Cognitive Development In Early Childhood Children 9 Cognitive Development In Early Childhood 1

Piaget’s Preoperational Stage Three Views of Cognitive Changes in Early Childhood Piaget’s Preoperational Stage Operations: internalized set of actions Preoperational stage Ages 2 to 7 Stable concepts formed Mental reasoning, magical beliefs emerge Cannot reverse mental actions Contains 2 substages: symbolic function and intuitive 2

Piaget’s Preoperational Stage Three Views of Cognitive Changes in Early Childhood Piaget’s Preoperational Stage Symbolic Function Stage First substage of preoperational thought Occurs in ages 2 to 4, imaginative drawings Ability to mentally represent object not present Thoughts limited by beliefs: Egocentrism: inability to distinguish own perspectives from those of others Animism: inanimate objects are life-like 3

The Three Mountains Task View 1 Child seated here (a) (b) (d) (c) View 2 4

The Symbolic Drawings of Young Children (b) 11-year-old’s drawing, which is more realistic and less inventive (a) 3½-year-old’s “a pelican kissing a seal” 5

Piaget’s Preoperational Stage Three Views of Cognitive Changes in Early Childhood Piaget’s Preoperational Stage Intuitive Thought Substage Uses primitive reasoning, seeks answers to all Occurs about 4 to 7 years of age Limits in preoperational thought: Centration: focusing attention on one characteristic to the exclusion of all others Conservation: realizes altering object’s substance does not change it quantitatively 6

Piaget’s Conservation Task (b) (a) A B C 7

Vygotsky’s Theory Social constructionist approach Three Views of Cognitive Changes in Early Childhood Vygotsky’s Theory Social constructionist approach Focuses on cognitive development Children: active construction of knowledge and understanding by actions and interactions Depends on tools used by society Shaped by cultural context 8

Vygotsky’s Theory The Zone of Proximal Development (ZPD) Three Views of Cognitive Changes in Early Childhood Vygotsky’s Theory The Zone of Proximal Development (ZPD) Lower limit: what child achieves independently Upper limit: what can be achieved with assistance of able instructor Cognitive skills in process of maturing Scaffolding: changing level of support over course of teaching session to fit child’s current performance level 9

Vygotsky’s Theory Language and Thought Three Views of Cognitive Changes in Early Childhood Vygotsky’s Theory Language and Thought Children’s language uses solving tasks and social communication Plans, monitors, guides behavior Private speech: self-regulation All mental functions have external, social origins Ages 3-7: external to internal speech transition Internalized egocentric speech is thoughts 10

Vygotsky’s Theory Teaching Strategies Tools of the Mind Three Views of Cognitive Changes in Early Childhood Vygotsky’s Theory Teaching Strategies Assess and use child’s ZPD in teaching Use more-skilled peers as teachers Monitor and encourage private speech use Place instruction in meaningful context Transform classroom with Vygotsky’s ideas Tools of the Mind Visitor presentations, field trips, ‘theme’ activities, journal and story writing, reading 11

Vygotsky’s Theory Evaluating the theory: Three Views of Cognitive Changes in Early Childhood Vygotsky’s Theory Evaluating the theory: Inner speech important to development Social interaction affects learning/knowledge Extends ‘endpoint’ of cognitive development Teachers serve as facilitators, Piaget agrees Criticisms: Age-related changes not specific enough Over-emphasized role of language Socioemotional-cognitive link needs more 12

Information Processing Three Views of Cognitive Changes in Early Childhood Information Processing Explores how child processes information Limitations and advances on: Ability to focus attention Develop strategies and store memories Understand mental processes of self, others 13

Information Processing Three Views of Cognitive Changes in Early Childhood Information Processing Attention Focusing of cognitive resources Visual attention dramatically increases during preschool years; still has deficits Executive attention: Action planning, focus on goals, detects errors, deals with novel or difficult circumstances Sustained attention: Focused, extended engagement with object, task, event, etc. 14

