Children ages 2 to 6

 Global capacity to understand the world, think rationally, and cope resourcefully  Wechsler’s view  Capacity for acquiring knowledge and functioning rationally and effectively

 Verbal-linguistic  Logical-mathematical  Visual (mental image) – spatial (move objects in mind)  Musical  Bodily – kinesthetic  Interpersonal (deal w/ others)  Intrapersonal (know self)  Naturalist (know nature) 

 Intelligence quotient (IQ) – measure of intelligence  average  Study of identical twins showed similar IQ  Study of fraternal twins shows for deviation  One theory says its because of inherited intelligence  Environmentalist say it’s because they were raised in a similar environment  Contemporary Scientist say its both  45% hereditary  35% environmental  20 gene-environment interaction

 Preoperational period (ages 2-7 years)  Represents external world through symbols (things that stand for something else)  Conservation  Centration  States and Transformation  Reversibility of though  Egocentrism

 Probes children's developing conceptions of major components of mental activity  Understand mind & children recognizing others can see things differently  3 yr. old believes everyone thinks like them  5 yr. old starts to understand others think differently  2 spheres of conceptual knowledge  Causality – cause and effect (under age 7 or 8 fail to grasp)  Number concepts – verbal knowledge no connection between ability to count (preschool “more” or “less)

 Move from receptive language (comprehending) to expressive language (producing)  Start to understand rules that govern language  Age 3, start to show syntax (way words ordered) by using questions “what when who which”

 Developmental Phonological Disorder  Difficulty in learning to use easily understood speech by age 4 (runs in family)  Stuttering  Frequent disruptions in speech  Can be genetic, more in boys  Bilingual Language Development  English Language Learner (ELL)  Late Talkers  Quite baby, premature, health problems, twins, males

 Memory – retention of what has been experienced  w/out memory, incapable of thinking & reasoning  Early memory  Usually fades as we grow older – childhood amnesia  Usually in color & visual image  Information processing  Memory includes recall, recognition & relearning

 Recall – remember something that we learned  Recognition – perceive something we have previously encountered  Relearning – learn material familiar to us  In children, recognition superior to recall  Help children remember by talking about it

 Short-term memory  Retained for brief period, usually not more than 30 seconds  Long-term memory  Retained for extended period  5 systems of human memory  Procedural memory – motor, behavior & cognitive  Working memory – allowing one to retain info over a short term  Perceptual representation – identifying words & objects  Semantic memory – acquiring & retaining factual info  Episodic memory – remembering events seen or experienced

 Rehearsal  process of repeating information to ourselves (start about age 3)  Categorization  Sorting information into meaningful categories  (starts about age 2)  Recall by rhyming (sun-fun), syntactical (men- work), clustering (hand-leg), serial ordering (2 words next to each other)

 Piaget’s Theory  Evolution of Moral reasoning ▪ 3 characteristics (not met for ages 2-7 years_ ▪ 1. generalizable to all situations ▪ 2. last beyond the situations & conditions that endanger them ▪ 3. linked to feeling of autonomy  Reciprocity – child to value another person in away that allows him or her to remember the value of the interaction  Kohlberg’s Theory  Preschool children tend to be superficial in moral judgment because they have difficulty keeping several pieces information simultaneously in mind  Obedient to authority from threat or punishment  Egocentric & unable to consider perspective of others