1. Intellectual Development
Options for Discussion
1. Ask students to study the painting and describe how Cassatt creates a feeling of intimacy and warmth between the mother and daughter. (The daughters facial features are just like the mothers. The casual pose of the figures and the delicate pastel colors Cassatt used create a warm feeling)
2. Discuss what conclusions about lifestyles, cultures, and values can be made from family portraits. (Possibilities include: contemporary fashions, hairstyles, socioeconomic states)
3. What are some characteristics of children who are ages four and five?
-quite active and eager to be independent
-Large motor skills develop rapidly
-small motor skills are improved as the child learns to write and draw
-they learn to cope with change but are often prone to fears
-develop a preference for children of their own age
Optional Activities
-Ask students to bring in a family portrait or photograph. Have then discuss the clues to the family history and lifestyles in the picture.
-Have students look through the textbook and find photographs of parents with children. Have them analyze the relationship between parent and child.
Mary Cassatt ( ) Teine Lefebvre and Margot

2. Assimilation and Accommodation
Logic?
Assimilation and Accommodation
Children form concepts in their minds
Concepts: general categories of objects and information
Dramatic Cognitive changes occur during the preschool years. This big change is due to the ability to use language and mental representation.

3. Logic?
All things in the air are birds.
Then they learn the difference between bird and plane

4. These are all apples because they are red
Logical Thinking
Another Example
These are all apples because they are red
The preschooler knew that apples were red. When he saw a red tomato he assumed that is was an apple too.
Children are actively construct their own understanding of concepts and “operations” (such as cause and effect, number, classification, and logical reasoning)

5. Four Stages Piaget Sensorimotor birth to 1 ½ yrs
Preoperational 2-7 yrs
Concrete Operations 7-11
Formal Operations 11 into adulthood

6. Sensorimotor Stage Infant Scientist!
In this stage children learn about the world through their senses and body movements
This stage is broken up into 6 different steps

7. Sensorimotor Stage Step One: Birth
Infants are only aware of themselves
They do not understand themselves as a a separate person

8. Sensorimotor Stage Step Two 1 to 4 months
Learn to combine two reflexes
For example they wave their fists and then bring it to their mouths

9. Sensorimotor Stage Step Three 4 to 8 months
They respond to other stimuli
Improves hand-eye coordination
For example if a baby bumps a rattle and it makes a noise, they may try top bump it again.

10. Sensorimotor Stage Step Four 8 to 12 months Intentional behavior
They learn certain actions lead to certain results
Imitates others

11. Sensorimotor Stage They learn to follow objects with their eyes
Love playing Peek-A-Boo

12. Sensorimotor Stage Ten months- learn Object Permanence
That objects continue to exist even when out of sight—can find partially hidden objects

13. Sensorimotor Stage Stage Five 12 to 18 months
Trial and error: Push a cracker off a high chair and watch it fall to the floor. Then does it again
Can find hidden objects
Understands that objects exist independently

14. Sensorimotor Stage Step Six 18 to 24 months
Begin to experiment mentally as well as physically
They think about what they are going to do before they do it

15. Preoperational Stage Ages 2 to 7
Basic Mental operations start replacing sensorimotor activities as the primary way to learn

16. Language & Grammar A rule is a rule I “eated” my apple No, it’s ate
Children learn mostly by language and mental images
A rule is a rule
Learns a rule and applies it to all situations
- “ed” mean past tense therefore “I eated”
Question are hard because they are in opposite order
-“what the dog is doing”
Negatives are often used to much
-I don’t never want no more spinach!
-the more negatives, the more you don’t want to do something
I “eated” my apple
No, it’s ate
Then I “ated” my apple

17. Language and Grammar basketti Shocolate Cheescake Articulation
-children will substitute one sound for another for a period of time
Language
-Spoken words are symbols used to represent something else
-Symbols in language are the hardest to understand because they are abstract (do not relate to what they represent)
-Language helps the thinking process because thinking is faster when we think words.
Shocolate
Cheescake

18. Preoperational Stage
Make-believe play is used to create and express all kinds of mental images
Increase in symbolic thought helps the child to be more imaginative.
For example, toddlers continually repeat the same “mistake” and figure things out through and acting of objects and people, but preschoolers can think ahead and anticipate the consequences of their physical action. This increasing ability to use mental representation allows children to make plans before taking action, and their activities take on a more purposeful, goal-directed character.
Preschoolers’ increased capacity for symbolic thought is also apparent in the significant increase in their use of make believe play, which becomes more elaborate and more cooperative.
Engaging in sociodramatic play, in turn, strengthen children’s memory, language, logical reasoning, imagination, and creativity.
Pretend play is a step above imitation

19. Everyone views the world like I do
Preoperational Stage
Egocentrism
Everyone views the world like I do
Egocentrism limits the child’s ability to reason logically
a. everyone thinks the same way they do
b. view world in relation to self
-may offer candy from their mouth because they are enjoying it
-when playing hide-n-go seek, they assume that you can’t see their whole body if they can’t see you.
-child giving his blanket to his mother when she is sad or sick, in the belief the object that comforts him with comfort her.
c. does NOT mean the children are selfish or too concerned with themselves
-remember they look at parts rather than whole

20. Preoperational Stage Egocentrism
The sun follows them from place to place and goes to bed when they do
Problems with reversibility—can’t see the world from other's perspectives

21. Preoperational Stage Children are prone to thinking errors
2. ages 2-4 years are in the preconceptual substage of Preoperational
a. able to form mental image of surroundings but many of these concepts are incomplete or illogical
b. trouble combining ideas or object, placing them in order, and doing “if-then” thinking
3. are prone to thinking errors because they have just started thinking like adult
a. just as walking toddler is prone to missteps
4. no longer use senses and motor actions to learn about their environment
5. has a longer attention span
Just as a walking toddler is prone to missteps

22. use feeling to solve problems rather than logic
Preoperational Stage
use feeling to solve problems rather than logic
I don’t want to go to sleep! I’m not tired!
ages 4-7 are in the intuitive substage of preoperational
a. use feeling to solve problems rather than logic
-preschool children need help learning to think logically
He hurt my feelings so I hit him!

