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Childhood Dev't > 9. Cog. Dev't on Preschoolers > Flashcards

9. Cog. Dev't on Preschoolers Flashcards

1
Q

Which os Piaget’s stages covers the preschool years?

A

Preoperational

2-7

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2
Q

What is the Preoperational Stage?

A

In Piaget’s theory, it is the stage of cognitive development

  • from 2-7 years
  • characterized by use of symbols to represent objects and events
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3
Q

What symbols do children become proficient at in the preoperational stage?

A

Words, gestures, graphs, maps, and models.

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4
Q

What are the 3 main limits in preoperational-stage thinking?

A
  1. Egocentrism
  2. Centration
  3. Appearance as reality
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5
Q

What is egocentrism?

What experiment shows this?

A

Seeing the world primarily from the perspective of self, rather than of other people.
- the mountain experiment

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6
Q

What is centration?

What experiment shows this?

A

Narrowly focused thought - a child concentrates on one aspect of a problem and ignore other, equally-relevant aspects.
- conservation experiments (focus on level of liquid, not width of container)

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7
Q

What is animism?

A

Crediting inanimate objects with life and life-like properties.

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8
Q

What is “appearance as reality”?

A

Difficulty distinguishing appearance from reality / believing that an object’s appearance tells what the object itself is really like.
- especially prevalent in the early P-O stage

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9
Q

Does early training mean better performance later?

A

Not necessarily - more mature children can catch up faster because of more advanced developmental qualities.

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10
Q

Example of egocentrism

A

A child gestures during a phone conversation, assuming the listener will know.

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11
Q

Example of centration

A

A child focuses on the height of the liquid and ignores the width of the beaker.

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12
Q

Example of appearance as reality

A

Child thinks a person in monster costume is a real monster.

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13
Q

What 5 elements are included in many naive theories of biology in preschoolers?

A 
Movement
Growth
Internal parts
Inheritance
Healing
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14
Q

Describe the naive theory of movement

A

Animals can move but inanimate objects can not.

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15
Q

Describe the naive theory of growth

A

Animals get bigger and more complex, but inanimate objects do not.

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16
Q

Describe the naive theory of internal parts

A

Insides of animate objects contain different parts than insides of inanimate objects.

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17
Q

Describe the naive theory of inheritance

A

Only living things have offspring that resemble the parents.

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18
Q

Describe the naive theory of healing

A

When injured, animate things heal by regrowth, whereas inanimate things need to be fixed by people.

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19
Q

Theory of mind

A

A person’s ideas about connections between mind and behaviour.

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20
Q

What is the first stage of theory of mind?

A

Understand that they and other people have desires, which are linked to behaviour.
- around age 2

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21
Q

What is the second stage of theory of mind?

A

Can distinguish the mental from physical world.

  • by age 3
  • emphasize desires as driving behaviour
  • simple lying
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22
Q

What is the third stage of theory of mind?

A

Mental states are central to understanding own and others’ actions.

  • age 4
  • understand that actions are based on beliefs, even if those beliefs are wrong
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23
Q

Define executive functioning

A

a set of cognitive abilities that enable intentional, self-regulated behaviour.
- include attention, concentration, planning, organizing, introspection

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24
Q

False-belief task

A

In which the subject knows something that another player does not.

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25
Q

Counterfactual thinking

A

Understanding that a situation or fact is opposite to reality.

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26
Q

How does the information processing approach view cognitive development in the preschool years?

A

As a period of continuous growth (not stages), especially in:

  • speed of info. processing
  • increased retention in working memory
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27
Q

Attention

A

The process by which information is selected to be processed further.

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28
Q

What 2 factors influence attention?

A
  • age (acquired strategies)

- biological factors (head injuries, disease)

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29
Q

What are two ways to improve attention for preschoolers?

A
  1. Use gestures and eye-gaze when teaching a new word

2. Make relevant information more obvious by minimizing distractions

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30
Q

What features of memory emerges in preschoolers?

A

Autobiographical memory

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31
Q

Autobiographical memory

A

Memory of the significant personal events and experiences of one’s own life.

32
Q

What factors influence development of autobiographical memory?

A
  • parental reminiscing style
  • child’s level of cognitive development
  • understanding of self-in-time
  • the quality of attachment between parent and child
33
Q

What 3 principles of counting have most 3-year-olds mastered? (Gelman & Mack)

A
  1. one-to-one principle
  2. stable-order principle
  3. cardinality principle
34
Q

What is the one-to-one principle?

A

Each item counted can only have one number name.

Most 3-yr-olds have mastered this

35
Q

What is the stable-order principle?

A

number names must be counted in the same order (e.g. 1-2-4-5).
(Most 3-yr-olds have mastered this)

36
Q

What is the cardinality principle?

A

The last number name differs by denoting the number of items in the set. Often the last number is emphasized.
(Most 3-yr-olds have mastered this)

37
Q

Why do Asian kids learn base-10 numbers more easily?

A

In those languages, number systems are more perfectly regulated, with no/few irregularities (e.g. eleven, twelve).

38
Q

What was Kessen’s critique of Piagetian theory?

A

That is describes children’s developmental journey as solo. “the practice of seeing the child as a ‘unit’ of analysis separate from other people and culture is a cultural invention that should be avoided in theory and research.

