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55 Cards in this Set
- Front
- Back
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Define The Term Cognitive Development. |
Age-related changes, e.g. How children think and behave differently as they get older. |
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Define The Term Invariant Stages. |
The same stages, in a fixed order, that the development of a child's ability to think goes through. |
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Define The Term Universal Changes. |
The pattern or order of the development of thinking that is the same for all children everywhere. |
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What Are The Four Stages Of Cognitive Development? |
-The Sensori-Motor Stage: from birth to about 2 years old. -The Pre-Operational Stage: from about 2 to 7 years old. -The Concrete Operational Stage: from about 7 to 11 years old. -The Formal Operation Stage: from about 11 years old, and onwards. |
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What Does A Stage Theory Mean In Psychology? |
-Development follows a fixed (invariant) order or pattern. -The behaviour in question e.g. Language. -The pattern is true for everyone- it's universal |
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What Did Piaget Mean When He Said That 'Children Are Scientists'? |
They begin to explore the world around them from the moment they first open their eyes and begin to think about it. |
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What Is The First Stage In Piaget's Theory Of Cognitive Development? |
Sensori-Motor Stage, from birth to 2 years old. |
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What Are The Features Of The Sensori-Motor Stage? |
-Body Schema(s) -Motor Co-ordination -Object Permanence |
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What Happens In The Body Schema Stage? |
The infant recognises that it exists physically (e.g. It can recognise itself in a mirror). |
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What Happens In The Motor Co-ordination Stage? |
The infant learn to co-ordinate different body parts (e.g. Hand to mouth for eating). |
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What Happens In The Object Permanence Stage? |
The infant know that an object or person still exists even if it can't be seen (whereas when a newborn baby can't see that thing or person, they don't exists to them anymore). |
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What Is The Second Stage In Piaget's Theory Of Cognitive Development? |
The pre-operation stage, from 2-7 years old. |
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What Happens In The Pre-Operation Stage? |
-The child starts school, cognitive development gets better by the year. -Children learn to use symbols, such as words, or mental images, to solve problems. |
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What Are The Three Things, According To Piaget, The Child Still Can't Do In The Pre-Operational Stage? |
-Animism -Reversibility -Egocentrism |
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What Is Animism? |
Children treat inanimate objects as if they're alive too just like them (e.g. They talk about and to their teddy bear). |
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What Is Reversibility? |
A child is unable to work backwards in their thinking (e.g. A sister is asked if she has a brother and she replies yes, but if she is asked if her brother has a sister, she would reply no). |
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What Is Egocentrism? |
This means seeing and thinking of the world only from your point-of-view. A child entering the pre-operational stage sees things from their eyes only and has difficulty in appreciating someone else's point of view. |
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What Happens At The End Of The Pre-Operational Stage? |
Children move into the concrete operational stage, and their egocentrism is no longer active in their thinking. |
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What Is De-Centring? |
Egocentrism no longer being active. A child now understands more than one feature of a situation or object. |
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What Is The Third Stage In Piaget's Theory Of Cognitive Development? |
The concrete operational stage, from 7-11 years old. |
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What Happens To The Child At The Concrete Operational Stage? |
-Overcome egocentrism -Drop animism -Can think backwards |
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What Cognitive Skills Does A Child Develop During The Concrete Operational Stage? |
-Linguistic Humour -Seriation -Conservation |
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What Is Linguistic Humour? |
When children start understanding and enjoying word games and double meanings. Children at this stage will giggle and ask the same people to same question time after time. |
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What Is Seriation? |
The ability to put things into rank order (e.g. Smallest to largest, youngest to oldest). |
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What Is Conservation? |
When children know that the properties of certain objects remain the same (are conserved) even if the objects appear to change. For example: understanding that quantity does not change even when things are rearranged; the ability to understand that changing the form of an object or substance doesn't change the amount or volume. |
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Explain How The Beakers Tested Volume Conservation. |
A child looking at two identically sized short, fat beakers filled with the same levels of liquid poured into a tall, thin beaker. Children under 7 said that the tall beaker now held more water because it was taller, those over 7 didn't. |
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What Is The Fourth Stage In Piaget's Theory Of Cognitive Development? |
The formal operational stage, from 11 years old onwards. |
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What Did Piaget Believe Happened During The Formal Operational Stage? |
That adolescents develop thinking and reasoning typical of adults at their best. They can solve abstract problems and can think hypothetically. |
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What Does Hypothetical Thinking Allow A Person To Do? |
Solve problems logically and in a scientific or abstract way. They 'see the big picture' and can apply principles to other situations. |
