450 likes | 651 Vues
Child Development. An Overview ofChildDevelopment. Processes and Periods. Development and Education. . . Developmental Issues. Exploring What Development Is. . . . An Overview of Child Development. Development: The pattern of biological, cognitive, and socioemotional changes that begins at
E N D
1. 1 C H A P T E R 2 Cognitive and Language Development
2. Child Development
3. An Overview of Child Development
Development: The pattern of biological, cognitive, and socioemotional changes that begins at conception and continues through the life span.
4. Developmental Processes Biological processes and genetic inheritance
Cognitive processes
Socioemotional processes
5. Developmental Issues
6. Cognitive and Language Development
7. Communication in the Brain
8. Communication in the Brain Glia structural support and insulation
Neurons communication
Soma
Dendrites
Axon
Myelin sheath
Terminal Branches / Button Behavior depends on rapid information travel and processing. The nervous system is the bodys communication network, handling information just as the circulatory system handles blood.
The basic components of the nervous system are living cells called neurons and glia.
Glia are cells that provide structure and insulation for neurons. They are like neural glue.
Neurons are cells that receive, integrate, and transmit information, permitting communication in the nervous system.
A typical neuron consists of a soma, or cell body; dendrites, which are feeler-like structures specialized to receive information; and an axon, which is a long, thin fiber that transmits signals away from the soma to other neurons, or to muscles or glands. The basic flow of information is as follows: the dendrite receives a signal, the signal passes through the soma and down the axon to the dendrites of another neuron.
For efficient neural transmission to take place, many axons are covered with an insulating material called myelin. Myelin sheaths speed up transmission of signals that move along axons. Multiple sclerosis is a myelin degeneration disease, causing loss of muscle control, etc. due to loss of transmission efficiency in the nervous system when the myelin sheaths deteriorate.
At the end of an axon, the terminal buttons are small knobs that secrete chemical messengers called neurotransmitters. When the signal gets to the end of the axon, it causes these chemical messengers to be released into the synapsethe junction of two neurons. The chemicals flow across the synapse and stimulate the next cell.
Behavior depends on rapid information travel and processing. The nervous system is the bodys communication network, handling information just as the circulatory system handles blood.
The basic components of the nervous system are living cells called neurons and glia.
Glia are cells that provide structure and insulation for neurons. They are like neural glue.
Neurons are cells that receive, integrate, and transmit information, permitting communication in the nervous system.
A typical neuron consists of a soma, or cell body; dendrites, which are feeler-like structures specialized to receive information; and an axon, which is a long, thin fiber that transmits signals away from the soma to other neurons, or to muscles or glands. The basic flow of information is as follows: the dendrite receives a signal, the signal passes through the soma and down the axon to the dendrites of another neuron.
For efficient neural transmission to take place, many axons are covered with an insulating material called myelin. Myelin sheaths speed up transmission of signals that move along axons. Multiple sclerosis is a myelin degeneration disease, causing loss of muscle control, etc. due to loss of transmission efficiency in the nervous system when the myelin sheaths deteriorate.
At the end of an axon, the terminal buttons are small knobs that secrete chemical messengers called neurotransmitters. When the signal gets to the end of the axon, it causes these chemical messengers to be released into the synapsethe junction of two neurons. The chemicals flow across the synapse and stimulate the next cell.
9. Changes that influences Learning Myelination
Synaptic Changes
Synaptogenesis
Synaptic Pruning
10. Myelination Myelination increases the speed at which information travels through the nervous system.
11. Synaptic Density in the Human Brain
13. Brain
14. Figure 3.12
Structures and areas in the human brain. (Top left) This photo of a human brain shows many of the structures discussed in this
chapter. (Top right) The brain is divided into three major areas: the hindbrain, midbrain, and forebrain. These subdivisions actually
make more sense for the brains of other animals than of humans. In humans, the forebrain has become so large it makes the other
two divisions look trivial. However, the hindbrain and midbrain arent trivial; they control such vital functions as breathing, waking,
and maintaining balance. (Bottom) This cross section of the brain highlights key structures and some of their principal functions. As you
read about the functions of a brain structure, such as the corpus callosum, you may find it helpful to visualize it.
Photo: Wadsworth collection.
Figure 3.12
Structures and areas in the human brain. (Top left) This photo of a human brain shows many of the structures discussed in this
chapter. (Top right) The brain is divided into three major areas: the hindbrain, midbrain, and forebrain. These subdivisions actually
make more sense for the brains of other animals than of humans. In humans, the forebrain has become so large it makes the other
two divisions look trivial. However, the hindbrain and midbrain arent trivial; they control such vital functions as breathing, waking,
and maintaining balance. (Bottom) This cross section of the brain highlights key structures and some of their principal functions. As you
read about the functions of a brain structure, such as the corpus callosum, you may find it helpful to visualize it.
Photo: Wadsworth collection.
