University of St. Thomas EDUC5355 Chapter 7—Cognitive Growth and the Infant Dr. Ann Weiss University of Saint Thomas The Young Child EDUC 5355

University of St. Thomas EDUC 5355 Piaget’s Theory of Cognitive Development Piaget’s studies continue to dominate the field of cognitive development. The theory has been challenged and modified.

University of St. Thomas EDUC 5355 Piaget’s Theory of Cognitive Development Major contributions to study of child development: Recognition that the thinking and problem- solving by infants and young children differs greatly from that of older children and adults. This difference has implications for how parents and caregivers respond and interact with infants and young children to promote optimum cognitive development

University of St. Thomas EDUC 5355 Piaget’s theory consists of 4 stages SensorimotorBirth to age 2 Preoperational2 to 7 Concrete Operations7 to 11 Formal Operations11 years up

University of St. Thomas EDUC 5355 Stage-related congitive development All children proceed through the stage- related sequence each building upon the previous stage. All individuals proceed through the stages in order. Rates of development differ between individuals. Differences are attributed to individual timetables and cultural and environmental factors.

University of St. Thomas EDUC 5355 First Stage—Sensorimotor Birth to around age 2 Learning occurs through the senses (taste and touch) Learning occurs through motor activities. Infant begins to form mental structures call schemata. Schemata help the infant to mentally organize and interpret experiences.

University of St. Thomas EDUC 5355 The Sensorimotor Period Age RangeBehaviors 1-2 MoApplies Reflexes 1-4 MoThrough accidental events learns to repeat behaviors. 3-9 MoCircular reactions occur. Act intentionally to produce results. Searches visually for hidden object MoCoordinates behaviors. Begins problem solving. Finds partially-hidden objects MoExplores and experiments with environment. Finds a hidden object. Separates self from objects Mo Solves problems by thinking. Begins symbolic thought. Has fully-developed object concepts.

University of St. Thomas EDUC 5355 Sensorimotor concepts Assismilation:Infants attempt to fit new ideas and concepts into existing ones. Accommodation:Previous schema are modified to include or adapt to a new experience. Equilibrium:Occurs when assimilation and accommodation are in balance and the infant has adapted to the demands of the environment.

University of St. Thomas EDUC 5355 Other Theories Information Processing Theory: compares cognitive development to the computer’s input, throughputs and outputs. Social Interactionist Theories: emphasizes the importance of social contexts and role models on learning. Contextualistic Theory: supposes the child influences and is influenced by his or her environmental context.

University of St. Thomas EDUC 5355 Language Development One of the most remarkable cognitive achievements of early childhood. Learns to communicate at a very early age through a variety of utterances which include different types of crying to communicate different needs.

University of St. Thomas EDUC 5355 AgePhonology Morphology and Semantics Syntax Pragmatics Birth Crying 1 mo Attends, responds to speaking voice 2 mo Cooing, distinguishes phoneme features 3 mo Vocalizes to social stimulus 4 mo ChucklesPointing and gestures 6 mo Babbling 9 mo EcholaliaUnderstands a few words Understands gestures, responds byebye 12 mo Repeated syllables, jabbers First wordWaves “byebye” 18 mo Comprehends ?, points to nose, eyes, vocab of 22 words Two word utternaces, telegraphic speech Uses word to make wants known 24 mo Vocab—272 wordsUses pn and preps. Simple sentences and phrases Conversational turn- taking

University of St. Thomas EDUC5355 Chapter 7—Cognitive Growth and the Infant Dr. Ann Weiss University of Saint Thomas The Young Child EDUC 5355