The Developing Person Through Childhood and Adolescence by Kathleen Stassen Berger Seventh Edition Chapter 9 The Play Years: Cognitive Development Slides prepared by Kate Byerwalter, Ph.D., Grand Rapids Community College Preoperational Thought (Piaget) Preoperational thought (ages 2-6 years) is characterized by: Egocentrism Centration Focus on appearance Static reasoning Irreversibility Lack of conservation Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Egocentrism Egocentrism is the tendency to think about the world entirely from their own personal perspective. Example: A child tries to comfort his upset father by giving him a teddy bear. Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Centration Centration is the tendency to focus on one aspect of a situation to the exclusion of others. Example: A child insists that lions and tigers are not “cats”! This is a type of egocentrism. Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Focus on Appearance When looking at something, young children tend to focus only on what is apparent, ignoring other relevant attributes. Example: A girl with a short haircut “must” be a boy. Or the “taller” child must be “older.” Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Static Reasoning Young children assume the world is unchanging. Example: A boy is surprised to learn that “his” teacher is also someone’s mother! If things DO change, they occur totally and suddenly (e.g., a child “wakes up” tall). Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Irreversibility Irreversibility is the idea that nothing can be undone. It is the failure to recognize that reversal of a process can sometimes restore something to its original state. Example: A child refuses to eat a hamburger that is “contaminated” by lettuce, even after the lettuce is removed. Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 (Lack of) Conservation Conservation is the idea that the amount of a substance remains the same, despite changes in its appearance. Piaget found that most preoperational thinkers lack conservation. Example: Break a cookie in half, and a young child might think there are 2 cookies! Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Updating Piaget’s Research Research following Piaget has found that preoperational thinkers demonstrate more advanced abilities IF the testing situation is modified (e.g., nonverbal, or with a “naughty bear” moving things), and/or the objects used are familiar. Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Vygotsky: Children as Learners Lev Vygotsky viewed a child as an apprentice in thinking: one whose cognition is stimulated and directed by older and more skilled members of society who provide instruction and encouragement. Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Helping Children Learn Guided participation is the process by which children learn from others who guide their experiences. Example: helping a child with a puzzle Scaffolding: sensitive structuring of the learning experience Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Guided Participation DAVE BARTRUFF / STOCK, BOSTON Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Zone of Proximal Development ZPD is Vygotsky’s term for the skills a person can do with assistance, but not yet alone. Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Language as a Tool Vygotsky believed language was essential to the development of thought (through social mediation). Private speech: internal dialogue that helps develop new ideas and solve problems (young children do this out loud) Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Make it Real: Children’s Thinking As a few young children (ages 2−7) the following questions, and record the answers: Why does the sun come up? Where do dreams come from? (Make up one of your own) Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Children’s Theories Theory-theory: Children attempt to explain everything they see and hear by constructing theories! They ask lots of questions about human behavior and natural things. “Why do you kiss mom?” “Why does it rain?” Example: Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Theory of Mind Theory of mind is a person’s theory of what other people might be thinking. It requires the realization that people’s thoughts are unique and personal. It develops considerably around age 4 years. Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Theory of Mind (cont.) The development of theory of mind is influenced by: Language ability Siblings Brain maturation (prefrontal cortex) Culture Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Language Childhood appears to be a sensitive period for language–a time when language learning happens most easily. 2-6 yr olds learn an average of 10 new words a day! This process is helped by fast-mapping. Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 What is “Fast Mapping”? Fast mapping is the speedy and imprecise way in which children learn new words by mentally charting them into categories. Example: A child has an “animal” category in mind. Therefore, learning “tiger” is easy if he already knows “lion.” Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Language Errors Young children sometimes use language errors: Time, place, and comparison words are difficult, as well as metaphors Overregularization: applying grammar rules even when exceptions occur Example: He “goed” to the store. Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Bilingualism Bilingual children by age 5 have more advanced theory of mind, but may lag in linguistic skills such as reading. There is considerable debate about how and when a second language should be taught. Immigrant children may feel pressure to speak the “new” language. Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Bilingualism (cont.) A good solution is for a child to become a balanced bilingual, equally fluent in two languages. Early childhood is an optimal time for this to occur. Young children may make errors, but eventually sort out the languages. Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Learning to Read Emergent literacy: early skills (e.g., letter recognition, page sequencing) that help children learn to read What fosters emergent literacy? Being read to by an adult Symbolic play Making up songs and rhymes Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Reading Together: A Gift to All MICHAEL WICKES / THE IMAGE WORKS Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Early Childhood Education Most 3-5 year olds in developed nations attend some type of school or preschool. Programs differ in philosophy and goals. Three main types are: Child-centered Academic Intervention Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Child-Centered Programs Inspired by Piaget and Vygotsky; children are free to play and explore with guidance Materials such as art, blocks, dress-up clothes are arranged for self-exploration Children are encouraged to learn through play (e.g., make up songs, games, etc.) Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Learning is FUN! LAURA DWIGHT Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Montessori Schools Maria Montessori (in 1936) believed that children need structured, individualized projects that give them a sense of accomplishment. Pretend and dramatic play is not encouraged–learning is the emphasis. Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Reggio Emilia Approach Reggio Emilia is a region in Italy in which early education is high-quality and funded by the city. The schools value art and creative play, and have a low teacher-child ratio, and high parent and teacher involvement. Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 A Reggio Emilia Inspired Room ATELIER FROM “OPEN WINDOWS,” © MUNICIPALITY OF REGGIO-EMMILIA–INFANT-TODDLER CENTERS AND PRESCHOOLS, PUBLISHED BY REGGIO CHILDREN 1994. Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Teacher-Directed Programs These programs stress preparation for school Teach children letters, numbers, shapes Teach how to sit and listen quietly Teachers direct the events of the day Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Intervention Programs Project Head Start is a federal program for low-income children (since 1965). Goals include preparing kids for school, involving parents, providing nutrition and health care. Programs vary in quality and outcomes Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Experimental Programs Other intervention programs include: Perry (High Scope) project Abecedarian Child-Parent centers These programs are effective in enhancing children’s cognitive skills Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Think About It Intervention programs are costly in the short term, costing several thousand dollars per child per year. However, they are cost saving in the long run in terms of decreased need for special education for many children! Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Quality Matters A consistent finding in developmental research is that high-quality early childhood programs are associated with high-quality outcomes for children. Quality measures include trained staff, low adult-child ratio, positive interactions, safety, adequate space, and a curriculum. Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9 Make it Real: Early Childhood Education Pretend money is no object. Design the “ideal” early childhood education program. Consider a child’s social, cognitive, and physical development. Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 9