Cognitive Development in Infancy & Toddlerhood (Birth to 2 years old) Chapter 6 (pgs. 201-205, 212-242) (Infants & Children) 3 Perspectives on Early Cognitive Development 1. _________’s cognitive-development theory believed that a child’s mind forms & modifies ________________ so they achieve a better fit with _________________ 2. Information Processing focuses on many aspects of thinking, from ________, _________, and ____________ skills to complex _________________ 3. ______________’s sociocultural theory emphasizes that children live in rich _____ & _______ contexts that affect the way their cognitive world is structured Piaget’s Cognitive-Development Theory Remember from Ch 1: Piaget’s Stages of Cognitive Development?? ◦ ◦ ◦ ◦ Sensorimotor (birth-2 yrs) Preoperational (2-7 yrs) Concrete operational (7-11 yrs) Formal operational (11+ yrs) __________________ stage-infants & toddlers “think” with their eyes, ears, hands, and mouth Piaget’s Ideas… ___________-an organized way of making sense of experience 2 processes that account for change in schemes: 1. ___________-building schemes 2. ____________-internal rearranging and linking schemes once new ones are formed Piaget’s Sensorimotor Substages (Table 6.1, pg 203) _____________-suck, grasp & look _________ circular reaction-infants try to repeat a “chance event” (accident) caused by their own motor activity 1) 2) 1 month old motivated by their basic needs babies suck fist/thumb (revolves around _________) _____________ circular reaction-try to repeat interesting events caused by their own actions 3) 4-8 months old Caitlin accidently knocked a toy hung in front of her, causing it to swing. She then tried to repeat this over the next few days. Piaget’s Sensorimotor Substages 4)Coordination of secondary circular motionsintentional/goal directed behavior • 8-12 months • object permanence emerges • pulling a cloth off a hidden toy & grasping it 5) ____________ circular reactions-repeat behaviors with variation • 12-18 months • putting a shape into a shape sorter toy by twisting & turning the shape until it fits 6) __________________________ • 18-24 months • images (mental pictures of objects/pictures) & concepts Information Processing (pg. 214) Focuses on many aspects of thinking: Structure of the Information Processing System (see Table 6.4, pg 214) Information is held in 3 parts of the mental system: 1. ____________ register sights/sounds are stored briefly before they decay/transferred 2. ______________________ memory holds a _________ amount of info apply mental strategies to retain info the longer info is held here, the better chances for it to transfer to long-term memory 3. ________________ memory stores information permanently _______________ Attention (pg 216) During the first year, infants pay attention to __________________ events During toddlerhood, children become capable of ___________ behavior and sustained ___________ improves, especially when __________________ As activities become more _________, the duration of the attention ___________ Memory (pg 217) research shows that infants’ memories: _______ dramatically during infancy and toddlerhood confirms that infants do not need to be physically active to acquire and retain new information; they _____________ objects & events 1 yr olds can retain short instances of adultmodeled behaviors for up to _______ 1 ½ yr olds can retain information for as long as _______ Categorization (pg 219) Earliest categories are _________ (based on similar overall appearance, i.e. everything that has wheels), but by the second half of the first year, more categories are ___________ (based on common function & behavior, i.e. animals vs. vehicles) 16 months=can group objects into a single category (“all trucks go here”) 18 months=group objects into 2 categories (“trucks go here and blocks go there”) Vygotsky’s Sociocultural Theory (pg .222) children master activities & think in ways that have meaning in their ________ when they engage in joint activities with more mature members of their society emphasizes that children live in rich _______ & _______ contexts that affect the way their cognitive world is structured (Bodrova & Leong, 2007; Rogoff, 2003) complex mental activities have origins in _______ interaction Vygotsky’s Sociocultural Theory (pg .222) So…basically,Vygotsky believes that aspects of cognitive development are socially prompted & encouraged A “special” Vygotskian concept=zone of ____________ ______________ (range of tasks child cannot do alone but can learn to do with help) the adult guides & supports, adjusting the level of