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Cognitive Development, Atika, Bernice, Eelyn, Debbie - Coggle Diagram
Cognitive Development
Sensorimotor stage
(0-2 years old)
Children explore the environment using their 5 senses to understand how the world works.
5 senses: Touch, smell, taste, sight and hearing
Sub-stages
Co-ordinating Secondary Schemes
Babies now show signs of an ability to use their acquired knowledge to reach a goal
from 8 - 12 months
eg.) Infants will not only shake the rattle, but wil reach out and knock to one side of an object that stands in the way of it getting hold of the rattle
Secondary Circular Reactions
Babies repeat pleasurable actions that involve objects as well as actions involving their own bodies
usually last for 4 - 8 months
eg.) Infants who shakes the rattle for the pleasure of hearing the sound that it produces
Tertiary Circular Reactions
The infant who once explored an object by taking it apart now tries to put it back together
differ from secondary circular reactions in that they are intentional adaptiations to specific situations
eg.) It stacks the bricks it took out of its wooden truck back again or it puts back the nesting cups - one inside the other
Primary Circular Reactions
The baby will repeat pleasurable actions centered on its own body
eg.) Babies (1 - 4 months old) will wiggle their fingers, kick their legs and suck their thumbs
these are not reflex actions
they are done intentionally for the sake of the pleasurable stimulation produced
Symbolic Thought
When a child uses things around them to present other items.
eg.) The child uses a calculator as a telephone
Reflex Acts
The neonate (a newborn child, or one in its first 28 days) responds to external stimulation with innate reflex actions
eg.) If you brush a baby’s mouth or cheek with your finger, it will suck reflexively
Object permanence
The ability to understand that thing/person still exist even though its not in site.
For example: When a toy is taken away from the child, the child would look for it. This explains that the child has develop object permanence as he/she know that the object still exit and would find for it.
However the child has not develop object permanence when the child does not look for it, thinking the thing/ person disappeared and continue to do his/her own things.
Preoperational Stage (2-7 years)
Key Features of this stage
Centration
the tendency to focus on one aspect of a situation at a time
children may have difficulties focusing on more than one aspect of a problem
children may have trouble decentering in social situations
Play
children may tend to play beside their friends and not with them
the child is not fully familiar with the concept of socialising
Symbolism
drastic increase in use of symbolic function (2-3 years, the early stages)
using their imagination to give objects different meanings to its original
Pretend/Symbolic Play
eg. playing with an imaginary friend
Artificialism
The belief that certain aspects of the environment are manufactured by people (e.g. thinking trees are man-made).
Irreversibility
The inability to reverse the direction of a sequence of events to their starting point.
Limitations in the Child's Thinking
Animism
Egocentrism
The inability to distinguish between one’s own perspective and someone else’s perspective
Misconception: they are selfish They are not!
They are just unable to put themselves in another person’s shoe and feel what the person is feeling.
They believe whatever they see, feel or thinking
Children at this preoperational stage, does not have the ability to see that non living things do not have the abilities to have intentions/feelings.
This refers that all objects, non living things capable of having emotions and intentions
Objects that have ‘Lifelike’ qualities & are capable of actions
For example, they assume that the sky is sad, because there are tears coming out of the clouds
Atika, Bernice, Eelyn, Debbie