reading 4
Piagets teory
vigotsky theory
cognitive processes
Schemas
Assimilation and accommodation
organization
equilibration and stages of development
Piagetian stages
The sensorimotor stage
the preoperational stage
The formal operational stage
Piaget, constructivism and technology
Evaluating piagets teory
contributions
Criticisms
the zone of proximal development
scaffolding
language and thought
evaluating Vygotsky theory
incorporation of new information into existing knowledge
behavioral schemas charactize infancy
mental schemas develop in childhood
assimilaton occurs when children incorporate new information into their existing schemas
accommodation occurs when children adjust their schemas to fit new information and experiences
grouping of isolated bahaviors and thoughts into a highter-order systems
is a mechanism that
Piaget proposed to explain how children shift from one stage of thought to the next
which lasts from birth to about
2 years of age, is the fi rst Piagetian stage. In this stage, infants construct an understanding of the world by coordinating their sensory experiences
out 2 to 7 years of age, it is more symbolic than sensorimotor thought but does not involve operational thought. However, it is egocentric and intuitive rather than logical.
symbolic function substage occurs roughly between 2 and 4 years of age. In this substage, the young child gains the ability to represent mentally an object that is not present.
intuitive thought substage starting at about 4 years of age and lasting until about 7 years of age. At this substage, children begin to use primitive reasoning and want to know the answers to all sorts of questions.
which emerges at about 11 to 15 years of age, is Piaget’s fourth and final cognitive stage. At this stage, individuals move beyond reasoning only about concrete experiences and think in more abstract, idealistic, and logical ways
The concrete operatinal stage
lasts from about 7 to about 11 years of age. Concrete operational thought involves using operations. Logical reasoning replaces intuitive reasoning, but only in concrete situations
transitivity The ability to reason and logically combine relationships.
seriation A concrete operation that involves ordering stimuli along some quantitative dimension.
basic idea of constructivism is that students learn best when they are actively constructing information and knowledge.
long list of masterful concepts, including assimilation and accommodation, object permanence, egocentrism, conservation, and hypothetical-deductive reasoning.
Estimates of children’s competence.
Stages.
Training children to reason at a higher level.
Culture and education.
Vygotsky’s term for the range of tasks that are too difficult for children to master alone but that can be mastered with guidance and assistance from adults or more skilled children.
involves changing the level of support for learning.
language and thought initially develop independently of each
other and then merge. He emphasized that all men tal functions have external, or social, origins. Children must use language to communicate with others before they can focus inward on their own thoughts. Children also must communicate externally and use language for a long period of time before they can make the transition from external to internal speech.
Emphasizes the social contexts of learning and that knowledge is mutually built and constructed
Language development
A form of communication, whether spoken, written, or signed, that is based on a system of symbols.
Phonology
Morphology
Syntax
Semantics
Pragmatics
The appropriate use of language in
different contexts
ways that words must be combined to
form acceptable phrases and sentences
The meaning of words and sentences.
A language’s sound system
Refers to the units of meaning
involved in word formation.
language development
infancy
Language acquisition advances past a number of milestones in infancy, cause the main focus of this text is on children and adolescents rather than infants, we will describe only some of the many language milestones in
infancy
Early childhood
Rule Systems of Language
Literacy in Early Childhood
Middle and Late Childhood
Adolescence
includes increased sophistication in the use of words
Children gain new skills as they enter school that make it possible to learn to read and write.
early precursors of literacy and academic success include good language skills, phonological and syntactic knowledge, letter identification, and conceptual knowledge about print and its conventions and functions
phonology, morphology, syntax, semantics, and pragmatics