Jean Piaget - "knowledge is a product of the amount of experience an infant has"
He was a constructionist
he was Swiss and a genius
Schema - Organized pattern of functioning
Example:if you hear the word bird you can picture one...you already have a schema for
birds
organization - cognitive thinking is organized into schemas
adaptation - as you have new experiences you adapt your ways of thinking and
organize schemas
assimilation - new experience is incorporated into the current way of thinking
Example: you already have a schema and as new information comes in you fit it in with
your already existing schema
Accomodation - change and create a new schema for the new info I have learned
new experience changes the current way of thinking into something different
Sensorimotor stage of piaget's theory of development - babies are all about senses and
controlling movement
Sensorimotor stage--- object permanence - things continue to exist even if you cant see
them
-babies have problems with this
example: peek-a-boo
Sensorimotor stage--- A-not-B Error - hide an object in 2 places...do the same place
over and over and then switch the spot while the baby is watching
--interestingly they still go back to original spot even after watching you put it in a
different spot
Egocentrism - happens between ages 2-7
,child sees the world only from their perspective and that they do not think others have
different perspectives.
--they believe "if i see it everyone sees it"
Example: 3 mountain perspective
-Ross Thompson believes children are not as egocentric as once believed. he believes
that children have an awareness of others goals, feelings, and desires
Early childhood - children grow 2.5" and gain 5-7 lbs a year
there is a change in their brains that enables them to plan their actions, attend to stimuli,
and make considerable strides in language
3-6 years - most rapid growth occurs in the prefrontal cortex which plays a key role in
planning and organizing new actions and maintaining attention
myelination - process by which the axons are covered and insulated with a layer of fat
cells which increases speed at which info travels through the nervous system
gross motor development - running, jumping, and exploring starts @ age 3 and
continues to get more adventurous through age 5
fine motor development - by 3 years they can grasp small objects yet are clumsy
4-5 able to build towers and by 5 can control motions totally
exercise for preschool children - should engage in 2 hours of physical activity per day
Piaget's Preoperational Stage - 2nd stage age 2-7 children begin to represent the world
with words, images, and drawings and symbolic thought goes beyond simple
connections and physical actions
-stable concepts are formed, mental reasoning emerges, egocentrism is present, and
magical beliefs are constructed
operations - internalized, reversible sets of actions that allow children to do mentally
what they formally did physically
Symbolic Function Substage---Preoperational stage - child gains the ability to mentally
represent an object that is not present
-(2-4 years of age)
animism----preoperational stage - belief that inanimate objects have life-like qualities
and are capable of action
, 2nd preoperationsal substage--intuitive thought substage - children begin to use
primitive reasoning and want to know the answer to all sorts of questions
(4-7 years of age)
example: kids constantly asking "why"
centration - focusing of attention one one characteristic to the exclusion of others
-example: oooooooooo
ooooooooooooo
which one has more?-they both have the same but children believe the bottom row has
more because it takes up more space because they are focused on one dimension
conservation - awareness that altering an object or a substance's appearance does not
change its basic properties
example: molding of play-dough into long stick and ball or water and beaker test
Vygotsky's Theory: Social constructivist approach - emphasizes that social contexts of
learning and that knowledge is mutually build and constructed
zone of proximal development (ZPD) - tasks that are too difficult for children to master
alone but can master with assistance
example: a hard puzzle
scaffolding - changing the level of support
private speech - using language for self regulation- using language to plan, guide , and
monitor behavior
--example: reading out loud
Vygotsky's Theory - ...was believed to help in education:
1. assess the child's ZPD- determines the best level at which to begin instruction
2. use ZPD in teaching start at upper zone limit and offer support
3. used skilled children as teachers
4. encourage private speech in preschool/elementary encourage internalized speech
5. place instruction in real world settings
---interested in make believe aspects of play
---Daniel Berlyne says play satisfies our exploratory drive
information processing--executive attention - involves action planning, allocating
attention to goals, error detection and compensation, monitoring progress on tasks,
dealing with novel or difficult circumstances
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