Early Childhood Cognitive Development: Chapter 9 Adapted from PowerPoint Slides developed by Martin Wolfger and Michael James Ivy Tech Community College-Bloomington Reviewed by Raquel Henry Lone Star College, Kingwood Human Development & Learning

Hail Mary, full of grace! The Lord is with thee; blessed art thou among women, and blessed is the fruit of thy womb, Jesus. Holy Mary, Mother of God, pray for us sinners now and at the hour of our death. Amen.

The Imagination of a 3 ½ year old. 3 ½ years old

Piaget and Vygotsky Piaget: Preoperational Thought Preoperational means “before (pre) logical operations (reasoning processes).” The child’s verbal ability permits symbolic thinking. Language frees the child from the limits of sensorimotor experience.

Piaget and Vygotsky Four Limitations of Preoperational Thought Centration- a young child focuses (centers) on one idea, excluding all others. Egocentrism- “self-centeredness” Focus on appearance- a thing is whatever it appears to be Static reasoning- belief that the world is unchanging Irreversibility- what is done cannot be undone

Conservation- The principle that the amount of a substance remains the same (is conserved) when its appearance changes. Piaget and Vygotsky

Conservation Task <Video

Piaget and Vygotsky Animism- Belief that natural objects and phenomena are alive. Children simultaneously hold rational and magical ideas.

Piaget and Vygotsky Vygotsky: Social Learning Every aspect of children’s cognitive development is embedded in the social context. Guided participation- process by which people learn from others who guide their experiences and explorations (mentor).

Piaget and Vygotsky Zone of proximal development (ZPD)-Vygotsky’s term for the skills—cognitive as well as physical—that a person can exercise only with assistance, not yet independently. Scaffolding- Temporary support that is tailored to a learner’s needs and abilities and aimed at helping the learner master the next task in a given learning process.

Vgotsky’s theory Social constructivist: emphasized the role of social relationships in the construction of knowledge and skills. Zone of proximal development (ZPD) Scaffolding 3-year old cooks soup <Video link Within this framework, how would we evaluate children’s abilities? How would we teach?

Language as a Tool Private speech- The internal dialogue that occurs when people talk to themselves (either silently or out loud). Social mediation- Human interaction that expands and advances understanding, often through words that one person uses to explain something to another.

Vgotsky and language Children don’t just use language to communicate with others, but to help them work out problems. Speech used for self-regulation is called private speech. Children must transition (3-7) from external to internal private speech. Private speech is effective in working through difficult problems, in maintain attention to a problem, and in improving performance.

Children’s Theories Theory-theory- The idea that children attempt to explain everything they see and hear using theories Theory of mind- A person’s theory of what other people might be thinking. In order to have a theory of mind, children must realize that other people are not necessarily thinking the same thoughts that they themselves are. That realization is seldom achieved before age 4. Add Brain and Context?

Theory of mind T.O.M.: Awareness of one’s own mental processes and that of others. 2-3 years: Children begin to understand 1) perception, 2) emotions and 3) desire and can apply them to others. 4-5 years: Children begin to understand that people can hold false beliefs. Children often do not realize that mental activity is occurring in the absence of physical inactivity (reading, thinking). Beyond 5, kids start to understand that the mind is active. Beliefs can be false grows into, there can be multiple interpretations of one thing.

Language Language is pivotal to every kind of cognition in early childhood. Early childhood is a sensitive period, the best time to master vocabulary, grammar, and pronunciation. The average child knows about 500 words at age 2 and more than 10,000 at age 6.

Language Fast-mapping The speedy and sometimes imprecise way in which children learn new words by tentatively placing them in mental categories according to their perceived meaning.

Language

Language Basic Grammar The grammar of a language includes the structures, techniques, and rules that communicate meaning. Word order and word repetition, prefixes and suffixes, intonation and emphasis—all are part of grammar. Overregularization- The application of rules of grammar even when exceptions occur, making the language seem more “regular" than it actually is.

Learning Two Languages Young bilinguals site both languages in the same areas of the brain but keep them separate when speaking, not so in adults Pronunciation is hard to master after childhood Balanced Bilingual: fluent in two languages, not favoring one over the other

Information processing Focuses on limitations and advancement in children’s ability to attend to the environment, to remember, to develop strategies, to understand their own mental processes and others.

Attention Ability to pay attention improves throughout preschool, however, control of attention is still developing and subject to limitations. Salient v. relevant dimensions In early childhood, children are often distracted by dimensions of stimuli that stand out to them. By 6 or 7, the ability to redirect to relevant dimensions has improved. Planfulness: Preschoolers lack the ability to systematically consider strategies before making a judgment. Poor attention regulation is related to peer-rejection and aggressive behavior. Why?

Memory What factors contribute to this increase? Short term memory: AKA working memory 5-7 items (depends largely on time it takes to rehearse) Can be held for about 30 minutes, or indefinitely with rehearsal Short-term memory increases during early childhood: 2-3 year olds: 2 digits 7-year old: 5 digits Between 7-13, there is little improvement: 5-7 What factors contribute to this increase?

Memory Long-term memory: Memories that can be stored indefinitely. Children recall events with increasing detail. Are there limits to this? Centration: What is important to them might not be what is important to you. Suggestibility

Vgotsky and education Assess Zone of Proximal Development. Start at the upper end of the child’s ZPD and decrease assistance as the child becomes more independently able. Use more-skilled peers as teachers. Monitor and encourage private speech Place instruction in a meaningful context. Do we do these things?

Piaget and education Children will learn largely on their own. Education merely refines skills that children already possess. Piaget vs. Vgotsky P would say cognition directs language. V would say that language often shapes cognition. P would say we learn b/c we develop. V would say that we develop b/c we learn.

Early Childhood Education Child-Centered Programs Stress children’s natural inclination to learn through play rather than by following adult directions. Show the influence of Vygotsky, who thought that children learn from other children and through cultural practices that structure life. Montessori schools emphasize individual pride and accomplishment, presenting literacy-related tasks. Reggio Emilia approach- A famous program of early-childhood education that originated in the town of Reggio Emilia, Italy; it encourages each child’s creativity in a carefully designed setting.

Early Childhood Education Models at Work Inside a Montessori Classroom Direct Instruction Whole Brain Learning Math Dialogue (Vgotsky's Principles) ^These are all video links.

Early Childhood Education Teacher-Directed Programs Stress academic subjects taught by a teacher to an entire class. Children learn letters, numbers, shapes, and colors, as well as how to listen to the teacher and sit quietly. Make a clear distinction between work and play. Are much less expensive, since the child/adult ratio can be higher.

Early Childhood Education Intervention Programs Project Head Start- The most widespread early-childhood education program in the United States, begun in 1965 and funded by the federal government. At first, the program was thought to be highly successful at raising children’s intelligence; ten years later, early gains were said to fade.