39
Q

How did Vygotsky see child development?

A

As a social relationship through which children collaborate with others who are more experienced.
An apprenticeship/collaboration.

40
Q

What were 3 important contributions in Vygotsky’s theory of development?

A
  1. zone of proximal development
  2. scaffolding
  3. private speech
41
Q

Zone of proximal development

A

The difference between what a child can do with the support of a caregiver and without.
(Vygotsky)

42
Q

Scaffolding

A

A teaching style that matches the amount of necessary assistance to the learner’s needs.
(Vygotsky)

43
Q

Private speech

A

Comments not directed at others that help children regulate their behaviour.
(Vygotsky)

44
Q

Inner speech

A

Vygotsky’s term for thought - grows out of private speech.

45
Q

How do parents help their children learn?

A
  • speak to them frequently
  • naming objects that the child focuses on
  • reading books - describing the picture, asking questions
46
Q

telegraphic speech

A

speech in which only the key words related to meaning are included (verbs, nouns)

47
Q

9 rules used to express meaning in the two-word stage

A
  1. agent + action
  2. possessor + possession
  3. action + object
  4. agent + object
  5. action + location
  6. entity + location
  7. attribute + entity
  8. demonstrative + entity
48
Q

When do children enter the 3-word stage?

A

Around the 2nd birthday

49
Q

Grammatical morphemes

A

Words or word-endings that make a sentence grammatical. Learned as general rules - therefore creation of novel words using rules (e.g. unvelcro).

50
Q

Overregularization

A

Applying rules to words that are exceptions

51
Q

What happens during the two-word stage?

A
  • the 9 rules
  • mastering grammatical morphemes (including overegularization)
  • questions marked by intonation alone
52
Q

How does language develop between 3 and 6?

A
  • extend speech beyond the subject-verb-object construction
  • using wh-words but not correctly
  • start using negation and embedded sentences
53
Q

According to Skinner, how does language acquisition occur?

A

Imitation and reinforcement.

54
Q

Critiques of Skinner’s theory of language acquisition:

A
  • children produce words and sentences they have never heard

- children do not imitate adult grammar

55
Q

According to Chomsky, how does language acquisition occur?

A
  • grammatical rules/exceptions are too complex to learn by imitation
  • children are born with mechanisms that simply grammar learning - “grammar-learning device hypothesis”
56
Q

What 3 pieces of evidence support the grammar-learning device hypothesis?

A
  1. Specific areas of the brain have well-defined functions for language
  2. Only humans learn grammar readily
  3. Critical period for language learning
57
Q

What is the critical period for language learning?

A

Before adolescence

58
Q

Semantic bootstrapping hypothesis

A

Children rely on their understanding of work meanings to discover grammatical rules

59
Q

What are 3 guidelines for effective communication?

A
  1. take turns
  2. speak effectively
  3. listen well
60
Q

How does turn-taking develop for preschoolers?

A

age 2: spontaneous turn-taking

age 3: repeating comment to prompt response

61
Q

How does effective speaking progress for young children?

A

10 mo: deliberate attempt to communicate
age 1: use speech, initiate conversation
age 4: adjust messages to age of listener
- pay attention to listener, repeat if misunderstood

62
Q

What is involved in becoming a good listener?

A
  • decide whether the speaker makes sense

- ask for clarification if vague or confusing

63
Q

Why do young children often miscommunicate?

A
  1. remarks often contain ambiguities

2. as listeners, often do not detect ambiguities

64
Q

Friedrick Froebel

A

When children are cared for, they blossom

- created Kindergarten

65
Q

What is the difference between daycare and preschool?

A

Daycare: care for children while parents are at work
Preschool: nurture intellectual, social, and emotional growth

66
Q

In what ways to ECE programs differ?

A
  • length (1/2 day / full day)

- curriculum / goals

67
Q

What are child-focused programs like?

A
  • goal: educate the whole child

- learn through play

68
Q

What are academically-oriented programs like?

A
  • explicit curriculum for specific developmental goals

- still uses play

69
Q

3 ways that Piaget’s theory influences ECE programming

A
  1. create environments where children can discover for themselves
  2. teaching slightly ahead of current skills
  3. let children discover inconsistencies and errors
70
Q

NAEYC

A

National Association for the Education of Young Children

71
Q

CAYC

A

Canadian Association for Young Children

72
Q

NAEYC guidelines for ECE

A
  1. create a caring community of learners
  2. teach to enhance development and learning
  3. assess children’s learning and dev’t
  4. establish reciprocal relationships with families
73
Q

CAYC points re. importance of play (6)

A
  • children need to play
  • children need to direct their play
  • need the decision-making practice
  • need an appropriate space
  • need certain materials
  • need adult support
74
Q

Effects of NAEYC/CAYC guidelines on children

A
  • better classroom behaviour
  • work harder
  • do better in school
75
Q

Benefits of educational TV

A
  • more proficiency at academic skills
  • better adjustment to school
  • larger vocabularies
  • prosocial behaviour (with prosocial TV)
76
Q

Drawbacks of TV

A
  • obesity
  • detracts from time spent being physical
  • detracts from time spent being social

Childhood Dev't (15 decks)

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