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Piagets first Stage

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sensorimotor stage

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sensorimotor stage

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spans the first two years of life. Piaget believed that infants and toddlers think, with there eyes, ears, hands, but they cannot carry out many activities inside their heads.

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schemes

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specific psychological structures, organized ways of making sense of experience,(sensorimotor action patterns)

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Dropping Scheme

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Timmy dropped objects in a fairly rigid way, by 18 months his dropping schema had become deliberate and creative.He starts to think before he acts

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Sensorimotor to Preoperational

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instead of just acting on objects, children begin to think before they act creating different forms of playing.

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Piagets theory 2 processes

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adaptation and organization

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Adaptation

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involves building schemes through direct interaction with the environment (assimilation, accomodation)

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assimilation

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we use our current schemes to interpret the external world, when Timmy dropped objects he was assimilating them. "dropping scheme"

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accommodation

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we create new schemes or adjust old ones after noticing that our current ways of thinking do not capture the environment completely, When Timmy dropped object differently

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cognitive equilibrium

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a steady comfortable position

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disequilibrium

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rapid cognitive change, cognitive discomfort

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organization

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a process that takes place internally. Once children form new schemes, they rearrange them, linking them with other schemes to create a strongly interconnected cognitive system

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circular reaction

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provides a special means of adapting their first schemes. Stumbling onto a new experience, caused by the baby's own motor activity, sensorimotor response that first occured by chance becomes strengthened into a new scheme

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Substage 1

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babies are reflexive beings who suck, grasp, and look in much the same way, no matter what experiences they encounter

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Substage 2

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infants start to gain voluntary control over their actions through the primary circular reaction

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Substage 3

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from 4 to 8 months, infants sit up and reach for and manipulate objects

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secondary circular reaction

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strengthened by substage 3, where babies try to repeat interesting events in the surrounding environment that are caused by their own actions, (hitting scheme)

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Substage 4

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8 to 12 months olds combine schemes into new, more complex action sequences. No longer have a hit or miss quality

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intentional or goal-directed, behavior

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coordinating schemes deliberately to solve simple problems, 2 schemes "pushing" aside the obstacle and grasping the toy, finding an object when hidden

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object permanence

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the understanding that objects continue to exist when out of sight, this occurs when a game is played and an adult hides an object the baby knows its there and uses 2 schemes pushing aside the obstacle and grasping the toy

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Awareness of Object Permanance

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babies still make the A not B search error A then see it moved to a second B they still search for it in the first hiding place

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substage 5

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12 to 18 months, the teritiary circular reaction, become better problem solvers

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Tertiary circular reaction

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toddlers repeat behaviors with variation emerges

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Mental Representations

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internal depictions of information that the mind can manipulate, Images , Concepts

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Images

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mental pictures of objects, people, and spaces

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Concepts

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or categories in which similiar objects or events are grouped together

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invisible displacement

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finding a toy moved while out of sight, such as into a small box while under cover

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deferred imitation

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the ability to remember and copy the behavior of models who are not present

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make-believe play

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children act out everyday and imaginary activities

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violation of expectation method

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may habituate babies to a physical event (expose to the event until their looking declines "surprised"

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object permanance (Renee Baillargeon

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understanding that objects continue to exist when they are out of sight

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Deferrd Imitation

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present at 6 weeks of age, 12 to 18 months toddlers use deferred imitation to enrich their range of sensorimotor schemes, 14 month olds are more likely to imitate purposeful than accidental behaviors

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Piaget indicated around 7 to 8 months

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infants develop intentional action sequences, which they use to solve simple problems

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Infants at 10 to 12 months

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infants can solve problems by analogy apply a solution strategy from one problem to other relevent probems

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core knowledge perspective

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babies are born with a set of innate knowledge systems, or core domains of thought. Supports early rapid development

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physical knowledge

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includes object permanance , object solidty, and gravity

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object solidity

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one object cannot move through another

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gravity

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that an object will fall without support

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linguistic knowledge

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enables swift language acquisition in early childhood

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psychological knowledge

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understanding of mental states, such as intentions emotions, desire, and beliefs

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3 parts of mental system

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sensory register; working, or short-term,memory, and long-term memory

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mental strategies

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increases chances that we will retain information, use it efficiently and think flexibly, adapting the information to changing circumstances

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sensory register

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sights and sounds are represented directly and stored briefly

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sensory register

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where sights and sounds are represented directly and stored briefly

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working, or short-term memory

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we actively apply mental strategies as we work on limited amount of information

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central executive

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directs the flow of information, it decides what to attend to, coordinates incoming information already in the system, and selects, applies, and monitors strategies

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long-term memory

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our permanent knowledge base, the third and largest, is categorized based on content

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retrieval

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getting information back from the system,

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Habituation / recovery

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infants learn and retain a wide variety of information just by watching objects and events

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recognition

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noticing when a stimulus is identical or similiar to one previously experienced

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Simpilest form of memory

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indicated by (kicking or looking) that a new stimulus is identical or similiar to a previous one

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Recall

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is more challenging because it involves remembering something not present

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Long-term recall

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depends on connections among multiple regions of the cerebral cortex, expecially with the frontal lobes.

