1. Cognitive Development in Infancy and Toddlerhood
Chapter 7

2. Piaget’s Theory: Schemes
Psychological structures
Organized ways of making sense of experience
Change with age
Action-based (motor patterns) at first
Later move to a mental (thinking) level

3. Building Schemes Adaptation Assimilation Accommodation
Using current schemes to interpret external world
Accommodation
Adjusting old schemes and creating new ones to better fit environment

4. Using Assimilation and Accommodation
Equilibrium and Disequilibrium
Use assimilation during equilibrium
Disequilibrium prompts accommodation
Organization
Internal rearranging and linking schemes

5. Building schemes through sensory and motor exploration
Sensorimotor Stage
Birth to 2 years
Building schemes through sensory and motor exploration
Circular reactions

6. Sensorimotor Substages
Reflexive Schemes
Birth –1 month
Newborn reflexes
Primary Circular Reactions
1 – 4 months
Simple motor habits centered around own body
Secondary Circular Reactions
4 – 8 months
Repeat interesting effects in soundings
Coordination of Secondary Circular Reactions
8 – 12 months
Intentional, 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

7. Object Permanence A-not-B Error
Understanding that objects continue to exist when out of sight
According to Piaget, develops in Substage 4.
Incomplete at first:
A-not-B Error

8. Mental Representations
Internal, mental depictions of objects, people, events, information
Can manipulate with mind
Allow deferred imitation and make-believe play

9. Violation of Expectations Method

10. Deferred Imitation Piaget: Develops about 18 months Newer research:
Present at 6 weeks – facial imitation
6 – 9 months – copy actions with objects
12 – 14 months – imitate rationally
18 months – imitate intended,
but not completed, actions

11. Evaluation of Sensorimotor Stage
Some developments happen at time Piaget described:
Object search, A-not-B, make-believe play
Many appear to happen soon than Piaget thought:
Object permanence, deferred imitation, problem solving by analogy
Some have suggested that infants are born with core knowledge in several domains of thought

12. Store Model of Information Processing System

13. Improvements in Information Processing During Infancy
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

14. 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

15. Meaning of Different IQ Scores

16. High Quality HOME Environment
Parent emotional and verbal responsiveness
Parental acceptance
Safe physical environment
Appropriate play materials
Parental involvement
Variety, daily stimulation

17. Elements of Developmentally Appropriate Child Care
Responsive, interactive, well-trained caregivers
Clean, safe, uncrowded indoor spaces
Appropriate toys, stored within reach
Safe equipment
Low teacher-child ratios
Flexible daily schedule
Warm atmosphere
Parents welcome anytime
Accredited

18. IQ Improvement from Early Intervention Programs

19. Three Theories of Language Development
Behaviorist
Learned through operant conditioning (reinforcement) and 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.

20. Getting Ready to Talk First speech sounds Becoming a communicator
Cooing
Babbling
Becoming a communicator
Joint attention
Give- and-take
Preverbal gestures

21. Starting to Talk First Words Two-Word Utterances Underextension
Overextension
Two-Word Utterances
Telegraphic Speech

22. Individual Differences in Language Development
Environment
Child Directed Speech
Gender
Personality
Language Style
Referential
Expressive
Language Delay

23. Supporting Early Language Learning
Infants
Respond to coos and babbles
Establish and respond to joint attention
Play social games
Toddlers
Play make-believe together
Have frequent conversations
Read to toddlers often. Talk about the books