Human Development – Lecture 29 – Developmental psychology
Cognitive development
Cognitive development;
Child has large contribution to its own cognitive development. (constructivism)
Child has no contribution to cognitive development, but environment (Vygotsky)
Learning is a spontaneous child-oriented process.
Concepts cognitive development;
Schema’s; Psychological structure for an organized way to understand an
experience
o Organization; independent of interaction with surrounding. Reaching
(grijpen), grabbing (pakken)
o Adaptation; direct interaction with surroundings
Assimilation; use current schema and add new information. Used
by equilibrium.
Accommodation; adapting old schema’s and forming new
ones that better fit by the experience. Used by
disequilibrium
Stages of cognitive development;
o Sensorimotor; birth- 2 years (touch, smell)
Schema’s are built by sensory & motor exploration and
experience.
8-12 months;
Object permanence; Learn that objects remain when it is out of sight. (A-
not-B mistake)
1-2 years;
Delayed imitation; repeat an event with a delay
Categorization; start 1-2 years, but far incomplete in sensorimotor
Perceptual (sensorimotor): based on similarity
Conceptual (preoperational); based on common function or behavior
Evaluation; it all begin earlies than Piaget thought
o Preoperational; 2-7 years (motor skills)
Language; language stems from sensorimotor experience
Drawings;
1. Scribbling
2. First forms that look like something (round forms)
3. From more realistic
Pretend play;
First less based on real-life situations, later more complex.
Functions
It is an exercise for schema’s (representation) = increase in cognition
Cognitive development
Cognitive development;
Child has large contribution to its own cognitive development. (constructivism)
Child has no contribution to cognitive development, but environment (Vygotsky)
Learning is a spontaneous child-oriented process.
Concepts cognitive development;
Schema’s; Psychological structure for an organized way to understand an
experience
o Organization; independent of interaction with surrounding. Reaching
(grijpen), grabbing (pakken)
o Adaptation; direct interaction with surroundings
Assimilation; use current schema and add new information. Used
by equilibrium.
Accommodation; adapting old schema’s and forming new
ones that better fit by the experience. Used by
disequilibrium
Stages of cognitive development;
o Sensorimotor; birth- 2 years (touch, smell)
Schema’s are built by sensory & motor exploration and
experience.
8-12 months;
Object permanence; Learn that objects remain when it is out of sight. (A-
not-B mistake)
1-2 years;
Delayed imitation; repeat an event with a delay
Categorization; start 1-2 years, but far incomplete in sensorimotor
Perceptual (sensorimotor): based on similarity
Conceptual (preoperational); based on common function or behavior
Evaluation; it all begin earlies than Piaget thought
o Preoperational; 2-7 years (motor skills)
Language; language stems from sensorimotor experience
Drawings;
1. Scribbling
2. First forms that look like something (round forms)
3. From more realistic
Pretend play;
First less based on real-life situations, later more complex.
Functions
It is an exercise for schema’s (representation) = increase in cognition