23. Preoperational Stage
Begin learning multiple classification– the ability to understand that an object may fit into more than one category

24. Preoperational Stage
Begin learning seriation—the ability top order groups of things by size, weight, or any common property
For example arranging beads on a bracelet from smallest to largest
However preschool age children cannot arrange themselves by height

25. Preoperational Stage Conservation
They think the same amount of liquid is more when poured into a tall think glass.
To them taller means more!
The preoperational child sees a tall beaker and think tall means more. The child does not see that the tall beaker is also thinner, and thus it hold the same amount of liquid as the original size beaker.
A whole cookie broken into pieces appears to be bigger than an unbroken one.
“My dad’s car is bigger than yours, so we can go faster.”

26. Preoperational Stage
Another example of conservation

27. Preoperational Stage Parts to Whole What is this? A Banana
Most preschool children will see only parts of this drawing. They do not see the face in the whole drawing.
(Nine year olds could see both)

28. Preoperational Stage They have two kinds of reasoning
1. Syncretic– a break in logic, changing set of criteria
Example: Mother usually makes dinner before dad comes home so making dinner causes dad to come home.

29. Preoperational Stage Making Muffins
First, you put all of the white powder in a bowl. Then you pour milk into it. Stir and pour in metal cups that are hooked together. Now hurry and put in the oven because we are late for school.
A preschool child was ask to describe how to make muffins.
This child thought that you are always late when making muffins because that is what happens a lot of time at his house.
Children link actions without using logic
Mother usually makes dinner before dad comes home so making dinner causes dad to come home.
-could talk about how children need structure and routines
Preschooler may ask a stranger on a plane, “Are you going to grandmothers, too?”

30. Preoperational Stage 2. Intuitive reasoning—They guess!!
Which line has more marbles?

31. My birthday is before Christmas and after Halloween
Preoperational Stage
Time
My birthday is before Christmas and after Halloween
Relate time with events
-Time to eat lunch

32. Preoperational Stage Time Are we there yet? Are we there yet?
Are we there yet? (And) Five more minutes?
Time concepts are one of the last to develop
They can not see time passing by
-there are no physical changes to the days of the week
Five more minutes means more time to play for a preschooler. They have no concept of how long 5 minutes will last.
Are we there yet?
Are we there yet?

33. Preoperational Stage
Children may not be aware of what is real and what is make-believe

34. Concrete Operational Stage
Ages 6 or 7 to 11
Learn to solve more complex problems using basic logic
However, they cannot think in abstract ways

35. Concrete Operational Stage
Understand Conservation– a given amount of anything remains the same even if it changes shape

36. Concrete Operational Stage
Perfect understanding of reversibility– things can return to their original condition after being changed
Perfect multiple classification and seriation

37. Concrete Operational Stage
Why do Apples fall off trees?
So they can become Apple Sauce

38. Concrete Operational Stage?
What’s Black and White and has 16 wheels?
A Zebra on Roller Skates!

39. Even their humor is concrete!
Concrete Operational Stage
Even their humor is concrete!

40. Formal Operations Stage
Ages 11 to 12 into adulthood!
Can think through very complex problems, find several solutions, and choose the most logical one.

41. Formal Operations Stage
Can think in abstract ways
Understand loyalty and freedom

42. Piaget In general we learn:
Children learn to master one skill before another
Children learn in their own ways
And not as Adults do!!

43. Drawing Scribbling (around ages 1-2)
You can tell a lot about cognitive development by looking at a child’s drawing
-drawing is not symbolic of anything
-Child enjoys the movement of the arm and hand
-color is of little importance
Scribbling
(around ages 1-2)

44. Drawing Basic Shapes (around ages 2 1/2-3)
-circle becomes recognizable and closed
-lines appear in, on, and around circles
-shape can be repeated f child so desires

45. Drawing Symbolic Basic Shapes (around ages 3-4)
-arms and legs are added to circle
-drawings become symbolic of animals or people
-Later, a nose, eyes, or other details are added
-drawing become a way to express and imagine
-basis for drawings is what the child remembers or senses, not what is actually seen at the moment

46. Drawing Combined Forms (around ages 5-7)
-forms, such as triangle, square, rectangle, and oval, are combined
-houses and people are popular themes
-the most important person is usually drawn as the largest
-emotions are shown
-color becomes important
-color preferences may be shown
-drawing is based on what the child sees
-images can be reproduced

47. draws trees and other objects
Drawing
draws trees and other objects
at right angles to the
slop of a hill
Remember that they draw things how they see them

48. Is that a drawing of two caterpillars?
No! It's my
mom and dad!
Never assume you know what a preschool child has drawn.
They have to good of an imagination.
A safe way to find out is by saying, “Tell me about your drawing.”

49. Drawing draw first then decide
Preschoolers with often draw first and then decide what it is.
Always ask the student what their drawing is because you are usually way off if you try and guess. The students feelings might get hurt.