressive perceptual categorization in first year•Conceptual categorization in second year
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Memory ImprovementsMemory Improvements
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Development of CategorizationDevelopment of Categorization
Perceptual Based on similar
overall appearance or prominent part
Perceptual Based on similar
overall appearance or prominent part
Conceptual Based on common
function or behavior
Later add event categories
Conceptual Based on common
function or behavior
Later add event categories
Copyright © Allyn & Bacon 2007
Vygotsky’s Sociocultural TheoryVygotsky’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 help of more skilled partners
Social contexts (other people) contribute to cognitive development
Zone of Proximal Development – tasks child cannot do alone but can learn to do with help of more skilled partners
Copyright © Allyn & Bacon 2007
Toddler/InfantIntelligence TestsToddler/InfantIntelligence Tests Bayley Scales
Cognitive Language Motor Social-Emotional Adaptive Behavior
HOME Home Observation for
Measurement of the Environment
Bayley Scales Cognitive Language Motor Social-Emotional Adaptive Behavior
HOME Home Observation for
Measurement of the Environment
Copyright © Allyn & Bacon 2007
Meaning of Different IQ ScoresMeaning of Different IQ Scores
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Normal Distribution of IQ ScoresNormal Distribution of IQ Scores
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Signs of Developmentally-Appropriate Child CareSigns of Developmentally-Appropriate Child Care
Physical setting Group size Caregiver-child ratio Daily activities
Physical setting Group size Caregiver-child ratio Daily activities
Adult-child interactions Teacher qualifications Relationships with parents Licensing & accreditation
Adult-child interactions Teacher qualifications Relationships with parents Licensing & accreditation
Copyright © Allyn & Bacon 2007
IQ Improvement from Early Intervention ProgramsIQ Improvement from Early Intervention Programs
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Three Theories of Language DevelopmentThree Theories of Language Development
Behaviorist
Learned through • Operant conditioning (reinforcement) • Imitation
Nativist
Inborn Language Acquisition Device (LAD) biologically prepares infants to learn rules of language
Interactionist
• Inner capacities and environment work together• Social context is important
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Getting Ready to TalkGetting Ready to Talk
First speech sounds Cooing Babbling
Becoming a communicator Joint attention Give- and-take Preverbal gestures
First speech sounds Cooing Babbling
Becoming a communicator Joint attention Give- and-take Preverbal gestures
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Starting to TalkStarting to Talk
First Words Underextension Overextension
Two-Word Utterances Telegraphic Speech
First Words Underextension Overextension
Two-Word Utterances Telegraphic Speech
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Individual Differences in Language DevelopmentIndividual Differences in Language Development Environment
Child-Directed Speech (CDS)
Gender Personality Language Style
Referential Expressive
Language Delay
Environment Child-Directed Speech (CDS)
Gender Personality Language Style
Referential Expressive
Language Delay
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Supporting Early Language LearningSupporting Early Language Learning
Infants
• Respond to coos and babbles• Establish joint attention • Use child-directed speech• Play social games
Toddlers
• Play make-believe together• Have frequent conversations• Read often and talk about books