4. Cognitive Development

Transcription

1 4. Cognitive Development

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3 Cognitive Development: Big Questions How do children learn concepts to make sense of the world? Is play a form of learning? How does maturation affect development? What is normal development at different ages?

4 4.1 Piaget s Genetic- Epistemological Theory of Cognitive Development 4.2 Vygotsky s Sociocultural Theory of Cognitive Development 4.3 Erikson s Theory of Psychosocial Development

5 4.4 Moral Development 4.5 Adolescence 4.6 Gender Role Identity and Sex Roles 4.7 Mental Health

6 4.8 School Readiness 4.9 Development and Acquisition of Language 4.10 Summary

7 4.1 Piaget s Genetic-Epistemological Theory of Cognitive Development

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9 Piaget: First model of cognitive science Schema = concept/category (based on original prototype) Disequilibrium = facts don t match current schema Adaptation (change schema) Accommodation (modify) Assimilation (incorporate) New equilibrium achieved

10 Piaget: Example Schema: DOG = small, furry ( My dog is small, furry ) Disequilibrium: Say DOG parent says, No, CAT Adaptation Accommodation: Some small, furry are not dogs Assimilation: Create new CAT schema New equilibrium achieved

11 Piaget s stages of cognitive development Stages related to maturation (distinct qualities/abilities possible due to time/growth) Each stage has unique cognitive characteristics Each stage has unique cognitive challenges/tasks

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13 Piaget s stages: sensorimotor (0-2) Focus and intention Object permanence Imitation Random explorations and experimentation Senses and manipulation

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15 Piaget s stages: preoperational (2-7) Centration (can filter only 1 attribute/object out of many) Conservation of quantity Egocentric viewpoint Reversibility of operations

16 Transformation of attributes Language acquisition Play as learning mode Also gender identity/ stability

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18 Piaget s stages: concrete operations (7-11) Mastery of previous challenges Logical reasoning Class inclusion (hold several attributes in mind) Classification (by attribute) Seriation (sequencing) Transitivity (relatedness)

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20 Piaget s stages: formal operations (11-) Symbolic and abstract reasoning Literary symbols Ideological implications Quantitative concepts (higher math, geometry) Hypothetical reasoning Generate hypotheses Idealization and idealism

21 4.2 Vygotsky s Sociocultural Theory of Cognitive Development

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23 Vygotsky: Social learning Internalization = soaking up environment through interaction with others Observation and imitation central to learning Language from self-talk to concept formation

24 Vygotsky: Scaffolded learning Parent/sibling/teacher assesses zone of proximal development (gap in skills or knowledge) Teacher sets up mediated learning experiences Sets environment to fill in gap sequentially

25 4.3 Erikson s Theory of Psychosocial Development

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27 Erikson: 8 psychosocial stages of life From Freud: psychodynamic (psychoanalytic) foundation Stages related to maturation + unconscious motives

28 Development is cognitive, social, and emotional Each stage has challenges, urges (tasks), traits Stage success fulfillment, readiness for next stage

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30 Erikson: Stage I (0-1) Trust vs. mistrust Infant must gain sense of security in the world Trust comes from experience with caregivers Success optimism and hopefulness about life

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32 Erikson: Stage II (1-3) Autonomy vs. shame Toddler must gain sense of self-mastery while adults are monitoring and limiting everything Related to walking, speech, toilet training, experimenting Success competence and independence

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34 Erikson: Stage III (3-6) Initiative vs. guilt Young child must gain sense of independence and self-expression Related to early school experience, time with new people away from family Success confidence and willingness to try new things

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36 Erikson: Stage IV (6-12) Industry vs. inferiority Older child must gain sense of competence and realism about abilities Related to school subjects, peer relations, interactions with teachers and coaches Success self-worth, self-esteem, self-motivation

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38 Erikson: Stage V (Adolescence) Identity vs. role confusion Teen must gain sense of own personal values and sexual orientation Related to development of sex organs and urges, social issues, cognitive changes Success Who I am