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What Are The Criticisms Of Piaget's Theory? |
-The cognitive stages are not as fixed or rigid as Piaget proposed. -There's no guarantee that people develop through all the stages. -Development is not an automatic, biological process. -Piaget ignored different kinds of thinking. -Thinking does not develop in the same way for children everywhere. -Piaget only describes the kind of thinking a child can and cannot do, he doesn't explain how the changes in thinking occur. |
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What Did Vygotsky Argue? |
That children are born with considerable thinking abilities, but their cognitive development takes place within their culture. |
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What Are Cultural Tools? |
Cultural tools are the tools the child picks up for thinking (E.g- language, writing, number systems and ideas from science) and these are developed around them in their home. |
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What Did Vygotsky Regard The Child As? |
An apprentice- someone who works with a skilled person to learn his or her trade. |
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What Is The Definition Of The 'Zone of Proximal Development'? |
The gap between where a child is in their learning and where they can potentially get to with the help and support of others. |
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What Is An Example Of ZPD? |
A child who has been given a construction kit as a birthday present, and who can only make it up with the help of a parent or older brother or sister. |
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What Did Vygotsky Mean By Scaffolding? |
Learning through others by using a 'support framework' to allow the developing child to get on safely with its learning and thinking. |
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What Did Vygotsky Believe About The Progress Of Everyone's Cognitive Development? |
It happened at an individual place, helped on by significant people around them in their culture. |
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How Does This Differ From Piaget's View? |
Piaget assumed that cognitive development just progresses naturally regardless of who is around (at fixed stages). |
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What Type Of Study Did Piaget Use In His Experiment On Conservation? |
A cross-sectional study. |
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What Is A Cross-Sectional Study? |
Using two or more groups at different stages to investigate differences. |
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Who Were His Participants? |
Children in the pre-operational stage and children in the concrete operational stage. |
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What Were The Children Shown? |
They were shown, one at a time, two identical parallel rows of counters, with the counters opposite and facing each other one to one. |
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What Did The Researcher then Do? |
Change the layout of the counters as each child watched, stretching one row out but not removing or adding any counters to either row. |
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What Were The Children Then Asked? |
They were asked one at a time which of the two rows had more counters. |
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What Did Children In The Pre-Operational Stage Tend To Say? |
That the rearranged or stretched row had more counters because it was longer. |
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Why Did They Say The Row Was Longer? |
Because they could not conserve. Perhaps this was because they couldn't yet reverse the situation by thinking of what happens if the counters are pushed back closer as at the beginning. |
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What Did The Children In The Concrete Operational Stage Report? |
That both lines had the same number of counters despite the difference in length of line. |
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Why Did Children Aged 7-11 Get It Right? |
They could conserve. They knew that appearances can be deceiving and that unless something is added or taken away the two lines remain as before. |
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What Are The Criticisms Of This Study? |
- Piaget was criticised for the way he questioned the children in the experiments. - Piaget was criticised for the nature of the task. - Piaget used a relatively small sample of children for his experiment so it wasn't representative. |
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What's Piaget's Concept Of Readiness? |
- Children can only learn what their current cognitive stage allows them to do. - For example, young children should learn in the classroom through concrete activities and materials, whereas older students should learn by dealing with abstract concepts and hypothetical issues. |
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What Is 'Discovery Learning'? |
- Children learn best by doing, and so in school the role of the teacher is not to pour knowledge down the throats of children. - Instead, they should help them learn by raising questions and issues, and devise activities for the children to get involved in. - In the process, they should discover, as young 'scientists' things for themselves at first hand. The teacher is a facilitator, helping the child to find things and learn independently. |
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What's Peer Support? |
- It means allowing children in class opportunities for unstructured discussion and collaborative learning. - It helps the child de-centre and develop the ability to take the other persons point-of-view. |
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What Did Vygotsky Argue About The Role Of The Teacher? |
- The classroom teacher should actively intervene, to help the child as a learner develop their understanding and knowledge. - The teacher is the main person in the pupil's some of proximal development. |
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What Did Vygotsky Say About The Spiral Curriculum? |
- That children are best served in school by what he called the spiral curriculum. - This means difficult ideas being presented at first quite simply, and then being revisited at a more advanced level later on. |
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What Did Vygotsky Argue About Scaffolding? |
That other people can advance a child's thinking by providing a support framework or scaffold on which the child can climb and achieve. |
