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- Exquilibration - Achieving balance between thought processes and environment.
- Constructivism - Children are active agents as they construct their own knowledge of reality.
- Schemas - Organised patterns of thought to interpret processes.
- Cognitive schemas: Sensorimotor (0-2) - infants know through overt actions. Constructivism (3-7): children can think about objects and events without acting on them. Operational (7+): children use cognitive operations; many of these correspond to mathematical symbols and show reversibility.
- Organisation: combining existing schemas promotes ADAPTATION.
- ADAPTATION: Adjusting to the environment consists of: ASSIMILATION (interpreting new experiences in terms of existing knowledge and ACCOMMODATION (modifying existing schemas to account for new information)
- SENSORIMOTOR STAGE (0-2): Reflexes at birth, primary circular actions on own body (1-4mths), Secondary circular actions unintentional repetitive actions on external objects(4-8mths), Co-ordination of secondary schemes intentional integration of 2 responses (8-12mths), Tertiary circular reactions is the experimentation with objects (12-18mths), Symbolic problem solving is inner experimentation and internalisation of schemes. Tools user with prior knowledge rather than trial and error (18-24mths). OBJECT PERMANENCE: b, b>c, then a is the biggest. HORIZONTAL DECALAGE: tasks requiring similar operations are easier than others.
- FORMAL OPERATIONAL (11+): Even some adult are not proficient in this stage. Mental actions on ideas and propositions. Best performance in familiar contexts.
- CRITICISM: 1. Tests too difficult for children to express knowledge 2. infants not surprised when they fail a-not-b task. 3. Children not always egocentric as it depends on task (Hughes, 1975). 4. Animalism only in context where novel object appears to move by itself. 5. Ignores role of sociocultural factors.
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- Microgenetic development: over brief periods (days)
- Ontogenetic development: over a lifetime
- Phylogenetic development: over lifetime of species (evolutionary)
- Sociohistorical: historical changes in culture/values
- Infants born with few elementary mental functions. These are transformed into higher mental functions through culture's provision of mental tool adaptation. i.e. children taught what to think through culture's values.
- Active learners, not solitary explorers
- Use internalised instructions to control behaviour and cognitions.
- Scaffolding: Teacher begins teaching at a level child will comprehend, but builds on it, then when knowledge is achieved, steps back and offers help as required.
- Guided Participation: Informal tutoring of cultural practices in non-industrialised societies.
- Context independent learning: The way of teaching children in westernised schools
- Talking when nobody is listening irrelevant in early years, but becomes more poignant as child gets older and is a cognitive self-guidance system.
- STRENGTHS: 1. evidence for social interactions across cultures incorporate joint play and tuition within children’s zone of proximal development. 2. Evidence for self-directed speech is functional in behaviour regulation,especially for difficult tasks. 3. Lacks detail due to premature death.
- PROXIMAL ZONE of DEVELOPMENT: difference between what a learner can do without help and what he or she can do with help.
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