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Child Development Notes Ch. 4 to 6 CA$11.10
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Child Development Notes Ch. 4 to 6

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  • March 7, 2022
  • 11
  • 2021/2022
  • Class notes
  • Lara pierce
  • All classes
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Chapter 4: Theories of Cognitive Development :
Piagets theory: Removing an objects from an infants view leads them to act like the object never existed.

Theory Main Questions Addressed

Piagetian Nature and nurture, continuity/discontinuity, the active child

Information-processing Nature and nurture, how change occurs

Core-knowledge Nature and nurture, continuity/discontinuity

Sociocultural Nature and nurture, influence of the sociocultural context, how change occurs

Dynamic-systems Nature and nurture, the active child, how change occurs

Piaget’s Theory:
Theory is detailed regarding the different stages of children's experience. A recognizable field in cognitive development

 Children from birth are mentally active. Mental and physical activity both contribute to development
o Constructivist: Constructing knowledge in response to one's experience
 Important processes: generating hypothesis, performing experiments, & drawing conclusions
from observations…… Child as scientist
o Children learn lessons that are important by themselves rather than by instructions
o Children intrinsically motivated to learn, do not need rewards to learn
 Believe nurture not only influenced by caregivers, but by everyone around the child
 Nature meaning the way the child grows to react to their nurture and the development of their senses/body
 Main sources of continuity:
o Assimilation: the process where one incorporates prior knowledge in incoming information
o Accommodation: The response of improving current knowledge in response to new experiences
o Equilibration: The balance of assimilation and accommodation to create a stable understanding. 3 phases
 Equilibrium: the satisfaction of the understanding of a phenomenon
 Disequilibrium: The realization that ones prior knowledge was inadequate. Confused
 Development of a more sophisticated understanding
 Characteristics of discontinuity (Piagets stages of development):
o Qualitative change: Age causes a difference in qualitative thought process- a change in moral judgements
on entirely different criteria
o Broad Applicability: The characteristics of the types of thinking children go through regarding diverse
topics and contexts
o Brief Transitions: the fluctuation of thinking- switching between new, advanced stages of think to the
characteristics of the old one
o Invariant Sequence: progressing through the stages in the same order without skipping any of them
 The 4 Stages of Development:
o Sensorimotor stage; (0-2) intelligence expressed through sensory and motor abilities. Learning concepts
like time, space & causality
 Infants are adaptive- From birth sucks anything the same way, few weeks sucking becomes
adjustable to the object in their mouth
 Their reflexes become part of a larger behaviour when they get older (from sticking out hands to
grasping an object)

,  By late 1st year infants begin to grasp object permanence but is fragile
 A-not-B error: the tendency to reach for a hidden object where it was last found rather
than in the new location where it was last hidden.
 By 18-24 months infants form mental representations
 Deferred imitation: repetition of other people’s behaviour a substantial time after it
originally occurred.
 Moving on from out of sight, out of mind thinking
o Preoperational Stage (2-7): Can represent their experiences in language and mental imagery, but still
unable to perform mental operations (understanding simple)
 They develop symbolic representations. The older they get, the more conventional the symbols
become
 They become less egocentric as they grow (perceiving the world solely from their point of view)
 They focus a lot on centration (the tendency to focus on a single, perceptually striking feature of
an object or event)
 Conservation-of-liquid-quantity
o 4-5 yr olds answers that the change in glasses changes the quantity of the liquid
o The older they get, the more they understand these physics
o Concrete operational Stage (7 -12): A better understanding of physics is seen but unable to follow
through using scientific method
 can solve tasks like conservation tasks although other tasks limited
 Understands that events are often influenced by multiple factors
 pendulum experiment:
 experiment that focuses on factors influencing the swinging of the pendulum
 will say weight is the most important factor but often the experiments conducted to verify
it will not be related and concrete evidence
o Formal Operational Stage (12+): Think deeply about concrete and hypothetical situations, & can
conduct experiments with understanding
 Not universal like all the other stages, some people are more likely to follow through with
enriched thinking
 understands politics, ethics, and science fiction about alternative political and ethical systems
o Weakness:
 The theory is vague about mechanisms that help with growth and thinking
 Infants and young children are more cognitively competent than Piaget recognized.
 Piaget’s theory understates the contribution of the social world to cognitive development
 The stage model depicts children’s thinking as being more consistent than it is

Information Processing Theories:
a class of theories that focus on the structure of the cognitive system and the mental activities used to deploy attention and
memory to solve problems.

 Two Features of these theories:
 Task analysis: technique of specifying the goals, obstacles to their realization, and potential solution strategies
involved in problem solving
o Researchers focus on children’s task analysis to calculate the level of development of the child
 Thinking is a process that occurs over time
 Theorists see development as a continuous timeline, contrast to Piaget’s theories
 Time causes children to learn and mature their thinking
 Children are also active problem solvers; they typically follow a goal-obstacle-strategy problem solving sequence
 Change in mechanisms:

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