Cognitive Development In Early Childhood Chapter 10 Video

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Piagetian Approach: The Preoperational Child Early childhood: preoperational stage n Advances of preoperational thought

Piagetian Approach: The Preoperational Child n Advances of Preoperational Thought – In early childhood,

Piagetian Approach: The Preoperational Child n Immature Aspects of Preoperational Thought – Failure to

A preoperational child is unable to describe the “mountains” from the doll’s point of

Piagetian Approach: The Preoperational Child n Do Young Children Have Theories of Mind? –

Language Development n Grammar and Syntax – At 3, children typically begin to use

Language Development n Private Speech – Talking aloud to oneself with no intent to

Language Development n Social Interaction and Preparation for Literacy – Emergent literacy: development of

Early Childhood Education n The Transition to Kindergarten – Emotional and social adjustment: important

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Cognitive Development In Early Childhood Chapter 10

Piagetian Approach: The Preoperational Child Early childhood: preoperational stage n Advances of preoperational thought n – Symbolic function: ages 2 to 7 yrs. shows great expansion in use of symbolic thought – Deferred imitation is proof of symbolic function – becomes more robust after 18 months

Piagetian Approach: The Preoperational Child n Advances of Preoperational Thought – In early childhood, 5 principles of counting are recognized – By age 5, most can count to 20 – U. S. and Chinese children progress at same rate until ages 4 to 5, then Chinese learn their number system faster

Piagetian Approach: The Preoperational Child n Immature Aspects of Preoperational Thought – Failure to understand conservation n Video: http: //www. youtube. com/watch? v=Yt. LE WVu 815 o – Egocentrism - a form of centration n Egocentrism shown primarily in situations beyond child’s immediate experience

A preoperational child is unable to describe the “mountains” from the doll’s point of view - an indication of egocentrism, according to Piaget

Piagetian Approach: The Preoperational Child n Do Young Children Have Theories of Mind? – Theory of mind: emerging awareness of their own and others’ mental processes – Theory of mind knowledge dramatically increases between 2 and 5, peaking around age 4

Language Development n Grammar and Syntax – At 3, children typically begin to use plurals, possessives, and past tense – They still make errors of overregularization – By ages 5 to 7, children’s speech is quite adultlike, but they still have not mastered the fine points of language

Language Development n Private Speech – Talking aloud to oneself with no intent to communicate with others – Normal and common in childhood, accounting for 20% to 50% of what is said by 4 - to 10 -year-olds – Piaget viewed it as cognitive immaturity – Vygotsky saw it as very important for development and social experiences

Language Development n Social Interaction and Preparation for Literacy – Emergent literacy: development of these skills, knowledge, and attitudes that underlie reading and writing – Social interaction can promote emergent literacy – Reading to children is one of the most effective paths to literacy

Early Childhood Education n The Transition to Kindergarten – Emotional and social adjustment: important factors in readiness for kindergarten and strongly predict school success – Kindergarten adjustment may depend on a child’s age, gender, temperament, coping skills, cognitive and social competencies, and environment of school and home