16. Brain Lateralization the specialization of functions in each hemisphere of the brain.
17. Brain and Childrens Education Role of early and later experiences
Dramatic changes in synaptic connections
Prefrontal cortex development into adolescence
Cognitive control challenges in adolescence
Brain functioning along specific pathways and integrated
18. Piagets Cognitive Processes Schemas
Assimilation
Accommodation
Organization
Equilibration
Actions or mental representations that organize knowledge
Incorporating new information into existing schemas
Adjusting existing schemas to fit new information and experiences
Grouping isolated behaviors and thoughts into a higher-order system
A shift, a resolution of conflict to reach a balance
21. Coordination of sensory experiences with motor actions.
Object permanence involves the realization that objects continue to exist over time.
22. Piagets Preoperational Stage Symbolic Function Substage Symbolic Thought: Ability to represent mentally an object that is not present.
Limitations:
Egocentrism: The inability to distinguish between ones own perspective and someone elses perspective.
Animism: The belief that inanimate objects have lifelike qualities and are capable of action.
Artificialism: The belief that natural events are caused by people.
24. Piagets Preoperational StageIntuitive Thought Substage Intuitive Thought rather than logical thinking
Centration: Focuses on one characteristic to the exclusion of others.
Lack of Conservation
Classification Limitations: Ability to classify objects according to only one characteristic at a time.
26. Inability to Classify Classification means separating things into main classes as well as subclasses.
Requires child focus on more than one aspect of situation at once
Cannot think about two subclasses and the larger class at the same time
27. Piagets Concrete Operational Stage Conservation The idea that some characteristics of an object stay the same even though the object might change in appearance.
Classification Coordinate several characteristics rather than focus on a single property of an object.
Seriation Order stimuli along some quantitative dimension.
Transitivity Combine relations to understand certain conclusions.
If A>B, and B>C, then A>C.
29. Piagets Formal Operational Stage Abstract reasoning: Think in abstract, idealistic, and logical ways.
Hypothetical-deductive reasoning: Ability to develop hypotheses about ways to solve problems and systematically reach a conclusion.
Adolescent egocentrism: Heightened self-consciousness and a sense of personal uniqueness.
30. Piagets TheoryTeaching Strategies/Goals
31. Piagets Cognitive ConstructivismTheory into Practice A: Pre-operational. He is suffering from pre-operational egocentrism. He believes that if he cannot see his classmates, they cannot see him either.
A: Pre-operational. He is suffering from pre-operational egocentrism. He believes that if he cannot see his classmates, they cannot see him either.
32. Piagets Cognitive ConstructivismTheory into Practice A: Conservation. She is learning that height and width of the container both contribute to how full the container becomes with the same amount of sand. A: Conservation. She is learning that height and width of the container both contribute to how full the container becomes with the same amount of sand.
33. Piagets Cognitive ConstructivismTheory into Practice A1: Formal operational. They can understand the symbolism in literature due to their ability to think abstractly.
A2: Concrete operational. They are able to remember what Mr. Welby tells them, but cannot think abstractly enough to understand the symbolism.A1: Formal operational. They can understand the symbolism in literature due to their ability to think abstractly.
A2: Concrete operational. They are able to remember what Mr. Welby tells them, but cannot think abstractly enough to understand the symbolism.
34. Piagets Cognitive ConstructivismTheory into Practice A: Marsha is suffering from adolescent egocentrism. She is very self-conscious and believes that others will be just as interested in, and hence as critical of, her hair as she is. A: Marsha is suffering from adolescent egocentrism. She is very self-conscious and believes that others will be just as interested in, and hence as critical of, her hair as she is.
35. Criticisms of Piagets Theory Estimates of childrens competence
Stages
Training children to reason at a higher level
Culture and education
36. Zone of Proximal Development
Scaffolding: Teacher adjusts the level of support as performance rises.
Language and Thought:
Develop independently of each other, then merge.
Have external or social origins
Self-talk
Vygotskys Theory
38. Vygotskys Social Constructivism Theory into Practice A1: The assignment is within Peters ZPD. He can do it with Ms. Jacobs assistance.
A2: The assignment is beyond Suzannes ZPD. Even with assistance she cannot complete the assignment.A1: The assignment is within Peters ZPD. He can do it with Ms. Jacobs assistance.
A2: The assignment is beyond Suzannes ZPD. Even with assistance she cannot complete the assignment.
39. Vygotskys Social Constructivism Theory into Practice A3: The assignment is below Clarices ZPD. She can easily complete the assignment with no assistance because she has already mastered the concepts.
Q4: Vygotskys term for this assistance is scaffolding.
A3: The assignment is below Clarices ZPD. She can easily complete the assignment with no assistance because she has already mastered the concepts.
Q4: Vygotskys term for this assistance is scaffolding.
40. Cognitive and Language Development
41. Language is
42. Biological and Environmental Influences Biological
LAD Language Acquisition Device Chomsky
Sensitive Period - Lenneberg
Environmental
Reinforcement
Parental Strategies: Recasting, Expanding, Labeling
Interactionists
Emphasize the contribution of both.
43. How Language DevelopsInfancy Cooing and Babbling
Receptive ? Expressive Language
One ? two words
Holophrases ? Telegraphic Speech
By end of stage, may know a couple hundred words.
44. How Language DevelopsEarly Childhood
45. How Language DevelopsMiddle & Late Childhood
46. How Language DevelopsAdolescence Increased sophistication in use of words
Greater understanding of metaphors, satire, and complex literary works
Better writers
Dialect includes jargon and slang