~Thinking is: dominated by perception, egocentric, unsystematic, illogical.
~Symbolic childs play develops language!
* Concrete operational stage (6-12)
~Logical imagination develops
~Understand how things change (not just how they appear)
~Concrete objects and activities
* Formal operational stage (12-)
~Abstract thinking develops
~Metacognition- ability to think well-nigh thoughts
~Not consistent/used in bea of strongest interests
* baby moves from reflexive/inherited behaviors to those controlled by the child (intrinsic motivation)
* Overlapping root for one in the other (now)
* Child is constantly manipulative, exploring and seek to make sense of
~Play- learn through exploration/concrete, esp. sensory and beginning symbolic
* Assimilation (fits in)
* Accommodation (build new)
* Dissonance
* Equilibrium
Constructivist Theory of Knowledge
~A child learns by changing objects. We actively force our knowledge.
~Children construct knowledge differently than adults
Vygotsky (1896-1934)
(Sociocultural Theory)
~Cognitive development is a socially medicated process
~Dependent on adults and mature peers
~And it is culturally specific
Question: How are values, beliefs, skills, traditions (internalized) and transmitted to the next generation?
Most important influences:
~Family
*** well-disposed Interaction
Play/language
Therefor play reflects:
Childs family and conclusion (are critical)
Relationships (Imp!)
Psychological tools used to learn:
~Drawing
~Math
***Language= Primary tool
hence there will be:
~Individual differences
~Activity
~Cooperative learning
~Multi-age grouping
In play: child practices symbols and tools of society
~Learning occurs in social context, thereof learning is:
* Interpersonal
* Dynamic
* And depends on who
Learning is:
* Active and constructed interaction
* (added as critical) and direct teaching
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