1. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Cognitive Development in Early Childhood Chapter 9

2. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Preoperational stage Second major stage of cognitive development in Piaget’s theory Children become more sophisticated in their use of symbolic thought but are not yet able to use logic Piagetian Approach: The Preoperational Child

3. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Advances of Preoperational Thought Symbolic function Ability to use symbols or mental representations Preschool children show symbolic function through: Deferred imitation - Based on having kept a mental representation of an observed action Pretend play (fantasy play, dramatic play, or imaginary play) Play involving imaginary people or situations Language - Symbolic

4. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Advances of Preoperational Thought Objects space Symbolic abilities is tied to representations of the world Older preschoolers can use simple maps Causality Transduction Child’s tendency to mentally link particular experiences, whether or not there is logically a causal relationship

5. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Advances of Preoperational Thought Identities and categorization Categorization - Requires a child to identify similarities and differences between classes of objects One type of categorization is the ability to distinguish living from nonliving things Animism Tendency to attribute life to objects that are not alive

6. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Advances of Preoperational Thought Number Ordinality - Concept of comparing quantities Basic level of number skills Counting Number knowledge Number transformations Estimation Recognition of number patterns

7. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Preoperational Thought Centration: Tendency of preoperational children to focus on one aspect of a situation and neglect others Egocentrism: Inability to consider another person’s point of view

8. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Preoperational Thought Conservation : Awareness that two objects that are equal according to a certain measure remain equal in the face of perceptual alteration so long as nothing has been added to or taken away from either object The ability to conserve is limited by irreversibility

9. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Theory of Mind Awareness and understanding of mental processes of others Knowledge about thinking and mental states Children come to understand that thinking goes on inside the mind False beliefs People hold mental representations of reality that can sometimes be wrong

10. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Theory of Mind Distinguishing between fantasy and reality Children know that pretense is intentional Magical thinking is a way to explain events that do not seem to have obvious realistic explanations Influences on individual differences in theory- of-mind development Reflects brain maturation and general improvements in cognition

11. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Memory as a Filing System - Three Steps Process by which information is prepared for long-term storage and later retrieval Encoding Retention of information in memory for future use Storage Process by which information is accessed or recalled from memory storage Retrieval

12. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Brain - Three Storehouses Initial, brief, temporary storage of sensory information Sensory memory Short-term storage of information being actively processed Permits growth of executive function Working memory Central executive orders information encoded for transfer to long-term memory Storage of virtually unlimited capacity that holds information for long periods Long-term memory

13. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Basic Processes and Capacities Types of retrieval Recognition Ability to identify a previously encountered stimulus Recall Ability to reproduce material from memory

14. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Childhood Memory Memory that produces scripts of familiar routines to guide behavior Generic memory Long-term memory of specific experiences or events, linked to time and place Episodic memory A type of episodic memory of distinctive experiences that form a person’s life history Autobiographical memory

15. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Measurement and Teaching Based on Vygotsky’s Theory Zone of proximal development (ZPD) Difference between what a child can do alone and what the child can do with help Assessed by dynamic tests that provide a better measure of children’s intellectual potential Scaffolding Temporary support to help a child master a task

16. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Areas of Language Development Vocabulary Fast mapping Process by which a child absorbs the meaning of a new word after hearing it once or twice in conversation Grammar and syntax By age 3, children use short, simple, declarative sentences Between ages 4 and 5, children use sentences that are declarative, negative, interrogative, or imperative By ages 5 to 7, children’s speech become quite adult- like

17. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Areas of Language Development Pragmatics and social speech Pragmatics Practical knowledge needed to use language for communicative purposes