1. PSYC 2314 Lifespan Development Chapter 9 The Play Years: Cognitive Development

2. How Young Children Think Piaget’s Preoperational Thought –Symbolic thought –Centration –Egocentrism –Conservation

3. How Young Children Think Vygotsky: Children as Apprentices –Guided participation –Zone of proximal development (ZPD) –Scaffolding

4. Vygotsky’s Believed that language advances thinking in two ways: –Private speech –Social mediation

5. Comparing Piaget and Vygotsky Piaget –Active learning –Egocentrism –Structure –Symbolic thought Vygotksy –Guided participation –Apprenticeship in thinking –Scaffold –Proximal development

6. Children’s Memory Abilities and Limitations –Deficient in storage and retrieval skills –Do not attend to the features of an event that are most pertinent to adults –Scripts: skeletal outlines of the usual sequence of events during certain common, recurring experiences. –Meaningful past experiences

7. Children’s Eyewitness Testimony When children are required to give eyewitness testimony, they should be provided a structure sequence that enhances their ability to remember accurately. Children should be interviewed by a neutral professional who asks specific but not misleading questions in a friendly—not stern or shocked—manner.

8. Children’s Eyewitness Testimony The interview of a child should occur only once, soon after the event, and be videotaped for later trial use. Although young children can provide accurate details concerning what happened, remembering who was involved may be more difficult. Children sometimes add false information to follow a script that makes sense to them, especially if a long delay occurs between the event and the account.

9. Theory of Mind An understanding of human mental processes: –Clearly distinguish between mental phenomena and the physical events to which they refer –Appreciate how mental phenomena (like beliefs, expectations, and desires) can arise from experiences in the real world –Understand that mental phenomena are subjective

10. Theory of Mind An understanding of human mental processes: –Recognize that people have differing opinions and preferences –Realize that beliefs and desires can form the basis for human action –Realize that emotion arises not only from physical events but also from goals and expectations

11. Theory of Mind Preschoolers’ conceptual growth quickly becomes enlisted for practical purposes, such as persuasion, sympathy, and teasing. Theory of mind is strengthened by a combination of factors: brain maturation, language ability, having at least one sibling, and culture.

12. Language Fast mapping: used by children to add words to their vocabulary, the process of hearing word once or twice and then quickly defining it by categorizing it with other words.

13. Language Young children have greater difficulty with abstract nouns as well as with words that express comparisons or relationships. Have difficulty understanding metaphors and analogies By age 3, children typically demonstrate extensive grammatical knowledge.

14. Preschool Education Characteristics of high-quality preschool programs: –Low teacher-child ratio –Well-trained staff –A curriculum geared toward cognitive development rather than behavioral control –An organization of space that facilitates creative and constructive play.

15. Head Start Children score higher on achievement tests, have higher grades, and less likely to be placed in special classes or develop a criminal record.