Copyright © Allyn & Bacon 2007 Piaget’s Theory: Schemes  Psychological structures  Organized ways of making sense of experience  Change with age  Action-based sensorimotor patterns  Later move to “thinking before acting” pattern – creative and deliberate  Psychological structures  Organized ways of making sense of experience  Change with age  Action-based sensorimotor patterns  Later move to “thinking before acting” pattern – creative and deliberate

Copyright © Allyn & Bacon 2007 Building Schemes  Adaptation  Building schemes through direct interaction with environment  Assimilation  Using current schemes to interpret external world  Accommodation  Adjusting old schemes and creating new ones to better fit environment  Adaptation  Building schemes through direct interaction with environment  Assimilation  Using current schemes to interpret external world  Accommodation  Adjusting old schemes and creating new ones to better fit environment

Copyright © Allyn & Bacon 2007 Using Assimilation and Accommodation  Organization  Internal rearranging and linking schemes  Organization  Internal rearranging and linking schemes  Equilibrium and Disequilibrium  Use assimilation during equilibrium  Disequilibrium prompts accommodation  Equilibrium and Disequilibrium  Use assimilation during equilibrium  Disequilibrium prompts accommodation

Copyright © Allyn & Bacon 2007 Sensorimotor Stage  Birth to 2 years  Building schemes through sensory and motor exploration  Circular reactions  Birth to 2 years  Building schemes through sensory and motor exploration  Circular reactions

Copyright © Allyn & Bacon 2007 Sensorimotor Substages Reflexive SchemesBirth –1 mo.Newborn reflexes Primary Circular Reactions 1–4 monthsSimple motor habits centered around own body Secondary Circular Reactions 4–8 monthsRepeat interesting effects in surroundings Coordination of Secondary Circular Reactions 8–12 monthsIntentional, goal-directed behavior; object permanence Tertiary Circular Reactions 12–18 months Explore properties of objects through novel actions Mental Representations 12 months – 2 years Internal depictions of objects or events; deferred imitation

Copyright © Allyn & Bacon 2007 Object Permanence  Understanding that objects continue to exist when out of sight  According to Piaget, develops in Substage 4  Not yet complete: A-not-B search error  Understanding that objects continue to exist when out of sight  According to Piaget, develops in Substage 4  Not yet complete: A-not-B search error

Copyright © Allyn & Bacon 2007 Mental Representations  Internal, mental depictions of objects, people, events, information  Can manipulate with mind  Allow deferred imitation and make-believe play  Internal, mental depictions of objects, people, events, information  Can manipulate with mind  Allow deferred imitation and make-believe play

Copyright © Allyn & Bacon 2007 Deferred Imitation  Piaget: Develops about 18 months  Newer research:  6 weeks – facial imitation  6 – 9 months – copy actions with objects  12 – 14 months – imitate rationally  18 months – imitate intended, but not completed, actions  Piaget: Develops about 18 months  Newer research:  6 weeks – facial imitation  6 – 9 months – copy actions with objects  12 – 14 months – imitate rationally  18 months – imitate intended, but not completed, actions

Copyright © Allyn & Bacon 2007 Evaluation of the Sensorimotor Stage Develop when Piaget suggested Object search A-not-B Make-believe play Develop earlier than Piaget suggested Object permanence Deferred imitation Categorization Problem solving by analogy Some suggest infants are born with core knowledge in several domains of thought

Copyright © Allyn & Bacon 2007 Core Knowledge Perspective  Born with innate, special-purpose knowledge systems  Core domains of thought  Core domains allow quick grasp of related information  Support rapid early development  Born with innate, special-purpose knowledge systems  Core domains of thought  Core domains allow quick grasp of related information  Support rapid early development

Copyright © Allyn & Bacon 2007 Suggested Domains of Core Knowledge  Linguistic  Psychological  Physical  Numerical  Linguistic  Psychological  Physical  Numerical

Copyright © Allyn & Bacon 2007 Infants’ Numerical Knowledge  Infants may be able to:  Discriminate quantities up to 3  Do simple arithmetic  Findings are controversial  Infants may be able to:  Discriminate quantities up to 3  Do simple arithmetic  Findings are controversial

Copyright © Allyn & Bacon 2007 Store Model of Information Processing

Copyright © Allyn & Bacon 2007 Information-Processing Improvements Attention Efficiency, ability to shift focus improve Less attraction to novelty, better sustained attention after first year Memory Retention intervals lengthen Recall appears by 1 year; excellent in second year Categorization Impressive perceptual categorization in first year Conceptual categorization in second year

Copyright © Allyn & Bacon 2007 Memory Improvements

Copyright © Allyn & Bacon 2007 Development of Categorization Perceptual  Based on similar overall appearance or prominent part Perceptual  Based on similar overall appearance or prominent part Conceptual  Based on common function or behavior  Later add event categories

Copyright © Allyn & Bacon 2007 Vygotsky’s Sociocultural Theory  Social contexts (other people) contribute to cognitive development  Zone of Proximal Development – tasks child cannot do alone but can learn to do with help of more skilled partners  Social contexts (other people) contribute to cognitive development  Zone of Proximal Development – tasks child cannot do alone but can learn to do with help of more skilled partners

Copyright © Allyn & Bacon 2007 Toddler/Infant Intelligence Tests  Bayley Scales  Cognitive  Language  Motor  Social-Emotional  Adaptive Behavior  HOME  Home Observation for Measurement of the Environment  Bayley Scales  Cognitive  Language  Motor  Social-Emotional  Adaptive Behavior  HOME  Home Observation for Measurement of the Environment

Copyright © Allyn & Bacon 2007 Meaning of Different IQ Scores

Copyright © Allyn & Bacon 2007 Normal Distribution of IQ Scores

Copyright © Allyn & Bacon 2007 Signs of Developmentally- Appropriate Child Care  Physical setting  Group size  Caregiver-child ratio  Daily activities  Physical setting  Group size  Caregiver-child ratio  Daily activities  Adult-child interactions  Teacher qualifications  Relationships with parents  Licensing & accreditation  Adult-child interactions  Teacher qualifications  Relationships with parents  Licensing & accreditation

Copyright © Allyn & Bacon 2007 IQ Improvement from Early Intervention Programs

Copyright © Allyn & Bacon 2007 Three Theories of Language Development Behaviorist Learned through Operant conditioning (reinforcement) Imitation Nativist Inborn Language Acquisition Device (LAD) biologically prepares infants to learn rules of language Interactionist Inner capacities and environment work together Social context is important

Copyright © Allyn & Bacon 2007 Getting Ready to Talk  First speech sounds  Cooing  Babbling  Becoming a communicator  Joint attention  Give- and-take  Preverbal gestures

Copyright © Allyn & Bacon 2007 Starting to Talk  First Words  Underextension  Overextension  Two-Word Utterances  Telegraphic Speech

Copyright © Allyn & Bacon 2007 Individual Differences in Language Development  Environment  Child-Directed Speech (CDS)  Gender  Personality  Language Style  Referential  Expressive  Language Delay  Environment  Child-Directed Speech (CDS)  Gender  Personality  Language Style  Referential  Expressive  Language Delay

Copyright © Allyn & Bacon 2007 Supporting Early Language Learning Infants Respond to coos and babbles Establish joint attention Use child-directed speech Play social games Toddlers Play make-believe together Have frequent conversations Read often and talk about books