Upload
alberta-bates
View
217
Download
1
Embed Size (px)
Citation preview
Early Childhood Thought:
Islands of Competence
The Development of Children (5th ed.)
Cole, Cole & Lightfoot
Chapter 9
Early Childhood (age 2-6)
Typical pattern of thinking in preschool years
Mixture of sound logic and magical thinking
The reasoned and the unreasonable
A patchwork of competence and incompetence
Overview of the Journey
Bio-Behavioral Foundations
Focusing on General Processes of Cognitive Change
Focusing on Domain-Specific Approaches to Cognitive Change
Development of Drawing: A Case in Point
Bio-Behavioral Foundations
Focusing on General Processes of Cognitive Change
Focusing on Domain-Specific Approaches to Cognitive Change
Development of Drawing: A Case in Point
Physiological Growth
After third birthday, rate of growth slows to about 2½ to 3 inches per year
Walking is distinctly adult-like, and children hold their hands at their sides
Improvement in fine motor skills Zip and unzip clothes and unbutton a jacket String smaller beads Better control of crayons and eating utensils Pours water more reliably
Brain Maturation
Age 2 50% adult weight; Age 6 90% weight
Results from increasing myelination
Rapid increase in frequency & size of brain waves when children are engaged in cognitive tasks
Focusing on General Processes
of Cognitive Change
Piaget’s Account of Early Childhood Thinking
The Problem of Uneven Levels of Performance
Information-Processing Approaches
Piaget’s Stages of Thinking
Infancy (Birth-2): Sensorimotor Thinking based on overtly physical acts
Early childhood (2-6): Preoperational Overcoming limitations to logical thinking Due to one-sidedness (i.e., the inability to keep two aspects
of a problem in mind), as seen in the beaker and wooden beads experiments
Middle childhood (6-12): Concrete Operational Manipulation of symbols and internalized mental operations
that combine, separate, and transform information logically
Adolescence (12-19): Formal Operational Thinking systematically about all logical relations within a
problem; keen interest in abstract ideas and thinking itself
Preoperational Limitations
1. Egocentrism
2. Confusion of appearance and reality
3. Precausal reasoning
Limitation 1: Egocentrism
Tendency to consider the world entirely in terms of one’s own point of view Preschoolers cannot “decenter”
(i.e., see things from another’s perspective)
Illustrated in Lack of spatial perspective
taking… Egocentric speech… Failure to understand other
minds…
Lack of Spatial Perspective Taking
Allowed to view diorama (3 mountain experiment) from all sides
Seated on one side; doll on opposite side
Shown pictures from various perspectives and asked to identify how things would look to doll
Almost always chose view corresponding to their own point of view
Failure to Understand Other Minds
Inability to engage in mental perspective taking (can’t think about other people’s mental states)
Think others will not have a false belief because they no longer do Discover that a box with the
picture of candy on the outside has only a pencil inside
Believe that a friend who has not yet seen what is in the closed box will think that it has a pencil
Form of moral reasoning that does not take intentions into account
Limitation 2: Confusing Appearance and Reality
Tendency to focus exclusively on the most striking aspects of an object (i.e., surface appearance) Believe the stick has actually
changed Become frightened when
someone puts on a mask Believe that a cat with a dog
mask actually turns into a dog…
Limitation 3: Precausal Reasoning
Instead of reasoning from general premises to particular cases (deduction) or from specific cases to a more general premise (induction), preschoolers tend to think transductively (from one case to another) “I haven’t had a nap, so it
isn’t afternoon.” Since graveyards are places
where dead people are found, graveyards must be the cause of death
Problem of Uneven Performance
Example: Spatial Perspectives Can take
another’s spatial perspective when the task involves familiar, easily differentiated objects, such as a farm
Problem of Uneven Performance
Example: Distinguishing Appearance/Reality When the child is asked to try to fool another adult
with a fake object (a “sponge rock”), a 3-year-old child correctly answers what the object really is, what it looks like, and what the adult will think it is
Children seem to have a conceptual grasp of the difference between reality and appearance, but to be able to use it, they must make the knowledge part of an ongoing activity they understand