support to fit the child’s current level of performance as the child’s competency increases, the adult steps back and gives less support (this form of teaching is known as ______________) Interesting “findings” regarding early environment & mental development The extent to which parents _____ to their child contributes strongly to early language progress, which in turn, predicts intelligence & academic achievement in elementary school (Hart & Risley, 1995) Hypothesis=parents who are genetically more intelligent may give birth to genetically brighter children & provide better experiences for them, evoking more parental stimulation (Berk, 2008) Young children exposed to poor-quality child care score lower on measures of cognitive & language skills…no matter their SES group (Hausfather et al., 1997; Kohen et al., 2000; NICHD Early Child Care Research Network, 2000b, 2001, 2003b, 2006) Early Intervention (pg. 229) Early intervention is available for _________ infants & toddlers who display a _________________ in a particular area of development ◦ _________________ early intervention attend organized child care/preschool & receive educational (SI, SLP, OT, PT, VS), nutritional, & health services; parents receive child-rearing & other social supports ◦ ______________ early intervention a skilled professional visits the home & works w/parents to provide social supports & teach them how to stimulate their child’s development ◦ ________________ provides educational experiences for infants/toddlers, parenting education, family social support, health care, child care ◦ ________________ provides educational experiences for preschool age children along with nutritional & health services designed for economically disadvantaged children, but 10% of children must have a developmental delay Early Intervention Result=warmer, more_________ ________, a reduction in harsh discipline,___________________ _________, and lessening of child aggression Language Development (pg 231) _______ months=say 1st word 1 ½ to 2 years=combine ____ words 6 years=_________ words & elaborate sentences Beginning Language (pg 235; Table 6.3 Milestones of Language Development pg 235) First speech sounds ◦ ____________ (2 mths) ◦ ____________ (6 mths) Becoming a communicator ◦ _______ attention (3-4 mths, 10-11 mths accurately)attends to the same object or event as the caregiver ◦ ____________________ (3 mths) ◦ ____________________ such as pat-a-cake & peek-aboo (4-6 mths) ◦ Preverbal _________=pointing (12 mths) First Words (12 mths) Two-Word Utterances (18-24 mths) Types of Language ____________ a.k.a comprehension ___________ a.k.a production Individual and Cultural Differences (pg 239) many studies show that girls are ___________ of boys in early vocabulary growth (Fenson et al., 1994) ◦ most common explanation=girls’ faster rate of physical maturation which is believed to promote earlier development of the left cerebral hemisphere the surrounding _______________________ ◦ the more words caregivers use, the more children learn (Weizman & Snow, 2001) ◦ mothers talk much more to toddler girls than to boys ◦ parents converse less often with shy children than with sociable ones (Leaper, Anderson, & Sanders, 1998; Patterson & Fisher, 2002) ◦ __________ children usually have _________________ because they receive ________________________in their homes limited parent-child book reading is a major factor middle-SES child is read to for 1,000 hrs between 1-5 yrs old; low-SES child for only 25 hrs (Neuman, 2003) ________________ are also _______________ ◦ English-speaking toddlers=object words (nouns) ◦ Chinese, Japanese, Korean toddlers=action words & social routines Research of Language Development ________________ _________ strongly predicts language development & later academic success dialogues about _______ _______ are particularly effective ____ ____________ with a responsive adult is far better suited to encouraging early language development than_____ _______ children who experience regular adult-child book reading are substantially ahead of their agemates in language skills (Karrass & Braungart-Reiker, 2005) media viewers younger than 3 yrs old are ____________________ from TV or video alone—even from program specially designed for them (Roseberry et al., 2009) What Can I Do to Facilitate Language?? (pg 240) Create a rich social environment ______________ Engage in conversations with children ______________ Respond to children’s attempts at sounds & words _______________ Establish joint attention and make comments
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