Early Childhood Thought: Islands of Competence The Development of Children (5 th ed.) Cole, Cole & Lightfoot Chapter 9

Early Childhood (age 2-6) Typical pattern of thinking in preschool years Mixture of sound logic and magical thinking The reasoned and the unreasonable A patchwork of competence and incompetence

Overview of the Journey Bio-Behavioral Foundations Focusing on General Processes of Cognitive Change Focusing on Domain- Specific Approaches to Cognitive Change Development of Drawing: A Case in Point Bio-Behavioral Foundations Focusing on General Processes of Cognitive Change Focusing on Domain- Specific Approaches to Cognitive Change Development of Drawing: A Case in Point

Physiological Growth After third birthday, rate of growth slows to about 2½ to 3 inches per year Walking is distinctly adult-like, and children hold their hands at their sides Improvement in fine motor skills Zip and unzip clothes and unbutton a jacket String smaller beads Better control of crayons and eating utensils Pours water more reliably

Brain Maturation Age 2  50% adult weight; Age 6  90% weight Results from increasing myelination Rapid increase in frequency & size of brain waves when children are engaged in cognitive tasks

Focusing on General Processes of Cognitive Change Piaget’s Account of Early Childhood Thinking The Problem of Uneven Levels of Performance Information-Processing Approaches

Piaget’s Stages of Thinking Infancy (Birth-2): Sensorimotor Thinking based on overtly physical acts Early childhood (2-6): Preoperational Overcoming limitations to logical thinking Due to one-sidedness (i.e., the inability to keep two aspects of a problem in mind), as seen in the beaker and wooden beads experiments Middle childhood (6-12): Concrete Operational Manipulation of symbols and internalized mental operations that combine, separate, and transform information logically Adolescence (12-19): Formal Operational Thinking systematically about all logical relations within a problem; keen interest in abstract ideas and thinking itself

Preoperational Limitations 1. Egocentrism 2. Confusion of appearance and reality 3. Precausal reasoning

Limitation 1: Egocentrism Tendency to consider the world entirely in terms of one’s own point of view Preschoolers cannot “decenter” (i.e., see things from another’s perspective) Illustrated in Lack of spatial perspective taking… Egocentric speech… Failure to understand other minds…

Lack of Spatial Perspective Taking Allowed to view diorama (3 mountain experiment) from all sides Seated on one side; doll on opposite side Shown pictures from various perspectives and asked to identify how things would look to doll Almost always chose view corresponding to their own point of view

Failure to Understand Other Minds Inability to engage in mental perspective taking (can’t think about other people’s mental states) Think others will not have a false belief because they no longer do Discover that a box with the picture of candy on the outside has only a pencil inside Believe that a friend who has not yet seen what is in the closed box will think that it has a pencil Form of moral reasoning that does not take intentions into account

Limitation 2: Confusing Appearance and Reality Tendency to focus exclusively on the most striking aspects of an object (i.e., surface appearance) Believe the stick has actually changed Become frightened when someone puts on a mask Believe that a cat with a dog mask actually turns into a dog…

Limitation 3: Precausal Reasoning Instead of reasoning from general premises to particular cases (deduction) or from specific cases to a more general premise (induction), preschoolers tend to think transductively (from one case to another) “I haven’t had a nap, so it isn’t afternoon.” Since graveyards are places where dead people are found, graveyards must be the cause of death

Problem of Uneven Performance Example: Spatial Perspectives Can take another’s spatial perspective when the task involves familiar, easily differentiated objects, such as a farm

Problem of Uneven Performance Example: Distinguishing Appearance/Reality When the child is asked to try to fool another adult with a fake object (a “sponge rock”), a 3-year-old child correctly answers what the object really is, what it looks like, and what the adult will think it is Children seem to have a conceptual grasp of the difference between reality and appearance, but to be able to use it, they must make the knowledge part of an ongoing activity they understand

Problem of Uneven Performance Example: Causal Reasoning How a bicycle works 5-year-old (typically developed) 5-year-old (typically developed) 9-year-old (developmentally delayed) 8-year-old (typically developed)

Information-Processing Theory Computer analogy Hardware (myelination of a particular brain region), Software (learning a new strategy for remembering)

Information-Processing Theory Children display greater competence when they have deep experience in a given domain Results in a rich knowledge base, which leads in turn to easier recall and more powerful ability to reason Yields “islands of expertise”

Focusing on Domain- Specific Approaches to Cognitive Change Privileged Domains Explaining Domain-Specific Development

Privileged Domain: Physics “Even quite young children know that larger objects are composed of smaller pieces and these pieces, even if invisible, have enduring physical existence and properties.” (Wellman & Gelman, 1998) Between the ages of 2 and 6, children display increasing understanding of inertia and gravity Kim & Spelke, 1999

Privileged Domain: Psychology AgeEvidence End of first year Children possess at least an intuitive understanding that other people’s actions are caused by their goals and intentions. 18–24 months Children engage in pretend play, indicating onset of symbolic capacity needed to understand mental states of others. 3 yearsChildren generally distinguish mental and physical states, perceptions and desires. 4–5 years Children are able to think about the relation between their own beliefs and those of others. Developing Theory of Mind

Privileged Domain: Biology Findings: 3- to 4-year-olds can make correct generalizations concerning animate and inanimate things Children make a distinction between self-initiated and externally initiated movements They know that living objects grow and change their appearance in contrast to artifacts, which may be scuffed up or broken but do not grow

Biological Explanation Mental modules (modularity theory) Cognitive processes consist of separate biological subsystems, hardwired at birth and that do not need special tutoring in order to develop Prodigies: Islands of brilliance in an overall normal level of development (Mozart)

Cultural-Context Explanation Developmental niches: Contexts in which society makes available essential cultural resources for development (language) Scripts: Event schemas (taking a bath, going to a restaurant ) function as guides to action and specify: Who participates in an event What social roles they play What objects they are to use during the event The sequence of actions that make up an event Serves to coordinate actions with others and concepts that apply to many kinds of events

Cultural-Context Explanation Culture influences development Arranging occurrence and frequency of activities Relating various activities in patterns Guided participation  zone of proximal development (Vygotsky) Sociodramatic play is pretend play in which 2 or more participants act out a variety of social roles

Development of Drawing Stages of Drawing Information-Processing Account Drawing as a Mental Module Cultural-Context Account

Stages of Drawing: Human Figure Tadpole figures Figures with separate body

Stages of Drawing Early childhood: Draw what they know about an object rather than what they see 6-year-old’s drawing of a cup: Handle is included although the child was shown the cup without the handle being visible Between ages 6-12 they draw what they actually see and with perspective

Carrie: Age 2½ Lines of different colors

Carrie: Age 3½ Global representations of a person

Carrie: Age 5 Set main figures in a scene

Carrie: Age 7½ Motion, rhythm, and greater realism

Carrie: Age 12 Cartoon of a realistic scene

Information-Processing Account Increasing sophistication of children’s drawings arises from a combination of Improved motor skills Increased knowledge of rules and conventions of drawing Increased ability to keep in mind several aspects of task

Drawing as a Mental Module Cases of children whose language ability/general mental functioning are quite low, but whose ability to create graphic images is exceptionally high Nadia, an autistic preschooler with only minimal exposure to models, displays an uncanny ability to capture form and movement in her drawings

Cultural-Context Account Adult interactions facilitate drawing development “What are you drawing?” “Tell me the story of your picture.” Affirm what that can see an object in the drawing that the child has mentioned The ways in which adults organize instruction provide essential opportunities for modular potential to be triggered and stages constructed