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40 Erikson: Stage VI (Early adulthood) Intimacy vs. isolation Young adult must learn how to form close relations Related to one-to-one relations, social contacts, first employment Success Ability to love and commit

41 Erikson: Stage VII (Middle adulthood) Generativity vs. stagnation Adult must find ways to create, contribute, expand Related to raising family, career development, social and civic participation Success Purpose and generosity

42 Erikson: Stage VIII (Older adulthood) Integrity vs. despair Find satisfaction and/or resolution with past Accept decline of cognitive processing skills Related to review of family, work, priorities Success Insight and self-wisdom

43 4.4 Moral Development

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45 Kohlberg: Developing moral reasoning Stages related to Piaget s cognitive stages Stages based on cognitive development in relation to perceiving/solving moral dilemmas Warning: morals not always the same as ethics

46 Kohlberg: Level 1 (Preconventional) Based on rules, rewards, punishments Stage 1: Be good because you get good things Stage 2: Be good because it s the rule

47 Kohlberg: Level 2 (Conventional) Based on expectation of reciprocity and conformity Stage 3: Good behavior pleases others, so conform Stage 4: Social contract and cohesion is important, not always self-interest

48 Kohlberg: Level 3 (Postconventional) Based on individual rights and equality Stage 5: Relative (not absolute) standards and decisions Stage 6: Universal principles of justice, fairness, equity (i.e. ethics over morals)

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50 Gilligan: Developing moral compassion Stages based on gender differences Assertion: Females tend to develop levels of moral compassion vs. moral reasoning

51 Gilligan: Stages of moral compassion development Level 1: Self-serving Level 2: Self-sacrifice Level 3: Balancing selfsacrifice with self-care

52 4.5 Adolescence

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54 Egocentricity & Status Personal fable ( Only I ) Invincibility ( Can t be hurt ) Imaginary audience (Judging)

55 Social status (cliques, etc.) Popular Rejected Controversial Neglected Authoritative parents/ teachers best adjusted (middle class)

56 Identity issues Sexual identity (orientation, gender roles, etc.) Occupational direction, leaving school (planning for transition to adulthood) Values/lifestyle choices (experimenting, cliques, etc.)

57 Marcia: Identity status NOT stage theory Categories based on process and progress toward stable identity and direction Foreclosure = early decision Diffusion = confused Moratorium = experimenting Achievement = settled

58 4.6 Gender Role Identity and Sex Roles

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60 Influences on gender and gender role identity Biological influences Adult-to-adult modeling Adult-to-child treatment of boys vs. girls Media portrayals Can lead to gender bias and stereotypes

61 4.7 Mental Health

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63 Childhood problems that affect development Attention-deficit hyperactivity (ADHD) Abuse physical or sexual Exposure to domestic violence

64 Depression Anxiety disorders Suicidal thoughts and actions

65 4.8 School Readiness

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67 Factors that determine school readiness Cognitive traits and abilities Social skills Emotional control Physical/motor abilities Language development Screening to prevent future frustration and failure

68 4.9 Development and Acquisition of Language

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70 Components of language acquisition Learning words and meanings Learning grammar/ structure Learning to construct meaningful strings of words

71 Acquisition stages Hearing in womb Cooing (infancy) Babbling 1 year

72 Holophrastic (1 word) 18 mo. (Danger of overextension) Telegraphic (2 words) 2 years Sentence construction 3 years (Danger of overregularization)

73 Acquisition theories Behaviorist: rewards for approximations Social cognitive: imitation (especially of mother) Cognitive: activation of biological language acquisition device (LAD)

74 Language acquisition (like many stage-related skills) has critical/ sensitive window

75 4.10 Summary

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77 Cognitive development Includes intellectual, language, emotional, and social growth Urges and challenges at each stage Teachers need to understand what is possible and what can be expected in each stage