DEVELOPMENT Flashcards
(29 cards)
What are piagets four stages of development
1) Sensori-motor stage
2) Pre operational Stage
3) Concrete operational Stage
4) Formal operational Stage
Describe Stage one of Piaget
Sensori-Motor stage
-From birth to two years old
-Babies use their senses to make sense of the world
-They learn by linking what they see hear touch taste and smell
-Object permanence is developed at 6 months when they know something exists even though they cannot see them
-End of the stage the child knows they exist separately from the world around them
Describe stage two of Piaget
Pre-operational Stage
-from 2 to 7 years
-Includes the:
—-> Symbolic function stage
-The child starts imitating others
-Uses words as symbols for objects
-Egocentric
-Animism where objects are alive
—-> Intuitive thought stage
-Start of reasoning
-Children ask a lot of questions
-Can only consider one aspect of a
situation
-Conservation is not yet acheived
Describe stage three of Piaget
Concrete Operational Stage
-from 7 to 12 years
-they have difficulty with abstract concepts like morality
Abilities in the stage are
-Seriation
-Classification
-Reversibility
-Conservation
-Decentration
Describe stage 4 of Piaget
Formal Operational stage
-12 years old and above
-Children have control over thoughts
-Able to think about more than two things
at a time
-Know that actions have consequences and
things change with time
What are the implications of teaching by Robert Slavin
-There should be a focus on the thinking process rather than the right answer
-Discovery learning is important
-Children do not think like adults and develop at different rates
-Children go through the stages in different ways
What are the four stages of cognitive development and describe them
1) Schemas = Mental representation of the world based on ones own experiences
2) Assimilation = Incorporating new experiences into existing schemas
3) Accommodation = When schemas have to be changed to deal with a new experience
4) Equilibrium = When a child’s schemas explain all that they experience
Strengths and Weaknesses of Piaget’s theory of cognitive development
S - Has practical applications to be applied in children’s education
S - Has generated lots of research and experiments to show existence of how children build knowledge
W- Did not look at the influence of social interactions or cultural setting which can affect development
W- Gave his own interpretations of results making it subjective and having lack of validity.
Describe Carol Dweck’s mindset theory
Two types of mindset
1) Growth mindset = Abilities are changing and can be improved if worked hard on
2) Fixed mindset = Abilities are fixed and cannot change and easily give up
Strengths and Weaknesses of Dwecks theory.
S- Has practical applications teaching parents and teachers to appreciate effort rather than ability
W- Sometimes the child’s thinking becomes the focus rather than the quality of the teaching
W- Experiments conducted in an artificial setting
Describe Willinghams Theory
1) Factual knowledge precedes skill
-It is important to have information about something prior to learning how to do it
-helps to free space in working memory to use for problem solving
2) Importance of practice and effort
-It is important to practice something over and over so that it becomes muscle memory and you don’t have to think to do it
-Also frees up space in the working memory
Strategies to help Cognitive development
-Use problems that are new but within the child’s ability
-Understand the students likely stage of development
-Remember students’ abilities can change from day to day
-Consider factors other than the development level
Strategies to help Physical Development
- Begin by what movements are suitable to carry out a task
-Practice on those movements over and over till its muscle memory
-use conscious effort by making it harder
Strategies to help Social Development
-Help the child control impulsive behavior
-Delay giving rewards
-Display appropriate social behavior
-Build on the child’s ability to take the view of someone else
- encourage practice requiring self-regulation
Strengths and Weaknesses of Willingham’s theory
S- Cam be applied to children’s education by using the strategies
S- Other studies support Willingham’s work
W- Did not consider children’s individual differences like how a child can be impulsive through genetics so harder to control
W- His study comes from many areas of cognitive science so its not just one single theory.
Aims of the three mountain task
-To see the extent children could take the view of someone else
-children’s overall system of putting together different views
How many participants in the three mountain tasks
Age Category
And number of children in each
Total 100 children
Ages 4 to 12
4-6.5 = 21 children
6.5-8 = 30 children
8-9.5 = 33 children
9.5-12 = 16 children
What were the equipment used in Piagets and Inhelders experiment
1) The three mountains
-Grey snow capped (largest)
-Red with cross and river (medium)
-Green with house and pathway (smallest)
2) 3cm doll
3) Three colored cards representing the mountains
4) Ten pictures of the mountains taken at different angles
What were the ways the child was questioned in the Three mountains task
-Child was to use the carboard shapes and arrange to show how the mountain scenes looks in different viewpoints
-Ten pictures were shown and had to select which represented a point of view they could see
-Asked to place the doll to see that view point
Results and Conclusion of the three mountains task
-Children were overall ego centric
-Children up to 7 could not see another’s
point of view
-Older children were non ego centric and could see the mountains as objects relating to eachother
Describe Person praise and Process praise
Person Praise
-Makes someone believe they are born with our without an ability
-Leads to entity theory or Entity motivational framework
Process Praise
-Sees abilities as changing
-Leads to incremental theory or incremental motivational framework
Strengths and Weaknesses of the three mountains task
S- Provided a lot of results about each individual child which gives qualitative data
S- They used experimental methods with careful controls put in place. And had reliability as it was repeated with many children
W- The task was said to be too hard for children
—>Alison Gopnik and Betty Rapacholi used a simpler task and found children were non ego centric by 18 months
W- There is a period of transitions from one stage to another, so children don’t necessarily jump from one stage to another and can have qualities from another stage.
Aims of Gunderson Et al
- To see how children are affected by different types of praise
-If parents give girls less process praise and more person praise than boys
How many Participants in Gunderson et al study
29 boys and 24 girls
