Desarrollo cognitivo en la infancia y preescolar según Piaget y Vygotsky, Apuntes de Psicología del Desarrollo

¡Descarga Desarrollo cognitivo en la infancia y preescolar según Piaget y Vygotsky y más Apuntes en PDF de Psicología del Desarrollo solo en Docsity! TEMA 5 | Elisabeth Muñoz Amores 1 MODULE 2 – HUMAN DEVELOPMENT UNIT 5. COGNITIVE DEVELOPMENT AND LANGUAGE ACQUISION INTRODUCTION 1. COGNITIVE DEVELOPMENT IN INFANCY a) THE PIAGET’S APPROACH TO COGNITIVE DEVELOPMENT Key elements of Piaget’s theory: SCHEMES --> Organized mental structures and patterns (por ejemplo: como recoger juguetes) ACCOMODATION --> The change in existing ways of thinking that occurs in response to encounters with new stimuli or events (por ejemplo: una ardilla voladora en el zoo se reconoce como llamarla "un pájaro con cola"). ASSIMILATION --> The process in which people understand an experience in terms of their current stage of cognitive development and way of thinking (por ejemplo: ven una ardilla voladora en un zoo y la llaman “pájaro” porque la asocian con volar). Stages The sensorimotor period THE SENSORIMOTOR PERIOD: • The initial major stage in cognitive developmental according to Piaget’s theory. • Development as gradual process • Children pass through periods of transitions --> Six substages TEMA 5 | Elisabeth Muñoz Amores 2 Substages of the sensorimotor period SUBSTAGE AGE DESCRIPTION EXAMPLE 1. SIMPLE REFLEXES First month of life Reflexes determine the infants’ interactions with the world, being the center of their cognitive life. The sucking reflex causes the infant to suck at anything placed in his/her lips. 2. FIRST HABITS AND PRIMARY CIRCULAR REACTIONS 1 – 4 months Infants begin to coordinate separate actions into single and integrated activities. An infant might combine grasping an object with sucking on it or staring at something with touching it. 3. SECONDARY CIRCULAR REACTIONS 4 – 8 months Infants take major strides in shifting their cognitive Horizons beyond themselves and begin to act outside the world. A child who repeatedly picks up a rattle in her crib. and shakes it in different ways to see how the sound changes. 4. COORDINATION OF SECONDARY CCRR 8 – 12 months Infants begin to use more calculated approaches to produce events and coordinate schemes to generate a single act → First step for reaching the object permanence. An infant pushes one toy out of his/her way to reach another that is lying partially exposed under it. 5. TERTIARY CIRCULAR REACTIONS 12 – 18 months Infants develop the “deliberate variation of actions” → They carry out manipulative experiments to observe their consequences An infant drops a toy repeatedly, varying the position and observing each time where it falls. 6. BEGINNING OF THOUGHT. 18 – 24 months Infants acquire “mental representation” or “symbolic thought” → They can think of unseen objects because they know they exist → Object permanence. An infant plot in his/her head unseen trajectories of objects so that if a ball rolls under a piece of furniture he/she can figure out where it is likely to emerge. Support and challenges for the sensorimotor period 1. Questioning the stage notion --> Cognitive development proceeds not in stages but in waves (advances come more gradually, growing step-by-step in a skill-by-skill manner). 2. Excessive importance to motor activities --> Excessive importance to motor activities, ignoring the role of sensory and perceptual systems that are present from a very early age → los niños que nacen sin brazos ni piernas tienen un desarrollo cognitivo normal pero tienen problemas con el desarrollo motor. 3. Underestimation of infant’s capability --> Current research seems to prove that younger infants (from 3 ½ months) have at least some understandings of the object permanence. 4. Focus on western cultures --> Piaget didn’t explain different timetable for children depending on their culture of origin (nurture). TEMA 5 | Elisabeth Muñoz Amores 5 8. Language features by 2 years... - Telegraphic speech → Use the similar order (Subject, verb and object). - Underextension → Children think a word refers to a specific instance of a concept instead of all examples of the concept, e.g., blanket is only their blanket no other blankets. - Overextension → Use the word “cars” to refer to buses, trucks, and tractors (this indicates that the child is developing concepts). - Language style → It depends on cultural factors (por ejemplo, en Estados Unidos es más referencial, mientras que en Japón es más expresivo). The origins of language development 2. COGNITIVE DEVELOPMENT IN PRESCHOOL YEARS The Piaget’s stage of Preoperational thinking KEY ELEMENTS OF PIAGET’S THEORY: - Symbolic function → Ability to use mental symbols, words or objects to represent something that is not physically present. Close link between language and thought. - Preoperational stage → Lasts from 2 to 7 and implies that children develop symbolic thinking, mental reasoning, the use of concepts increases. - Operations → Organized, formal, logical mental processes which emerge at the end of that stage. The Piaget’s stage of Preoperational thinking // Main errors in thinking at this stage - Centration → What you see is what you think - Conservation → Appearances are deceiving - Incomplete understanding of transformation - Egocentrism → Inability to take others’ perspective - Intuitive thought → Primitive reasoning From 4 to 7 years, children’s curiosity blossoms and they believe that they know answers to all kinds of questions, but there is little or no logical basis for this confidence in their understanding of the way the world operates (e.g., airplanes fly because they move their wings up and down like a bird). TEMA 5 | Elisabeth Muñoz Amores 6 The Piaget’s stage of Preoperational thinking / Support and challenges for the Preoperational period 1. Cognitive development depends on the complexity and the previous training. 2. Small samples lead to underestimation of children’s capabilities → Some children can answer correctly on conservation tasks following certain training and experiences. 3. Children of 3 years can easily tell the difference between rows of two and three toy animals, regardless of the animals ́ spacing (e.g., subitizing: is the rapid, accurate, and confident judgements of numbers performed for small numbers of items). 4. Focus on preschoolers’ deficiencies in thinking, not on their competence. a) INTELLECTUAL DEVELOPMENT The information-processing approaches to cognitive development 2-6 years Information processing approaches focus on changes in the kind of “mental programs” that children use when approaching problems → The computer metaphor. • Two main focuses in preschool children • Numbers understanding • Memory development The information-processing approaches to cognitive development 2-6 years A) 1st FOCUS ON PRESCHOOLER’S UNDERSTANDING OF NUMBERS: → Preschoolers demonstrate a sophisticated understanding of numbers, though not completely accurate. → They can follow some principles in counting: ❑ Just one number can be assigned to each item. ❑ Each item should be counted only once. ❑ The total is the last number that we don ́t know. → They are able to carry out simple addition and subtraction problems by counting and to compare dierent quantities by the age of 4. The information-processing approaches to cognitive development 2-6 years. B) 2nd FOCUS ON MEMORY DEVELOPMENT • Autobiographical memory (memory of particular events from one’s own life) achieves little accuracy until the 3 years. • Memory of familiar events is organized in terms of scripts (representations in memory of an event and the order in which it occurred). • Routines like the sequence of events involved in the “eating behavior” can be remembered by the age of 3 years. • Accuracy in memories is partly determined by how soon the memories are assessed → Preschoolers may remember a particular vivid or meaningful event. • Memories are affected by cultural factors (e.g. Los recuerdos chinos reflejan actividades que involucran roles sociales, como trabajar en la tienda de su familia, mientras que los recuerdos estadounidenses están más relacionados con eventos emocionales, como el nacimiento de un hermano). TEMA 5 | Elisabeth Muñoz Amores 7 Vygotsky’s view of cognitive development KEY CONCEPTS: Vygotsky viewed cognitive development as a result of social interactions in which children learn through guided participation, working with mentors to solve problems. - Focus on the child’s social and cultural world as a source of cognitive development (por ejemplo, los juguetes reflejan los valores de la sociedad; Las expectativas sociales sobre el género también influyen en la forma en que los niños entienden el mundo). - Zone of Proximal Development (ZPD) The level at which a child can almost, but not fully, comprehend or perform a task without assistance, but he/she can do it with expert support → The greater the improvement comes with help, the larger is the ZPD. - Scaffolding --> The structured assistance/ support provided by others to help the child learn and solve problems, promoting his/her autonomy and growth → In education, it involves helping children reflect on a task, providing clues, and modeling his/her behavior to success in it. Support is removed once the child becomes competent. EXAMPLE OF ZPD COMPARISION OF THEORIES