Human Development
Terms
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- children's early experiences often occur at the fringe of an activity and their involvement is mediated, scaffolded, and supervised through what is sometimes known as
- guided participation
- age of sensorimotor
- birth to 2
- children's language virtually explode and their rapidally increasing vocabularies
- preoperational
- capable of deductive reasoning
- concrete operations
- thinking can also be illogical in this stage
- preoperational
- children can perform challenging tasks when they have assistance of someone more advanced and competent than they are (p or v)
- vygotsky
- similar patterns in how children changfe o ver time despite considerable diversity in the environments
- universals
- through both informal conversations and formal schooling, adults convey to children the ways in which their culture interprets and responds to the world (p or v)
- vygotsky
- Become idealistic about social, political, and ethical issues
- formal operations
- around age 2 thought and language become intertwined(p or v)
- vygotsky
- piaget's second stage
- preoperational
- interactions with ones physical and social environments are essential for cognitive development (p or v)
- piaget
- development is characterized as progresing through a predictable sequence of stages
- stage theory
- complex mental process begin as social activities, as children develop, they gradually internalize processes they use in social contexts and begin to use them independently (p or v)
- vygotsky
- children can construct a more conplete understand on a topic through
- peer interaction
- children can often accomplish more difficult tasks when they work together rather than alone through
- peer interaction
- groups of similar actions or thoughts that are used repeatedly in response to the environment
- schemes
- an inability to view situations from another person's perspective
- preoperational egocentrism
- other synapses are largely useless, and these graudally fase away through a process
- synaptic pruning
- children learn to do what with arguing
- internalize it
- children say things without taking into account what a listener is likely to know and not to know about a topic
- egocentric speech
- every culture passes along physical and cognitive tools that make daily living more productive and efficient (p or v)
- vygotsky
- concious thinking takes place primarily in the
- cortex
- schemas are based primarily on behavoirs and perceptions
- sensorimotor
- piaget's third stage
- concrete operations
- more dominant in visual and spatial tasks
- left hemisphere
- Recognize what is logically valid is different from what is true in the real world
- formal operations
- Capabilities in mathmatics are likely to improve
- formal operations
- the things children learn and do are organized into
- schemes
- importance of society and culture in promoting cognitive growth
- sociocultural perspective
- mental discomfort that spurs them to try and make sense of what they are obseving
- disequilibrium
- piaget's first stage
- sensorimotor
- behaviors and belief systems that characterize the long standing social group of which the child is a member
- culture
- upper limit of tasks that he or she can perform with the assistance of a more competent individual
- level of potential development
- either modify and existing schema to account for the new object or else form an entirely new schema
- accommodation
- symbolic thought develops in
- sensorimotor
- self talk eventually evolves into
- inner speech
- their behaviors must conform to certain standards expectations when
- they play
- age of formal operations
- age 11 or 12 through adulthood
- children focus on what they are doing and seeing at the moment
- sensorimotor
- greatly enhance children's thinking abilities
- cognitive tools
- can draw lgoical inferences from information they are given
- deductive reasoning
- develop object permanence in what stage
- sensorimotor
- children may internalize the arguing process and so acquire an ability to look at other situations from multiple angles thorugh
- peer interaction
- show understanding of conservation
- concrete operations
- Can think about concepts that have little or no basis in concrete reality
- Formal operations
- unfolding of genetically controlled changes as the child develops
- maturation
- piaget's fourth stage
- formal operations
- encourages the child to think about the phenomenon or event in particular ways
- mediated learning experience
- upper limit ot tasks that he or she canperform indpendently without help from anyone else
- actual developmental level
- when neurons first develop they have no myelin sheath. as they acquire this myelin over time they fire much more quickly
- myelination
- they now realize their own perspectives and feelings are not necessarily shared by others
- concrete operations
- play allows children to stretch themselves cognitively (p or v)
- vygotsky
- develop cause and effect relationships
- sensorimotor
- Capable of thinking speparates and controls variables
- formal operations
- process of moving from equilibrium to disequilibrium
- equilibration
- show lack of conservation
- preoperational
- range of tasks that children cannot yet perform independently but can perform with the help and guidance of others
- zone of proximal development (ZPD)
- a point in development during which a growing child can be especially influenced by environmental conditions
- sensitive period
- takes responsibility for language and logical thinking
- left hemisphere
- childhood arguments help children discover that there are often several ways to view the same situation (p or v)
- vygotsky
- age of concrete operations
- 6 or 7 until 11 or 12
- human development is often characterized by
- developmental milestones
- preoperational egocentrism sometimes manifests in
- egocentric speech
- important in the classroom according to piaget's theory
- discovery learning
- dealing with an object or event in a way that is consistent with an existing schema
- assimilation
- walking, running, jumping, develop primarily as a result of
- maturation
- challenging tasks promote maximum cognitive growth (p or v)
- vygotsky
- process through wihch social activities eveolve into internal mental activities
- internalization
- ability to represent and think about objects and events in terms of internal mental entities, or symbols
- symbolic thought
- when thought and language children often talk to themselves
- self talk
- age of preoperational
- 2 until 6 or 7
- greatly enhances the brains overall efficiency
- myelination
- period of slower growth
- plateau
- throught and language become increasingly interdependent in the first few years of life (p or v)
- vygotsky
- the brain ability to learn continues
- throughout the life span
- believed that adults in a society foster children's cognitive development in an intentional and somewhat systematic manner (p or v)
- vygotsky
- this theory leads us to expect a greater diversity among children (p or v)
- vygotsky
- through an apprenticeship a student often learns not only how to perofrm a task but aslo how to think about a task
- cognitive apprenticeship
- children can comfortably interpret and respond to new events using existing schemas
- equllibrium
- children learn through assimilation and accommodation (p or v)
- piaget
- thought and language are seperate functions for infants and young toddlers (p or v)
- vygotsky
- An inability to sperarate one's own logical abstractions from the perspectives of others and from pratical considerations
- Formal operations egocentricsm
- often used when adults or other more competent individuals provide some form of guidance or structure that enables children to perform tasks in their ZPD
- scaffolding
- children construct knowledge from their experiences (p or v)
- piaget
- towards the end of this stage they can have hunches about adult like thinking and conservation, but they cannot yet explain why
- preoperational
- thought processes become organized into larger systems of mental processes that allow them to think more logically tan they have previously
- concrete operations
- children are active and motivated learners (piaget or vygotsky)
- piaget
- Can deal with hypothetical and contrarty to fact ideas, can envision how the world might be different
- formal operations
- periods of relatively rapid development
- spurt
- a novice works with and expert for a lengthy period to learn how to perform complex tasks within a particular domain
- apprenticeship
- piagets theory that children construct their own beilefs from their experiences
- constructivism
- children talk to themselves mentally rather than aloud
- inner speech
- shortly after birth the rate of synapse formation increases dramamtically
- synaptogenesis