Chapter 11 and 12
Chapter 11 and 12 psyc3250
Popular in psychology of early childhood
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This 4 page Class Notes was uploaded by Caoimhe Notetaker on Sunday February 28, 2016. The Class Notes belongs to psyc3250 at Tulane University taught by Dr. Jung in Spring 2016. Since its upload, it has received 26 views. For similar materials see psychology of early childhood in Psychlogy at Tulane University.
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Date Created: 02/28/16
02/28/2016 ▯ Chapter 11: cognitive development ▯ ▯ Piaget (stage theory) ▯ Active learning, construction of knowledge Sensorimotor period (0-2) o Dependent on senses o 6 sub-stages preoperational (2-7) o symbolic representation o stresses reflective abstraction concrete operational (7-11) o conservation ▯ Behaviorism Skinner Programmed and direct instruction ▯ Information processing Process used to transform info and relate it to other info Enters through sensory register STLT ▯ Memory strategies Rehearsal Organization Elaboration Meta-memory- ability to think about ones memory o Separate older kids from younger kids ▯ *Tools of the mind Book Based on Vygotsky Promotes self regulation Emphasizes the importance of play ▯ Cognitive tasks Classification: sort by commonalities o Can distinguish between all and some Seriation: place into sequence or order Number concepts: more/less one-one correspondence Temporal concepts: awareness of time as a continuum, sequencing Spatial concepts: relate to object/ people as they occupy/ move through space (mapping) ▯ Foundation of math Grounded in concrete experience Recognizing number order 1-1 correspondence and knowing to count Understanding patterns and relationships Recognize shapes and their differences Problem solving Asking questions ▯ Science Natural endeavor for children Constantly exploring and asking questions Science should in incorporated into many classroom activities Bio- body parts, how/why bodies move like they do, senses, growth and change, comparing uniqueness, care for body, class pets, observe animal, field trips, study plants, needs of plant (light, water) growth cycle, connections to plants we eat Physical- o physics: movement. o Chemistry: combine substances, cooking activities o Meteorology: weather o Protecting the world- environmental education ▯ ▯ ▯ Chapter 12: Language Development ▯ ▯ Theoretical View Behaviorist: learn language through positive reinforcement—Skinner Innatist: inborn factors are most important components—Chomsky o Start life with innate deep structure (understanding of underlying rules/ universal meanings across languages and develop surface structure (rules of your particular lang) Interactionist: Develops through a combination of inborn factors and environmental influences o Cognitive v. social interaction ▯ Language development= cooing babbling words (2 years) Vocab increases rapidly Semantic- do they understand the words? Overextension o Not until 3 year do kids begin to understand preposition start with “in” ▯ Language Rules Morphology: word rules Syntax: combination Pragmatics: social connotation ▯ In programs that serve children whose first language isn’t English, acquisition of English proficiency is essential BUT also support developing and maintaining home language ▯ ▯ Spontaneous language: conversation, playing with language- rhyme, jokes, ▯ Language activities: interactive book reading, poetry, storytelling, reenactment, puppets ▯ ▯ Writing- Mock writing ( about 3 years) invented spelling (early elementary) ▯ Reading- Environment print (road signs, logos) ▯ Literacy is best promoted when High quality oral and print language are available Child can observe others using literacy skills Children are encouraged to experiment with all forms of language Children are supported, modeled for, and there in mediation from more knowledgeable other (Zone of Proximal Development) ▯ ▯ ▯ ▯ ▯ ▯ ▯
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