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Categorization

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grouping similiar objects and events into a single representation, helps infants make sense of experience

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Animates

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a person or a dog jumping

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linear motions of inmates

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a car or a table pushed along a surface, at 22 months toddlers imitate a nonlinear motion

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perceptual

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based on similar overall appearance

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conceptual

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based on common functions or behaviors

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Analyzing cognition

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into componets such a perception, attention, and memory is also its greatest drawback it is difficult to put these into a theory

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zone of proximal development

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refers to a range of tasks that the child cannot yet handle alone but can do with the help of more skilled partners

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Barbara Rogoff

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tested zone proximal development , used a jack in the box

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Bayley Scales of Infant and Toddle Development

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a test of intelligence for toddlers between 1 month and 3 1/2 years

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Bayley 3

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1, the Cognitive Scale, Language Scale, Motor Scale, Social-Emotional Scale, Adaptive Behavior Scale

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Cognitive Scale

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includes such items as attention to familiar and unfamiliar objects, looking for a fallen object, and pretend play

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Language Scale

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assess understanding and exspressio of language, recognition of objects and people, following simple directions, and naming objects and people, naming objects and pictures

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Motor Scale

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includes gross and fine motor skills, such as grasping, sitting, stacking blocks, and climbing stairs

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Social Emotional Scale

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asks caregivers about such behaviors as ease of calming, social responsiveness, and imitation in play

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Adaptive Behavior Scale

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asks about adaptation to the demands of daily life, including commucation, self-control, following rules, and getting along with others

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Intelligence quotient

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indicates the extent to which the raw score (number of items passed) deviates from the typical performane of same age individuals

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standardization

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giving the test to a large, representative sample and using the results as the standard for interpreting scores

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normal distribution

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most scores cluster around the mean, or average, with progressively fewer fallng toward the extremes.

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Bell-Shaped distribution

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results whenever researchers measure individual differences in large samples

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Home Observation for Measurement of the Evironment

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is a checklist for gathering information about the quality of childrens home lives through observation and parental interview

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Speaking to toddlers

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is important it contributes strongly to early language progress, which, in turn predicts intelligence and academic achievement in elementary school

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developmental appropiate practice

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these standards devised by the U.S. National Association for the Education Young Children, specify program characteristics that serve young children's developmental and individual needs, based on both current research and expert consensus

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Language Development

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1 1/2 and 2 years toddlers combine 2 words, by age 6 children have a vocab of about 10000 words,2 views of language behaviorism, nativism

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behaviorism

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regards language development as entirely due to environmental influences

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nativism

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children are prewired to master the intricate rules of their language

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Behaviorist Skinner

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proposed that language, like any other behavior is acquired through operant conditioning

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operant conditioning

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a form of learning in which a spontaneous behavior is followed by a stimulus that changes the probablility that the behavior will occur again

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Linguist Noam Comsky

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proposed a nativist theory regards the young child's amzing language skill as etched into the structure of the human brain

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language acquisition device

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an innate system that contains a universal grammar, or set of rules common to all languages. Enables children no matte what language the hear, to understand and speak in a rule-oriented fashion as soon as they pick up enough words

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Interactionist Perspective

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interactions between inner capacities and environmental influences

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cooing

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vowel-like noises pleasant oo quality

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babbling

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around 6 months this appears infants repeat consonant- vowel combinations in long strngs, such as babababor nanan

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joint attention

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in which the child attends to the same object event as the caregiver

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preverbal gestures

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extending joint attention and social interaction skills, influence others behavior

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underextension

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when toddlers first learn words, they often apply them too narrowly, an error

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overextnsion

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applying a word to a wider collection of objects and events than is appropriate

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spurt in vocabulary

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a transition from a slower to a faster learning phrase

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telagraphic speech

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two word utterances, they focus on high-content words, omitting smaller, less important ones

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referential style

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vocabularies consisted mainly of words that refer to objects

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exspensive style

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produces many more social formulas and pronouns compared to referential children

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child directed speech

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a form of communication made up of short sentences wih high-pitched, exaggerated expression, clear pronunciation, distinct pauses between speech segments, and repetition of new words in a variety of contexts

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zone of proximal development

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childrens language skills expand

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