week 3 Flashcards by courtney kelly

what type of physical development do we see in the early childhood stage

fine motor skills

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what type of cognitive development do we see in the early childhood stage

acquisition of language

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what type of psychosocial development is seen in the early childhood stage

increasing social interactions, importance of play

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when children come into the preoperational stage they have developed:

object permanence 
symbolic representations and capacity:
- language 
- pretend play 
- can refer to the past and future

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what are challenges preoperational stage children face

perceptual salience

difficulty with tasks that require logic

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what is perceptual salience

the most obvious features of an object or a situation. this means that preschoolers can be fooled by appearance

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what makes conversations hard for children

heavy reliance on perception and lack of logical thought

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preoperational cognitive limitations

centration 
irreversible thought 
static thought
difficulty with classification 
egocentrism

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what is centration

focusing on one aspect of a problem or object

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what is irreversible thought

cannot mentally undo an action

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what is static thought

focusing on the end state rather than the changes that transform one state into another

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what is difficulty with classification

using criteria to sort objects on the basis of characteristics such as shape, colour, function. 
Lack of inclusion, the ability to relate the whole class eg. furry animals to its subclasses eg. cat or dogs

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what is egocentrism

understanding that my perspective of the world is different compared to others.

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what is the preoperational egocentric view

the child believes everyone has the same view and perspective as them

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what is egocentrism in the theory of mind

the ability to attribute mental states (beliefs, intents, desires, pretending, knowledge) to oneself and others and to understand that others have beliefs, desires and intentions that are different from ones own

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what is the false belief tasks

between the age of 3/4 children acquire the ability to understand that another person can have a false belief.
eg. sally anne task (sally put a marble in the basket and walked away and anne put the marble in the box instead and sally looked for the marble in the basket)

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what is the false belief tasks

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what is the difference between piaget and vygotsky

paiget focused on the child themselves as the agent of understanding the world. Vygotsky focused on social interaction as the driver for a childs understanding

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Lev vygotsky

cultural nature of human developemtn
cult as a tool within a person
social interaction drives cognitive developemt

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key belief surrounding Vygotskys cognitive developmental approach

the zone of proximal development

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what is the zone of proximal development

the region between something a child can do independently and something the child cannot do even with the assistance
eg. can do inpendently>can do with the help of others>cannot do yet

what did vygotsky believe

development happens in the social plane rather than the psychological plane

what theory put a larger emphasis on sociocultural context

vygotsky

what are the constructivism of both theories

cognitive constructivist for piaget

social constructivist for vygotsky

comparison of both theories regarding stages

piaget put a strong emphasis on stages of development | vygotsky had no general stages of development proposed

key processes in development and learning in both theories

piaget: equilibration, schema, adaptation, assimilation, accomodation vygotsky: zone of proximal development, scaffolding, language/dialogue, tools of the culture

roles of language in both theories

Piaget: minimal: language provides labels for childrens experiences (egocentric speech) vygotsky: major: language plays a powerful role in shaping thoughts

what are the teaching implications of both theories

piaget: support children to explore their world and discover their knowledge vygotsky: establish opportunities for children to learn with the teacher and more skilled peers (collaborative learning)

what is play

``` intristically, not extrinsically motivated process, not product oriented creative and non-literal having implicit rules spontaneous and self initiated free from major emotional distress ```

when are the play years

2-5

what happens to play over 5

it becomes more social and more imaginative

partens categories of play

``` unoccupied play solitary play onlooker play parallel play associative play cooperative play ```

what is unoccupied play

children stand idly, look around, or engage in apparently aimless activities such as pacing

what is solitary play

children play alone, typically with objects, and appear to be highly involved in what they are doing

onlooker play

children watch others play, take an active interest, perhaps talk with players but dont directly participate

parallel play

children play next to one another, do much the same thing, but they interact little (eg. 2 girls might sit near eachother in the sandpit but dont talk)

associative play

children interact by swapping materials, conversing, or following eachothers lead, but they are not united by the same goal eg. 2 girls may sare sandpit toys and comment on eachothers sand structure

cooperative play

children join forces to achieve a common goal, they act as a pair or group, dividing their labor and coordinating their activites in a meaningful way eg. 2 girls collaborate to make a sandcastle

when does pretend play emerge

age 2

what is pretend play

play in which one actor, object, or action symbolises or stands for another

what do we believe drives alot of social development

social pretend play

what is social pretend play

play in which children cooperate with caregivers or playmates to enact dramas

what does social pretend play require

social competance, including the theory of mind or people reading skills

when does social pretend play emerge

roughly 4, earlier in the context of a more proficient partner such as an older sibling, mother or father

what is culturally determined in social pretend play

social pretend play is universal but content is determined by culture

what does pretend play do for cognitive development

``` aids in developing cognitive skills including: social referencing reading intentions symbolic function dencetration ```

what is social referencing

using another persons response to an ambiguous situation as a guide for ones own response

what is the psychoanalytical perspective of play

opportunity to gain mastery over anxieties repetition compulsion catharsis

what is the social learning perspective of play

roles learned through direct, vicarious or self- reinforcement

what is the ethological perspective of play

``` similar to animal behaviour physical activity play - rhythmic stereotypes - exercise play - rough and tumble play ```

what is the cognitive perspective of play

symbolic play extends possibilities | social and cognitive development