Mary Cassatt 1844 1926 Teine Lefebvre and Margot

Mary Cassatt (1844 -1926) Teine Lefebvre and Margot

Assimilation and Accommodation Children form concepts in their minds Concepts: general categories of objects and information

All things in the air are birds. Then they learn the difference between bird and plane

These are all apples because they are red

Four Stages 1. 2. 3. 4. Sensorimotor birth to 2 yrs Preoperational 2 -7 yrs Concrete Operations 7 -11 Formal Operations 11 into adulthood

• Infant Scientist! • In this stage children learn about the world through their senses and body movements • This stage is broken up into 6 different steps

Step One: Birth • Infants are only aware of themselves • They do not understand themselves as a a separate person

Step Two 1 to 4 months • Learn to combine two reflexes • For example they wave their fists and then bring it to their mouths

Step Three 4 to 8 months • They respond to other stimuli • Improves hand-eye coordination • For example if a baby bumps a rattle and it makes a noise, they may try top bump it again.

Step Four 8 to 12 months • Intentional behavior • They learn certain actions lead to certain results • Imitates others

They learn to follow objects with their eyes • Love playing Peek-ABoo

Ten months- learn Object Permanence That objects continue to exist even when out of sight—can find partially hidden objects

Stage Five 12 to 18 months • Trial and error: Push a cracker off a high chair and watch it fall to the floor. Then does it again • Can find hidden objects • Understands that objects exist independently

Step Six 18 to 24 months • Begin to experimentally as well as physically • They think about what they are going to do before they do it

Sensorimotor Sensory Play • • • Learning to move hands and feet Crawling and walking – opens up world Seeing, touching smelling, listening Everything goes in mouth Need to provide objects and toys that stimulate child’s senses • See pages 292 - 293

Imaginative Play • P 292

• Ages 2 to 7 • Basic Mental operations start replacing sensorimotor activities as the primary way to learn

Children learn mostly by language and mental images I “eated” my apple No, it’s ate Then I “ated” my apple

• Make-believe play is used to create and express all kinds of mental images

Increase in symbolic thought helps the child to be more imaginative. For example, toddlers continually repeat the same “mistake” and figure things out through and acting of objects and people, but preschoolers can think ahead anticipate the consequences of their physical action. This increasing ability to use mental representation allows children to make plans before taking action, and their activities take on a more purposeful, goal-directed character. Preschoolers’ increased capacity for symbolic thought is also apparent in the significant increase in their use of make believe play, which becomes more elaborate and more cooperative. Engaging in sociodramatic play, in turn, strengthen children’s memory, language, logical reasoning, imagination, and creativity. Pretend play is a step above imitation

Everyone views the world like I do

Egocentrism • The sun follows them from place to place and goes to bed when they do • Problems with reversibility—can’t see the world from other's perspectives

Children are prone to thinking errors Just as a walking toddler is prone to missteps

I don’t want to go to sleep! I’m not tired! use feeling to solve problems rather than logic He hurt my feelings so I hit him!

• Begin learning multiple classification– the ability to understand that an object may fit into more than one category

• Begin learning seriation—the ability top order groups of things by size, weight, or any common property • For example arranging beads on a bracelet from smallest to largest • However preschool age children cannot arrange themselves by height

• They think the same amount of liquid is more when poured into a tall think glass. • To them taller means more!

Another example of conservation

They have two kinds of reasoning 1. Syncretic– a break in logic, changing set of criteria Example: Mother usually makes dinner before dad comes home so making dinner causes dad to come home.

First, you put all of the white powder in a bowl. Then you pour milk into it. Stir and pour in metal cups that are hooked together. Now hurry and put in the oven because we are late for school.

2. Intuitive reasoning —They guess!! Which line has more marbles?

My birthday is before Christmas and after Halloween

• Children may not be aware of what is real and what is make-believe

Characteristics of Children in Preoperational Stage • • • Like make believe Egocentric Problems with reversibility Use feeling to solve problems Multiple classification = the ability to understand that an object may fit into more than one category

Characteristics of Children in Preoperational Stage • Seriation=the ability to order groups of things by size, weight, or any common property. • Can’t understand conservation • May not be able to distinguish what is real and what is make

• Ages 6 or 7 to 11 • Learn to solve more complex problems using basic logic • However, they cannot think in abstract ways

• Understand Conservation– a given amount of anything remains the same even if it changes shape

• Perfect understanding of reversibility– things can return to their original condition after being changed • Perfect multiple classification and seriation

What’s Black and White and has 16 wheels? A Zebra on Roller Skates! ?

Even their humor is concrete!

• Ages 11 to 12 into adulthood! • Can think through very complex problems, find several solutions, and choose the most logical one.

• Can think in abstract ways • Understand loyalty and freedom

In general we learn: • Children learn to master one skill before another • Children learn in their own ways • And not as Adults do!!

You can tell a lot about cognitive development by looking at a child’s drawing

Words & Numbers stand for ideas and are the foundation for reading.

Is that a drawing of two caterpillars?

Assimilation and Accommodation = two complementary processes of adaptation described by Piaget, through which awareness of the outside world is internalized. In Assimilation, what is perceived in the outside world is incorporated into the internal world. Example: If you are familiar with databases, you can think of it this way: your mind has its database already built, with its fields and categories already defined. If it comes across new information which fits into those fields, it can assimilate it without any trouble.

In Accommodation, the internal world has to accommodate itself to the evidence with which it is confronted and thus adapt to it, which can be a more difficult and painful process. In the database analogy, it is like what happens when you try to put in information which does not fit the pre-existent fields and categories. You have to develop new ones to accommodate the new information.

In reality, both are going on at the same time, so that—just as the mower blade cuts the grass, the grass gradually blunts the blade—although most of the time we are assimilating familiar material in the world around us, nevertheless, our minds are also having to adjust to accommodate it. Read more: Assimilation and Accommodation http: //www. learningandteaching. info/learning/assimacc. h tm#ixzz 3 Vbm. WON 6 W Under Creative Commons License: Attribution Non-Commercial No Derivatives