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Cognitive Development in Infancy and Toddlerhood

Cognitive Development in Infancy and Toddlerhood. Piaget’s Theory. Piaget’s Theory: Schemes. Psychological structures Organized ways of making sense of experience Change with age Action-based (motor patterns) at first Later move to a mental (thinking) level. Building Schemes. Adaptation

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Cognitive Development in Infancy and Toddlerhood

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  1. Cognitive Development in Infancy and Toddlerhood

  2. Piaget’s Theory

  3. Piaget’s Theory: Schemes • Psychological structures • Organized ways of making sense of experience • Change with age • Action-based (motor patterns) at first • Later move to a mental (thinking) level

  4. Building Schemes • Adaptation • Building schemes • Assimilation • Using current schemes to interpret external world • Accommodation • Adjusting old schemes and creating new ones to better fit environment

  5. Using Assimilation and Accommodation • Equilibrium and Disequilibrium • Use assimilation during equilibrium • Disequilibrium prompts accommodation • Organization • Internal rearranging and linking schemes

  6. Sensorimotor Stage • Birth to 2 years • Building schemes through sensory and motor exploration • Circular reactions

  7. Sensorimotor Substages

  8. 感知运动时期的各个阶段 • Substage 1(0-1m) Reflexive Schemes • 反射练习(Exercising Reflexes)

  9. Substage 2 Primary Circular Reactions 基本习惯动作阶段(Developing Schemes)(1-4ms)

  10. Substage 3(4-10ms) Secondary Circular Reactions • 有目的的动作初步形成(智慧动作开始萌芽) (Discovering Procedures) 条件：

  11. 视觉和抓握开始协调

  12. Substage 4(9-11ms) Coordination of Secondary Circular Reactions • 目的与手段已经分化 (Intentional Behavior)

  13. Substage 5(11-12个月至1.5岁) Tertiary Circular Reactions • 用[尝试与错误]解决问题(第三级循环阶段) (Novelty and Exploration)

  14. Substage 6 Mental Representations • 有目的的动作形成(Intentional, or goal-directed behavior) • 开始运用表象思维

  15. Object Permanence211 • Understanding that objects continue to exist when out of sight • According to Piaget, develops in Substage 4.

  16. 客体概念 客体永久性作业 • 客体永久性 (object permanent)

  17. 智慧成就 • 目的手段的分化 因果关系的形成

  18. Mental Representations211 • Internal, mental depictions of objects, people, events, information • Can manipulate with mind • Allow deferred imitation and make-believe play

  19. Follow-up research 1:Violation of Expectations Method

  20. Follow-up research 2: Deferred Imitation214 • Piaget: Develops about 18 months • Newer research: • Present at 6 weeks – facial imitation • 6 – 9 months – copy actions with objects • 12 – 14 months – imitate rationally • 18 months – imitate intended, but not completed, actions

  21. Evaluation of Sensorimotor Stage216 • Some developments happen at time Piaget described: • Object search, A-not-B, make-believe play • Many appear to happen soon than Piaget thought: • Object permanence, deferred imitation, problem solving by analogy • Some have suggested that infants are born with core knowledge(217) in several domains of thought

  22. Store Model of Information Processing System220

  23. Improvements in Information Processing During Infancy

  24. Categorization1

  25. Categorization2

  26. Vygotsky’s Sociocultural Theory • Social contexts (other people) contribute to cognitive development • Zone of Proximal Development – tasks child cannot do alone but can learn to do with help227

  27. Individual differences in early mental development229 • Infant intelligence tests • Intelligence quotient, IQ • Developmental quotients, DQs Meaning of Different IQ Scores

  28. Early environment and mental dev. :High Quality HOME Environment231 • Parent emotional and verbal responsiveness • Parental acceptance • Safe physical environment • Appropriate play materials • Parental involvement • Variety, daily stimulation

  29. Early environment and mental dev. :Elements of Developmentally Appropriate Child Care232 • Responsive, interactive, well-trained caregivers • Clean, safe, uncrowded indoor spaces • Appropriate toys, stored within reach • Safe equipment • Low teacher-child ratios • Flexible daily schedule • Warm atmosphere • Parents welcome anytime • Accredited

  30. Early intervention for at-risk infants and toddlers-----IQ Improvement from Early Intervention Programs

  31. Language development

  32. Three Theories of Language Development235

  33. Getting Ready to Talk • First speech sounds • Cooing • Babbling • Becoming a communicator • Joint attention239 • Give- and-take • Preverbal gestures

  34. Starting to Talk • First Words • Underextension • Overextension • Two-Word Utterances • Telegraphic Speech • Comprehension versus production

  35. Individual Differences in Language Development241 • Environment • Child Directed Speech(CDS) • Gender • Personality • Language Style • Referential • Expressive • Language Delay

  36. Supporting Early Language Learning242

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