Problem of Uneven Performance
Example: Causal Reasoning
How a bicycle worksHow a bicycle works
5-year-old
(typically developed)
5-year-old
(typically developed)
9-year-old(developmentally
delayed)
9-year-old(developmentally
delayed)
8-year-old(typically
developed)
8-year-old(typically
developed)
Information-Processing Theory
Computer analogy Hardware (myelination of a particular brain region), Software (learning a new
strategy for remembering)
Information-Processing Theory
Children display greater competence when they have deep experience in a given domain Results in a rich knowledge
base, which leads in turn to easier recall and more powerful ability to reason
Yields “islands of expertise”
Focusing on Domain-Specific Approaches to
Cognitive Change
Privileged Domains
Explaining Domain-Specific Development
Privileged Domain: Physics
“Even quite young children know that larger objects are composed of smaller pieces and these pieces, even if invisible, have enduring physical existence and properties.” (Wellman & Gelman, 1998)
Between the ages of 2 and 6, children display increasing understanding of inertia and gravity
Kim & Spelke, 1999
Privileged Domain: Psychology
Age EvidenceEnd of first year
Children possess at least an intuitive understanding that other people’s actions are caused by their goals and intentions.
18–24 months
Children engage in pretend play, indicating onset of symbolic capacity needed to understand mental states of others.
3 years Children generally distinguish mental and physical states, perceptions and desires.
4–5 years
Children are able to think about the relation between their own beliefs and those of others.
Developing Theory of Mind
Privileged Domain: Biology
Findings: 3- to 4-year-olds can make correct generalizations concerning animate and inanimate things Children make a distinction
between self-initiated and externally initiated movements
They know that living objects grow and change their appearance in contrast to artifacts, which may be scuffed up or broken but do not grow
Biological Explanation
Mental modules (modularity theory) Cognitive processes consist of separate
biological subsystems, hardwired at birth and that do not need special tutoring in order to develop
Prodigies: Islands of brilliance in an overall normal level of development (Mozart)
Cultural-Context Explanation
Developmental niches: Contexts in which society makes available essential cultural resources for development (language)
Scripts: Event schemas (taking a bath, going to a restaurant ) function as guides to action and specify: Who participates in an event What social roles they play What objects they are to use during the event The sequence of actions that make up an event
Serves to coordinate actions with others and concepts that apply to many kinds of events
Cultural-Context Explanation Culture influences development
Arranging occurrence and frequency of activities Relating various activities in patterns
Guided participation zone of proximal development (Vygotsky) Sociodramatic
play is pretend play in which 2 or more participants act out a variety of social roles
Development of Drawing
Stages of Drawing
Information-Processing Account
Drawing as a Mental Module
Cultural-Context Account
Stages of Drawing Early childhood:
Draw what they know about an object rather than what they see 6-year-old’s
drawing of a cup: Handle is included although the child was shown the cup without the handle being visible
Between ages 6-12 they draw what they actually see and with perspective
Information-Processing Account
Increasing sophistication of children’s drawings arises from a combination of Improved motor skills Increased knowledge of rules and conventions of drawing Increased ability to keep in mind several aspects of task
Drawing as a Mental Module
Cases of children whose language ability/general mental functioning are quite low, but whose ability to create graphic images is exceptionally high
Nadia, an autistic preschooler with only minimal exposure to models, displays an uncanny ability to capture form and movement in her drawings
Cultural-Context Account
Adult interactions facilitate drawing development “What are you drawing?” “Tell me the story of your
picture.” Affirm what that can see
an object in the drawing that the child has mentioned
The ways in which adults organize instruction provide essential opportunities for modular potential to be triggered and stages constructed