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Children between ages 21/2-5 experience:
Dramatically expanding world. Notable developments in self-
reliance, self-control, & self-regulation.
Exploration of adult roles. Begin to show more organization
and coherence in their behavior. Display a greater capacity to be
connected to peers.
Preoperational period:
In Piaget’s theory, the period from ages 2-7, characterized by an inability to use logical operations.
Photo copyright © 2003 www.arttoday.com. Used with permission.
Preoperational Stage Cognitive advances
Begin to represent their world with words, images, and drawings
Perception and thinking are linked
Advances in mental representation Language & Thoughts Pretend Play Drawings
Preoperational Stage Cognitive limitations
Logic and reasoning are still absent from thoughts
Thoughts are highly influenced by perception Centration and the inability to decenter egocentrism
Animistic thinking
Inability to understand conservation irreversability
Lack of hierarchical classification
Children begin to represent their world with words, images, and drawings.
Thinking tied to perception
Advances in mental representation (symbolic function)
Language and thought Make-believe play
Sociodramatic play
Drawings From Scribbles to… First representational
shapes and forms to… More realistic
drawings
Reasoning about Causation Reality is defined by
superficial appearance
Preschoolers can give good causal explanations for simple, familiar processes, but do not yet have an abstract understanding of plausible cause
Reasoning about Animateand Inanimate Objects
Animism: attribute life to nonliving things
It is hard for young children to distinguish between living and nonliving things
This reasoning develops throughout this age period
Reasoning About Quantity• Preschoolers made errors when the
appearance of two equal quantities makes them look unequal
• Concepts of Conservation & Measurement• liquid volume, number, mass, length
• Once children understand conservation (around age 7), they explain it several ways:
• compensation• reversibility• identity• the nodded added or subtracted criterion
Reasoning about Quantity
Awareness of how many items are present and how math can affect the number
2-3 yrs: Primitive rule Addition increases number, subtraction decreases
number
4-5 yrs: Qualitative rule Take into account any initial difference but not the
magnitude
6-7 yrs: Quantitative rule Take into account the magnitude of the difference
between the initial groups
Logical Reasoning Goals
Classification: grouping by shared characteristics Boys & girls, fruits & vegetables
Seriation: arrange things in logical progression Shortest sticks to longest sticks
Transitive inference: infer the relationship between two objects by knowing their respective relationships to a third Ex: If Jane is taller than Tasha but shorter than Kim,
then Tasha is shorter than Kim
Egocentrism Egocentrism: inability
to understand others’ perspectives
Perceptual egocentrism: not differentiating one’s own perceptual experience from that of another
Cognitive egocentrism: assume that others have the same knowledge, beliefs, and desires that they do Ex: buying gifts for others
Piaget’s three-mountain task. A preoperational child is unable to describe the “mountains” from the doll’s point
of view - an indication of egocentrism, according to Piaget
Egocentrism in Preschoolers
Overcoming egocentrism
Knowledge of existence: Realizing other people have thoughts, viewpoints, & desires that differ from the child’s.
Awareness of need: Realizing it can be useful to consider another’s perspective.
Social inference: Reading another person’s actions and imagining that person’s point of view.
The Child’s Theory of Mind
Theory of mind knowledge dramatically increases between 2 and 5, peaking at 4.
Egocentrism may prevent children as young as 3 from recognizing false beliefs
Ability to distinguish between appearance and reality linked to false belief awareness
Distinguishing fantasy from reality occurs somewhere between 18 mos and 3 years
Theory of mind: emerging awareness of their own and others’ mental processesTheory of mind: emerging awareness of their own and others’ mental processes
Attention & Memory Attentional system not yet fully
developed Do not consider attention a limited
resource that must be used selectively
Preschoolers demonstrate: Recognition: perceive a stimulus
as familiar Free recall: spontaneously pull
information out of long-term memory for current use
Short-term memory only holds 3-4 items
Preschoolers’ Memory• Young children are often oblivious
to the memory demands of a situation.
• Abilities and Limitations• Preschoolers demonstrate both
recognition and free recall in their daily activities.• Usually do more poorly on recall tasks
than older children and adults. They have a digit span of 3 to 4 items.
Adults help by teaching memory strategies and building on skills child already has
Memory Development Forming Childhood Memories
Generic memory: Memory that produces a script of familiar routines to guide behavior
Episodic memory: Long-term memory linked to time and place
Autobiographical memory: Memory of specific events in one’s own life
Understanding of the social world.
Social cognition:
• Deals with the impact of children's cognitive skills on their social relationships and the role of social interaction in supporting cognitive development.
• Children start to learn how other people think and feel, what their motives and intentions are, and what they are likely to do.
An Overview of PreschoolCognitive Development
Cognitive advances during preschool years include: emerging understanding of causation ability to distinguish living & nonliving things qualitative understanding of many concepts
related to quantity gradual development of ability to distinguish
appearance and reality expanding attention & memory skills increasing understanding of others’ perspectives &
thoughts
Vygotsky and Psychometric Approaches Measurement of intelligence in early
childhood Stanford-Binet Weschler Preschool and Primary Scale
of Intelligence, Revised Influences on intelligence Vygotsky
Zone of Proximal Development: adults effectively guide child in reachable tasks
Scaffolding ehlp child acquire tools for learning
Language Development
Vocabulary Fast mapping: child forms an idea of
a new word’s meaning after hearing it once or twice in conversation
Metaphor, a figure of speech in which a word or phrase that usually designates one thing is applied to another, becoming increasingly common in the preschool years
Grammar and Syntax At 3, children typically begin to use
plurals, possessives, and past tense
They still make errors of overregularization
By ages 5 to 7, children’s speech is quite adultlike, but they still have not mastered the fine points of language
Pragmatics and Social Speech
Pragmatics: The practical knowledge needed to use language for communicative purposes
Social speech: Speech intended to be understood by a listener
Communication Private speech:
talk to themselves while playing, collective monologues
Limited ability to adjust speech to the needs of their listeners
Social Interaction and Preparation for Literacy
Emergent literacy: development of these skills, knowledge, and attitudes that underlie reading and writing
Social interaction can promote emergent literacy
Reading to children is one of the most effective paths to literacy
Language and Literacy: Reading to Children*
Be a good role model by reading yourself and reading to your child
Provide varied reading material Encourage activities that require reading Establish a reading time Encourage children to write Ask an older child to read to a younger
sibling Establish a reading routine Encourage your child in all reading efforts*How can I improve my child’s reading? (1993) KidSource.org