Chapter 9-Cognitive Development Early Childhood PartII

Infants, Children, and Adolescents (6th Edition)

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Unformatted text preview: Chapter 9: Cognitive Development in Early Childhood Vygotskian Theory Vygotsky's Sociocultural Theory Children's private speech Social origins of early childhood cognition Vygotsky and early childhood education Evaluation of Vygotsky's theory Children's private speech Preschoolers talk out loud to themselves throughout their daily activities Piaget Egocentric speech Vygotsky children speak to themselves for self-guidance Private speech Social Origins of Early Childhood Cognition To promote cognitive development, social interaction must have two vital features: Intersubjectivity Scaffolding Intersubjectivity Two participants begin a task with different understandings then arrive at a shared understanding Common ground for communication as individuals adjust to the perspective of another Scaffolding Adjusting the support offered during a teaching session to fit the child's current level of performance Guided participation Zone of Proximal Development Social Interaction and Cognitive Development Children use more private speech Taking small steps and offering strategies predicts more mature thinking Improved planning and problem solving Vygotsky and Early Childhood Education Piagetian and Vygotskian classrooms have similar features Assisted discovery Peer collaboration Make-believe play Evaluation of Vygotsky's Theory Cultural variation in cognitive skills Unique forms of thinking based on culture Emphasized vital role of teaching Failed to address how basic skills contribute to more advanced cognitive processes ...
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