The Planfulness of Attention J (b) (a) In 3 pairs of houses, all windows were identical In 3 pairs of houses, the windows were different By filming the reflection in children’s eyes, one could determine what they looked at, how long they looked, and the sequence of their eye movements. 15

Information Processing Three Views of Cognitive Changes in Early Childhood Information Processing Memory Retention of information over time Implicit memory Explicit memory comes in many forms Short-term: retained up to 30 seconds Greatest increase during early childhood Long term: unlimited Varies among individuals, affected by age and experiences 16

Developmental Changes in Memory Span Adults 8 1 2 3 4 5 6 7 10 12 Age (years) Digit Span In one study: memory span increased from 3 digits at age 2 to 5 digits at age 7 17

Information Processing Three Views of Cognitive Changes in Early Childhood Information Processing Accuracy of children’s long-term memories Usually increases with age Memory improves with cues and prompts Age differences in suggestion susceptibility Individual differences in susceptibility Interviewing techniques can distort reports even when absence of motivation to falsify (false memories) Many factors affect reliability of eyewitness testimony 18

Information Processing Three Views of Cognitive Changes in Early Childhood Information Processing Strategies and Problem Solving Strategies: deliberate mental activities to improve processing information Toddlers can learn a strategy Early childhood: stimulus-driven changes to goal-directed problem solving Some cognitive inflexibility in ages 3 to 4 due to lack of understanding 19

Young Children’s Literacy How Young Children Develop Language Young Children’s Literacy Re-examining early education in U.S. Concerns about abilities to read and write Supportive environment needed earlier Precursors to literacy and academic success: Language skills Phonological and syntactic knowledge Letter identification Conceptual knowledge about print Conventions and functions of print 20

Variations in Early Childhood Education Important Features of Young Children’s Education Variations in Early Childhood Education 38 states publicly fund preschool programs Child-centered Kindergarten Educate the whole child Instruction: interests, needs, learning style Stress how learned; not what is learned Play is important, various activities used 21

Variations in Early Childhood Education Important Features of Young Children’s Education Variations in Early Childhood Education Preschool programs Montessori approach Considerable freedom and spontaneity Encourage decisions, teacher as facilitator Self-regulated, independent problem solving Effective time management, responsibility Criticisms: Deemphasizes verbal interaction, neglects social development, restricts imagination 22

Variations in Early Childhood Education Important Features of Young Children’s Education Variations in Early Childhood Education Developmentally appropriate education Children Learn best from active, hands-on teaching Need individual differences considered Need socioemotional development Developmentally inappropriate education Rely on abstract paper-and-pencil activities Extensive use of rote drills, seatwork, tests 23

Literacy and Early Childhood Education Important Features of Young Children’s Education Literacy and Early Childhood Education Reading and Writing Children should experience feelings of success and pride in early reading and writing exercises Early efforts should be encouraged Children need models to emulate Math Early childhood educators need to introduce mathematical concepts, methods, and language Special concerns for low-SES children 24

Educating Young Children Who Are Disadvantaged Important Features of Young Children’s Education Educating Young Children Who Are Disadvantaged 1965: U.S. tries to break cycle of poverty Project Head Start To provide opportunity for children from low-income families to acquire experiences, skills important for school success Not all programs are created equal Most provide quality childhood education 25

Controversies in Early Childhood Education Important Features of Young Children’s Education Controversies in Early Childhood Education Curriculum controversies What to teach, how to teach it, who needs it Is preschool education necessary for all? Should there be ‘universal’ preschool quality? Does preschool matter? Home environments and parents vary What is required for school readiness? Reforms continue, inadequacies recognized 26

Controversies in Early Childhood Education Important Features of Young Children’s Education Controversies in Early Childhood Education Caregiver activities necessary in earliest years to ensure ‘readiness’ for school Encourage exploration, mentor in basic skills Celebrate developmental advances Research and extend new skills Protect from inappropriate disapproval, testing, and punishment, guide and limit behavior Some parents ‘hold children back’ from entering school for an additional year 27