1. Chapter 9: Cognitive Development in Preschool Children 9.1 Cognitive Processes 9.2 Language 9.3 Communicating with Others 9.4 Early Childhood Education

2. 9.1 Cognitive Processes Piaget’s Account Information-Processing Perspectives on Preschool Thinking Vygotsky’s Theory of Cognitive Development

3. Piaget’s Account Preschoolers are in Piaget’s preoperational stage Children can use symbols but are many weaknesses in their thinking: e gocentrism, centration, and appearance as reality Improved biological theories and theory of mind 9.1 Cognitive Processes

4. Three-Mountains Task

5. Conservation Tasks

6. Theory of Mind Task

7. Information-Processing Perspectives… During the preschool years, children become better at regulating their attention Autobiographical memory originates in the preschool years Preschoolers’ counting follows 3 basic principles 9.1 Cognitive Processes

8. Vygotsky’s Theory of Cognitive Development Zone of proximal development: difference between what one can do alone or with assistance Scaffolding: matching the amount of assistance to the learner’s needs Private speech: comments intended to regulate own behavior 9.1 Cognitive Processes

9. 9.2 Language Encouraging Word Learning From Two-Word Speech to Complex Sentences How Children Acquire Grammar

10. Encouraging Word Learning Talk more, but with not at children Ask children questions Sesame Street helps (because it’s interactive) Bilingual children learn language as rapidly as monolinguals 9.2 Language

11. The Effect of Asking Children Questions

12. From Two-Word Speech to Complex Sentences Speech is often telegraphic in 2-year- olds Gradually add grammatical morphemes Easiest morphemes mastered first Rule-based so errors of overregularization occur 9.2 Language

13. “Wug” Stimuli

14. How Children Acquire Grammar Language input is important but more than just imitation because children’s speech has its own grammar Neural mechanisms that help children find regularities (specific brain regions, critical period for learning language) Semantic bootstrapping hypothesis: children rely upon word meaning to discover grammar 9.2 Language

15. 9.3 Communicating with Others Taking Turns Speaking Effectively Listening Well

16. Taking Turns Even before children speak, parents model turn-taking By 3 years, children know this is a key rule 9.3 Communicating with Others

17. Speaking Effectively Toddlers’ first conversations about themselves Preschoolers adjust their speech based on the age of the listener and context Understand that when listeners misunderstand, speakers need to do something 9.3 Communicating with Others

18. Listening Well Preschoolers often don’t detect ambiguities in messages or assume they understood the speaker’s intent. Preschoolers are more likely to believe confusing statements or statements that contradict their beliefs when told by a parent instead of a classmate 9.3 Communicating with Others

19. 9.4 Early Childhood Education Varieties of Early Childhood Education Preschool Programs for Economically Disadvantaged Children Using TV to Educate Preschool Children

20. Varieties of Early Childhood Education Preschools and day-care centers are not the same Goal of child-centered programs is to educate the whole child Academic programs follow an explicit curriculum to achieve academic goals Many programs based on Piagetian ideas 9.4 Early Childhood Education

21. Preschool Programs for Economically Disadvantaged Head Start fosters development of children from low-income families In general, children in Head Start are healthier, less likely to repeat a grade, less likely to be in special education 9.4 Early Childhood Education

22. Using TV to Educate Preschool Children 3-year-olds who watch Sesame Street regularly have larger vocabularies later Viewers of shows that stress prosocial behavior are more likely to act prosocially TV watching does not lead to decreased attention span, mixed findings regarding creativity 9.4 Early Childhood Education