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13 Cards in this Set
- Front
- Back
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Chomsky (Nativism)
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LAD - Language Acquisition Device Children automatically acquire language by being exposed to it. |
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Lenneberg (Nativism)
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Critical Time Period Language acquisition has to occur before puberty. |
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Skinner (Behaviourism)
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Operant conditioning - trial and error Positive/Negative reinforcement - shaping behaviour. |
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Piaget (Cognitive Constructivism)
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Children at first cant mentally process the idea of things existing outside of their immediate surroundings - egocentric. At 18 months - children develop object permanence. |
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Piaget (Stages of Cognitive Development) 1. Sensori-motor - Birth - 2 years |
Differentiates self from objects, recognises self as agent and begins to act e.g. shakes a rattle to make noise. Achieves object permanence |
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Piaget (Stages of Cognitive Development) 2. Pre-operational - 2 - 7 years |
Uses language to represent objects by images or words. Thinking still egocentric - difficulty taking viewpoint of others. Classifies objects by single feature - e.g. all red blocks regardless of shape. |
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Piaget (Stages of Cognitive Development) 3. Concrete operational - 7 - 11 years |
Can think logically about objects and events. Achieves concept of number (age 6), mass (age 7) and weight (age 9) Classifies objects by many features. |
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Piaget (Stages of Cognitive Development) 4. Formal operational - 11+ |
Think logically about abstract propositions and test hypotheses. Becomes concerned with hypothetical, the future and ideological patterns. |
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Bruner (Social Constructivism) |
LASS - Language Acquisition Support System Spiral Curriculum - support of socialising combines with innate language development. 4 interactions with books 1. Gaining attention - picture 2. Query - asking 3. Label - telling 4. Feedback - responding |
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Vygotsky (Social Constructivism)
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1. Ego-centric speech - essentially thoughts are words. 2. Private speech - child talks aloud to itself - major mental development - child learning to think. 3. ZPD - child needs a caregiver help - caretaker gives child model to apply later. |
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Vygotsky (Social Constructivism) Scaffolding |
Austistic thought - only knows how to respond to internal feelings and urges - how every child starts out. Directed thought - children consider others and their thoughts are based on awareness of external circumstances - caused by play. |
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Vygotsky (Social Constructivism) Play |
Children rely on a 'pivot prop' 0 - 2 years - solitary (limited interaction) 2 - 2 1/2 - spectator (observes others) 2 1/2 - 3 - parallel (playing alongside) 3 - 4 - associate (some but not all children - mixed sex) 4 - 6 - co-operative (shared aims and supportive of others, single sex) |
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Garvey (Social Constructivism)
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Socio-dramatic play - 4+ Roles and identities assigned to immediate participants as well as imagined. Plans for actions or storylines which form extended dramas and role plays. Objects and settings which are changed or invented as needed. |
