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Ch. 6 Cognitive Development: Piaget and Vygotsky, Key terms - Coggle…

- - - - about 6 or 7
        
        Adult-like logic appears but is limited to thoughts about concrete, real life situations
        
        e.g.
        
        mine vs. yours perspective
        
        Class inclusion
        
        Classifying objects into 2 or more groups
        
        Consercation
        
        amount stays the same despite appearances
    - - Begins at birth
        
        schemes are largely based on behaviors and perceptions
        
        in the being, children can't think about thigs that are not directly in front of them
        
        they focus on what they are doing and seeing in the moment
        
        e.g.
        
        trial-and error experimentation
        
        object permanence
        
        symbolic thought
        
        Goal-directed behavior
    - - about 11 or 12
        
        logical reasoning processes are applied to abstract ideas and concrete situations. advanced reasoning in science and math
        
        e.g.
        
        Ability to draw conclusions about situations that can't be directly perceived
        
        Separation and control of variables
        
        Understanding of fractions, percentages, decimals, and ratios
        
        Idealism
        
        Ability to envision alternatives to social practices
    - - about 2
        
        because of symbolic abilities, thinking and talking about things beyond immediate experiences is posible
        
        logical adult-like reasoning is not developed
        
        e.g.
        
        Language
        
        Extensive pretend play
        
        Intuitive thought
  - - - infants show object permanence at 2 1/2 months
      - Preschoolers aren't always egocentric and often demonstrate conservation and class inclusion
      - some elementary students exhibit abstract reasoning
      - some high-school students never develop abstract reasoning
    - - conversation my be taught
      - children age 4 or 5 exhibit conservation after experiencing it
      - prior knowledge affects formal operations
      - education and culture affect cognitive development
  - - - Working memory
    - - central conceptual structures
- - - - Adults convey cultural interpretations through informal interactions & formal schooling
        
        mediation
      - Children acquire tools in their own idiosyncratic manner
        
        appropriation
    - - lower vs. higher functions
        
        lover
        
        learning and responding to enviroments
        
        Which food taste good, moving from one place to the next
        
        higher
        
        deliberate intellectual processes that enhance learning memory and reasoning
    - - Play allows children to stretch themselves cognitively
      - Thought & language become interdependent
        
        self-talk becomes inner speech
    - - Children can perform more challenging tasks when assisted
        
        zone of proximal development
  - - - mediated learning experience
    - - support for challenging tasks
    - - cognitive apprenticeship
      - guided participation
  - - - provide sufficient scaffolding
      - help children develop strategies to scaffold themselves
    - - use group activities like reciprocal teaching
      - provide reminders of what to do
    - - look for examples of different types of play:
        
        exploratory with objects
        
        group play
        
        imaginary play with symbolic objects
        
        role taking
- - - - They can only if they have constructed the relevant logical operations
- - - - e.g. attaching lables to obgects
      - e.g. explain the nature of certain phenomena