Early Childhood Cognitive Development Chapter 9 Early Childhood
- Slides: 23
Early Childhood: Cognitive Development Chapter 9
Early Childhood Ages 2 -5 �Dramatically expanding world �More independence and self- control �Begin to explore adult roles �More organized behaviors �More advanced peer relationships
Preoperational Stage The period from ages 2 -7, characterized by an inability to use logical operations
Preoperational Stage • Cognitive Advances �Cognitive Limitations �Logic and • Begin to reasoning are represent their world with words, still absent images, and �Animistic thinking drawings �Inability to • Perception and conserve thinking are � Lack of linked hierarchical • Advances in classification mental �Centration representation
Reasoning about Causation �Reality is defined by superficial appearance �Preschoolers can give good causal explanations for simple, familiar processes, but do not yet have an abstract understanding of plausible cause
Cognitive Limitation: Reasoning about Animate and Inanimate Objects �Animism: Tendency to attribute life to nonliving things �It is hard for young children to distinguish between living and nonliving things �This reasoning develops
Cognitive Limitation: Reasoning about Quantity �Concepts of Conservation & Measurement �Liquid, number, mass, length �Preschoolers make errors when the appearance of two equal quantities makes them look unequal �Conservation does not happen simultaneously in all subject areas, but tend
Conservation Task
Cognitive Limitation: Reasoning About Classes and Logical Relations Classification Seriation Transitive inference Ability to group things by shared characteristics, such as size or shape. Ability to arrange things in a logical progression, such as from oldest to newest. Ability to infer relationship between two objects by knowing their respective relationships to a third.
Classification
Seriation
Seriation
Cognitive Limitation: Hierarchical Classification
Memory Sensory register Short-term (working) memory The part of memory where incoming information from one of the five senses is stored very briefly. The part of memory where consciously noted information is stored for 10 -20 seconds. Long-term memory The part of memory where information is stored for a long time. Attention skills Processes that control the transfer of information from a sensory register to working memory. Processes that retain information in working memory and/or transfer it to long-term memory. Memory skills
Attention & Memory Abilities �Attentional system not yet fully developed in preschoolers �Do not consider attention a limited resource that must be used selectively �Preschoolers demonstrate: �Recognition memory: Perceive a stimulus as familiar �Free recall: Spontaneously pull information out of long-term memory for current use
Cognitive Limitation: Attention & Memory �Short-term memory only holds 3 -4 items �Recognition is easier than free recall �Process information slower when recalling �Tasks require more long-term memory space for young children �Lack of memory strategies for recall �Adults help by teaching memory strategies and building on skills
Egocentrism �Egocentrism: Inability to understand others’ perspectives �Perceptual egocentrism: Not differentiating one’s own perceptual experience from that of another � 3 Mountain Task �Cognitive egocentrism: Assume that others have the same knowledge, beliefs, and desires that they do
Egocentrism
Theory of Mind �Constructing an understanding of the human mind and mental concepts through experiences �Preschoolers come to understand 5 principles: �Minds exist �Minds have connections to the physical world �Minds are separate and different from the physical world �Minds can represent objects and events accurately or inaccurately
Theory of Mind
Communication �Egocentric speech: Talk to themselves while playing, collective monologues �Limited ability to adjust speech to the needs of their listeners
Cognitive Improvements �From toddler to preschool �Understand simple and familiar causations �Distinguish between living and nonliving things �Reason about small numbers and quantities �Expanded attention and memory �Improved ability to separate reality from appearance �Increased understanding of others’
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