Development

• Brain Stem


  In charge of autonomic functions needed for survival.
• Cerebellum


  Important in coordination and movement as well as input into cognitive functions of language & emotion.
• Thalamus


  Acts as a hub of information communicating sensory information around to other parts of the brain.
• Cortex


  Outer layer- spilt into 4 lobes that are responsible for cognitions, processing sensory information, and creating movement.
• What is Piaget theory?

  The theory explains that children think in a different way to an adults. They use schemas which develop in line with their experiences. These schemas adapt via the processes of assimilation and accommodation.
• Sensorimotor(0-2years)


  begin to relate sensory information to motor movement and initially lack object permanence ,but develop it after around 8 months
• Pre-Operational(2-7years)


  Children lack conservation skills and are egocentric
• Concrete Operational (7-11years)


  Children gain conservation skills and lose their egocentric view as well as showing class inclusion skills
• Formal Operational(11+years)


  Children understand abstract concepts and use reasoning
• Conservation


  The ability to realise that quantity stays the same even when the appearance of an object changes
• Egocentrism


  A tendency to see the world only from their perspective
• NSCW Strength 1 -Egocentrism and Conservation


  ✓Use of the Scientific Method

  C- Highly Controlled environment -researcher control the position of policemen / movement of the teddy bear and counters

  W-High Internal Energy
• Strong S -Egocentrism and conservation


  Use of a doll/teddy bear
• NSCW Weakness 1-Egocentrism and Conservation


  X biased sample

  C- All the children were Edinburgh

  W- Low in external validity
• Define self-efficacy.


  Self-efficacy is our belief and expectation of what we can and cannot do based on our past experiences.
• Application of Piaget's Theory to Education

  -Readiness (being biologically ready for the next stage)-involves age-appropriate tasks, discovery-based learning, teacher facilitation, and tailoring to individual/group needs, with each stage influencing the appropriate tasks.
• Evaluation of Piaget's Theory of Cognitive Development-Strength NSCW#1

  S-Very influential in education

  C-child-centred approach is encouraged

  W-real life applications, increasing externa validity
• Evaluation of Piaget's Theory of Cognitive Development-Weakness NSCW#1

  S-Biased sample

  C-middle-class children from Switzerland

  W-uncertain that children of different cultures would respond in the same way ,lowering external validity
• Evaluation of Piaget's Theory of Cognitive Development-Weakness Strong S

  Piaget may have underestimated children's abilities by making the tasks too hard
• Development of Conservation & McGarrigle & Donaldson's Naughty Teddy

  Either the researcher moved a row of counters together (deliberate) or a naughty teddy (accidental). When the change was accidental, children were 68% accurate. Challenges Piaget's ideas that children cannot conserve before 7.
• Reduction of Egocentricity & Hughes' Policeman Doll Study


  Children had to hide a boy doll from 2 policemen. They found that 90% of ppts were accurate - oldest group (4y9m) were most accurate. Challenges Piaget's idea that children are still egocentric up to 7.