ELED 132, Child Growth and Development

1. ELED 132, Child Growth and Development Dr. Andrew Whitehead More information at: www.esu.edu/~andrew

2. Information Processing Theory • Key ideas in Information Processing Theory • Input from the environment provides the raw material for cognitive processing • Sensation – detecting stimuli in the environment • Perception – interpreting stimuli • Sensory register – mechanism allows for 2 – 3 seconds of memory • In addition to sensory register, human memory includes two other storage mechanisms: working memory and long term memory • Working-memory – 20-30 seconds • Long-term memory – many years

3. Information Processing Theory • Key ideas in Information Processing Theory • Attention is essential to the learning process • A variety of cognitive processes are involved in moving information from working to long-term memory • People control how they process information • Central Executive – controls the flow of information

4. Information Processing Theory • Key ideas in Information Processing Theory • Cognitive development involves gradual changes in various components of the information processing system

5. Information Processing Theory • Sensation and Perception • Some sensory and perceptual capabilities are present from birth; others emerge within the first few weeks of months of life • Infants show consistent preferences for certain types of stimuli • Perceptual development is the result of both biological maturation and experience

6. Information Processing Theory • Attention • Initially, attention is largely a function of the physical characteristics of stimuli and events; later, it also depends on children’s prior knowledge • Children attend differently to people than to inanimate objects • With age, distractibility decreases and sustained attention increases • Attention becomes increasingly purposeful

7. Information Processing Theory • Working memory • Processing speed increases • Automatized – can be done quickly with little thought • Children acquire more effective cognitive processes • The physical capacity of working memory may increase somewhat

8. Information Processing Theory • Long-Term Memory • The capacity to store information in long-term memory appears very early in life • Talking about objects and events facilitates memory for them • The amount of knowledge stored in long-term memory increases many times over

9. Information Processing Theory • Long-Term Memory • Children’s knowledge about the world becomes increasingly integrated • Schemas – tightly organized bodies of knowledge • Scripts – knowledge about predictable sequences of events (like a wedding) • Children’s growing knowledge base facilitates more effective learning

10. Information Processing Theory • Thinking and Reasoning • Thought becomes increasingly symbolic in nature • Logical thinking abilities improve with age • Gestures sometimes foreshadow the emergence of more sophisticated thinking and reasoning

11. Development of Metacognition and Cognitive Strategies • Implications of Information Processing Theory • Provide a variety of choices for infants and young children • Talk with children about their experiences • During the school years, keep unnecessary distractions to a minimum • Remember that human beings can think about only a small amount of information at any one time • Give children ongoing practice in using basic information and skills

12. Development of Metacognition and Cognitive Strategies • Implications of Information Processing Theory • Consider not only what children say, but also what they do when determining what they are ready to learn • Relate new information to children’s existing knowledge

13. Development of Metacognition and Cognitive Strategies • Metagcognition – thinking about thinking • Learning Strategies • Rehearsal • Organization – finding interrelationships • Elaboration – using prior knowledge to expand on new information • Environmental and cultural influences on learning strategy development • Different cultures are different

14. Development of Metacognition and Cognitive Strategies • Problem – Solving Strategies • Develop with time • Strategy Development as “Overlapping Waves” • Metacognitive Awareness • Awareness of the existence of thought • Awareness of one’s own thought process • Awareness of memory limitations • Knowledge about effective learning and memory strategies

15. Development of Metacognition and Cognitive Strategies • Self-Regulated Learning • Attention control • Monitoring progress toward goals • Evaluating the effectiveness of learning strategies • Co-regulation as a facilitator of self-regulation • Teacher and learner share responsibility

16. Development of Metacognition and Cognitive Strategies • Epistemological Beliefs • Beliefs regarding the nature of knowledge and the knowledge acquisition • Interdependence of Cognitive and Metacognitive Processes

17. Development of Metacognition and Cognitive Strategies • Implications of Metacognition and Strategic Development • Model and teach effective problem-solving and learning strategies • Give children frequent feedback • Provide opportunities for students to evaluate their own learning • Expect and encourage independent learning • Promote more sophisticated epistemological beliefs • Teachers must communicate not only in what they say but in what they do

18. Information Processing Theory • Implications of Information Processing Theory • Video – Parent to Parent: Learning Disabilities • How does this relate to Information Processing Theory?

19. Exceptionalities in Information Processing • Learning Disabilities • The child has significant difficulties in one or more specific cognitive processes • The child’s difficulties cannot be attributed to other disabilities, such as mental retardation, an emotional or behavioral disorder, hearing loss or a visual impairment • The child’s difficulties interfere with academic achievement to such a degree that special education services are warranted • Website • www.ldonline.org

20. Exceptionalities in Information Processing • Attention-Deficit Hyperactivity Disorder • Attention problem • Distractibility • Impulsivity • Hyperactivity • Websites • www.add.org • www.chadd.org

21. Exceptionalities in Information Processing • Autism • Characterized by infrequent social interaction, little awareness of one’s own and other’s thoughts, communications impairments, repetitive behaviors, narrowly focused interests and a strong need for a predictable environment • Website • www.autism-society.org

22. Children’s Construction of Theories • Theory theory • Children construct integrated and complex understandings • Children’s Theories of the Physical World • Children know a great deal about the physical world (likely biological in nature) • Some beliefs are wrong

23. Children’s Construction of Theories • Implications of Theory Theory • Encourage and answer children’s “why” and “how” questions • When teaching a new topic, determine what students already know and believe about the topic • When students have misconceptions about a topic, work actively to help them acquire more accurate understandings

24. Neo-Piagetian Approaches to Cognitive Development • Key Ideas in Neo-Piagetian Theories • Children acquire general structures that pervade their thinking in particular content domains • Cognitive development is constrained by the maturation of information processing mechanisms • Formal schooling has a greater influence on cognitive development than Piaget believed • Development in specific content domains can be characterized as a series of stages

25. Neo-Piagetian Approaches to Cognitive Development • Development of Central Conceptual Structures: Case’s Theory • Central conceptual structure – integrated network of concepts and cognitive processes that forms the basis for much of one’s thinking, reasoning and learning in specific content domains

26. Neo-Piagetian Approaches to Cognitive Development • Implications of Neo-Piagetian Theories • Don’t predict students’ performance in one domain based on their performance in a very different domain • Identify and teach concepts and skills central to students’ understanding of a particular content area

27. Adding a Sociocultural Element to Information Processing Theory • Intersubjectivity • Shared understanding that provide the foundation for social interaction and communication • Social Construction of Memory • Joint Use of Cognitive Strategies

28. Information Processing and Metacognition Group Activity • Group work • What are some things you might do to help a learning disabled student, a student with ADD/ADHD, or an autistic student? • What types of activities would do? • Are there any special types of considerations you would make? - i.e. – seating arrangements

29. Exceptionalities in Information Processing • Working with Children who have Information Processing Difficulties • Help children keep their attention on the task at hand • Teach strategies for controlling hyperactivity and impulsivity • Provide extra scaffolding for studying, doing homework and completing other learning tasks • Keep the daily schedule and physical environment relatively predicable • Teach social skills