Cognitive Development: Brain/Information Processing:
Early Childhood, Middle Childhood and Adolescence
Children get better at information processing at all ages of Child development. Children improve at encoding, memory, retrieval, and executive control.(Woolfolk & Perry, 2012, pg 218)
Information Processing Theory- emphasizes that development is continuous, with one skill building on previous ones.(Woolfolk & Perry, 2012, pg 138)
Piaget Theory of Cognitive Development: four discontinuous and qualitatively different stages of development: sensorimotor, prooperational, operational, formal operational(Woolfolk & Perry, 2012, pg 218)
Cognitive Apprenticeship- a relationship where a less experienced learner acquires knowledge and skill under the guidance of an expert. Applies to all 3 levels.(Woolfolk & Perry, 2012, pg 485-486)
Working memory: improves steadily during elementary and secondary years. It is the working space of the memory system, contains what you are thinking about at the moment. Includes both temporary storage and active processing. Active processing is the stage at which mental effort is applied to new and old information. (Woolfolk & Perry, 2012, pg 216,350)
Zone of Proximal Development- area between a child's current level of understanding and the level a child could achieve with support from others. (Woolfolk & Perry, 2012, pg 345)
Attention- Focus on a stimulus, the awareness of and interest in phoenomena. Increases through all ages.(Woolfolk & Perry, 2012, pg G-1).
Vygotsky's Sociocultural theory- human activities take place in cultural settings and cannot be understood apart from these settings. "Every function of a child's development appears twice: first on a social level then on an individual level." "All the higher functions originate as actual relationships between individuals." Theorized about ZPD and scaffolding.(Woolfolk & Perry, 2012, pg 50-51)
Assisted Learning/ guided participation: giving information, prompts, reminders, and encouragement. Allowing the child to do more and more on their own. Providing strategic help in the initial stages of learning, gradually diminishing as students gain independence.(Woolfolk & Perry, 2012, pg 215, G-1)
Information Processing Theory- emphasizes that development is continuous, with one skill building on previous ones.(Woolfolk & Perry, 2012, pg 138)
Piaget Theory of Cognitive Development: four discontinuous and qualitatively different stages of development: sensorimotor, prooperational, operational, formal operational(Woolfolk & Perry, 2012, pg 218)
Cognitive Apprenticeship- a relationship where a less experienced learner acquires knowledge and skill under the guidance of an expert. Applies to all 3 levels.(Woolfolk & Perry, 2012, pg 485-486)
Working memory: improves steadily during elementary and secondary years. It is the working space of the memory system, contains what you are thinking about at the moment. Includes both temporary storage and active processing. Active processing is the stage at which mental effort is applied to new and old information. (Woolfolk & Perry, 2012, pg 216,350)
Zone of Proximal Development- area between a child's current level of understanding and the level a child could achieve with support from others. (Woolfolk & Perry, 2012, pg 345)
Attention- Focus on a stimulus, the awareness of and interest in phoenomena. Increases through all ages.(Woolfolk & Perry, 2012, pg G-1).
Vygotsky's Sociocultural theory- human activities take place in cultural settings and cannot be understood apart from these settings. "Every function of a child's development appears twice: first on a social level then on an individual level." "All the higher functions originate as actual relationships between individuals." Theorized about ZPD and scaffolding.(Woolfolk & Perry, 2012, pg 50-51)
Assisted Learning/ guided participation: giving information, prompts, reminders, and encouragement. Allowing the child to do more and more on their own. Providing strategic help in the initial stages of learning, gradually diminishing as students gain independence.(Woolfolk & Perry, 2012, pg 215, G-1)
Cognitive Development: Brain/Information Processing:
Early Childhood
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Middle Childhood:Concrete operational-kids have developed a logical system of thinking. Logic based on concrete situations which can be organised. classified, or manipulated. ie categorize animal by characteristics or habitat
Funds of Knowledge- the understandings and skills developed over generations that families need to function (Woolfolk & Perry, 2012, pg 347) |
Attention-continue to develop in their ability to focus attention selectively on relevant information, ignore irrelevant information, and use strategies to plan the best use of attention(Woolfolk & Perry, 2012, pg 348) Emotional self-regulation: the child can remain focused on goals in the face of difficult and stressful situations(Woolfolk & Perry, 2012, pg 394) self regulation- the ability to voluntarily control our thoughts, and actions to achieve personal goals and cope with environmental contingencies.
Deductive reasoning- moves from the general assumption to the specific (Woolfolk & Perry, 2012, pg 479) Formal operations- develop a new way of thinking that involves "thinking about thinking". Develops by age 11 or 12. (see theorists slide)(Woolfolk & Perry, 2012, pg 479) Children can perform second order operation: they can infer relationships between habitat and physical characteristics Tend to be absolutist: facts are correct or incorrect, experts know what is right (Woolfolk & Perry, 2012, pg 491) |
Adolescence:
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Citations
Egg carton counting game. (2009, January 31). Retrieved from http://candacetodd.blogspot.com/2009/01/egg-carton-counting-game.html
Martin, P. (n.d.). Free clipart. Retrieved from http://science.phillipmartin.info/science_scientificmethod.htm
Warma, A. (2011). Mrs. warma's 1st grade. Retrieved from http://www.schoolrack.com/mrswarma/mrs-warma-s-1st-grade/
Woolfolk, A., & Perry, N. E. (2012). Child and adolescent development. Upper Saddle River, NJ: Pearson Education, Inc.
Martin, P. (n.d.). Free clipart. Retrieved from http://science.phillipmartin.info/science_scientificmethod.htm
Warma, A. (2011). Mrs. warma's 1st grade. Retrieved from http://www.schoolrack.com/mrswarma/mrs-warma-s-1st-grade/
Woolfolk, A., & Perry, N. E. (2012). Child and adolescent development. Upper Saddle River, NJ: Pearson Education, Inc.