FRHD 2270 Lecture Notes - Lecture 5: Animism, Object Permanence, Egocentrism

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Published on 14 Apr 2013
School
University of Guelph
Department
Family Relations and Human Development
Course
FRHD 2270
Professor
Week Four October 1st. 2012
Piaget
Basic Principles
Children are scientists:
- Naturally curious
- Make sense of their world by constructing their own understanding
- Create their own theories; some are incomplete
Tools that help children discover:
Assimilation: new experiences are incorporated into existing theories; ex. dog licking face, they know that dogs are
their house licks their face and bark, when they see a relative’s dog they wonder if that dog does the same, when they
see what it does and what else it does; they add it to their theory.
Accommodation: theories are modified based on experiences; ex. same child meets cat; they think it looks like a dog but
they have to make a whole new theories; when the theories we have are incomplete or incorrect and we have a new
experiences it means we have to fix that theories or make a new one.
Equilibrium: assimilate experiences into existing theories; comfortable state; new experiences work into our old theory.
Disequilibrium: more accommodation occurs and causes cognitive discomfort; replace old theories with new ones to
return to equilibrium; more work because you are revising old theories.
Schemes: mental structures that are organized ways of making sense of experiences; created through equilibrium;
active and always changing; you are always shaping your schemes.
Theory
Piaget believed there were 4 stages in exact stages; the stages cannot be skipped; ages are approximate, a child can
move slowly or quickly through the stages; at every stage different cognitive activity occurs.
Sensorimotor Stage:
- Birth to 2 years
- “think” with eyes, ears, hands and other sensory equipment; move from simple reflexes to symbolic
representation (ex. pretending)
- 6 sub stages:
1) Basic Reflexes (birth to 1 month) sucking, grasping, and looking.
2) Primary Circular Reactions (1 to 4 months) accidentally produce pleasing event and tries to
recreate it; ex. Sucking their thumb; may have been trying to grab something and thumb ended up
in mouth; they try to recreate the feeling.
3) Secondary Circular Reactions (4 to 8 months) repeated actions that involve an object; on purpose;
ex. Using a mobile, they know they can make it move so they hit it.
4) Intentional Behaviour (8 12 months) means are distinct from an end; ex. Father puts hand on
toy, so child moves hand and takes hand (moving hand is the mean to get the toy, the end).
5) Tertiary Circular Reactions (12 to 8 months) repeats old actions with new objects; different
outcomes with different objects, ex. Shaking objects
6) Symbols (18 to 2 years) capacity to use symbols; ex. Words and gestures, pretend play.
- Limitations:
o Object permanence objects continue to exist when out of sight; children 4 8 month olds do not
search for hidden objects because they believe they are gone; usually happens during age 8 12 months
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