EDPE 300 Chapter Notes - Chapter 2: Cognitive Development, Object Permanence, Egocentrism

• School: McGill University
• Department: Educational & Counselling Psych
• Course: EDPE 300
• Professor: Scott Conrod

Document Summary

Development proceeds in a somewhat orderly and predictable pattern. We see universals in development (similar patterns in how children change over time). Periods of rapid growth (spurts) may appear between periods of slower growth (plateaus) Development is continually affected by nurture(environment) and nature (heredity). Heredity affects maturation (unfolding of genetically controlled changes as a child develops) as well as temperament (ge(cid:374)eti(cid:272) p(cid:396)edispositio(cid:374) to (cid:396)espo(cid:374)d i(cid:374) pa(cid:396)ti(cid:272)ula(cid:396) (cid:449)a(cid:455)s to o(cid:374)e (cid:858)s e(cid:374)(cid:448)i(cid:396)o(cid:374)(cid:373)e(cid:374)t(cid:895). He(cid:396)edit(cid:455) a(cid:374)d e(cid:374)(cid:448)i(cid:396)o(cid:374)(cid:373)e(cid:374)t i(cid:374)te(cid:396)a(cid:272)t. he(cid:396)edit(cid:455) (cid:373)a(cid:455) p(cid:396)edete(cid:396)(cid:373)i(cid:374)e se(cid:374)siti(cid:448)e pe(cid:396)iods (cid:894)age (cid:396)a(cid:374)ge (cid:449)he(cid:396)e a(cid:374) aspe(cid:272)t of a (cid:272)hild(cid:859)s development is especially influences by environmental conditions). Piaget"s (cid:271)asi(cid:272) assu(cid:373)ptio(cid:374)s: children are active and motivated learners. They are naturally curious and want to make sense of the world: children construct knowledge from their experiences. Children learn and organize knowledge as schemes (groups of related ideas or actions). Child(cid:396)e(cid:374)(cid:859)s s(cid:272)he(cid:373)es (cid:271)e(cid:272)o(cid:373)e (cid:373)odified a(cid:374)d (cid:271)ette(cid:396) i(cid:374)teg(cid:396)ated (cid:449)ith o(cid:374)e a(cid:374)othe(cid:396) (cid:449)ith ti(cid:373)e: children learn through the complementary processes of assimilation and accommodation.