Psych:development(completed)

ther anterior(frontal) part of the brain that has the hemispheres and central brain structure

the middle sections of the brain forming part of the nervouse system

the organ in your head made up of nerves that process information and controls your behavior

the lower part of the brain.includes the:cerebellum,pons(broccoli looking things),medulla oblongata

an area near the brain stem that controls motor movement

connects te upper brain to the spinal chord also controls motor movement

a response that occurs subconsciously and are automatic

links formed by messages passing from one cell to another

tube develops in the brain

these also develop:forebrain,hindbrain(locatednear the spine) and mid brain

the fore brain and and hind brain

forebrain=anterior+posterior

mid brain does not split

the fore brain and the hind brain begin to split into two cavities

the cerebellum (triples in size 1 year later)

the medulla oblongata

the brain doubles in size

a massive increase in neural connections 200+1000 per second

coordination

concentration,planing,problem solving,motor control speach and smell

body awarness,taste,touch and pressure

hearing and facial recognition

vision

the belief that object are alive

knowing that something exists even when its out of sight

something that a person can feel

a form of play in which the child uses objects as representations of other things.

‌Concrete thinking is a more literal form of thinking that focuses on the physical world

focusing on one feature of a situation and ignoring relevant information

development where a child slowly moves away from an egocentric world to a world shared with others.

Abstract thinking is the ability to understand concepts that are real, such as freedom or vulnerability, but which are not directly tied to concrete physical objects and experiences.

principles concerning the distinction between right and wrong or good and bad behaviour.

children need to be treated as individuals

stimulate them using colours,textures,tastes,sights,sounds,smell

to build schema’s

singing songs like the abc’s

by doing things and gaining experience

this is called discovery learning

they also need to be encouraged to do things themselves

models,objects and visuals with shirt instuctions

to focus on multiple aspects of an issue assuming they can underst and different veiwpoints

dicussing abstract concepts and complicated questions

0-2 years old

Infants explore the world using their senses. They learn through smell, hearing and touch. At 6 months, they develop object permanence and often repeat actions such as dropping items.

(2-7)

Symbolic stage:children experience animism and act egocentric .Intuitive stage:Intuitive Stage is when children use reasoning to understand the world. Children can only focus on one aspect of a situation. This is known as Centration. There is also Irriversibility which they learn to understand.it is at this stage when they start to decentrate

7-12

Children can apply rules and strategies to aid.their understanding and thinking.Abilities in this stage include:Seriation: Sorting objects, such as into sizeClassification: Naming and identifying objectsReversibility: can reverse actionsConversion: Understanding quantity and length stay the same.concentration: Taking multiple views

Children’s thinking has more control. They can understand abstract though, understand time and how it’s changed and can examine consequences.

11-12 years old

the extent to which children could take on other peoples point of veiw

childrens overall system of putting together a number of veiws of what they see

Procedure: 100 participants took part between the ages of 4-12

4 – 6.5 years = 21 children

6.5 – 8 years = 30 children

8 – 9.5 years = 33 children

9.5 – 12 years = 16

Materials:

A model of three mountains including a house, red cross, snow and a path 10 pictures the three mountains from different positions Pieces of card in the shape of mountains to represent the mountains A wooden doll

1. Place the shapes to show how the mountain looked for them and the doll

2. Pick out of 10 pictures what they could see and the doll could see

3. Choose a picture and position the doll to see that view

4-6.5 could not place the doll where the veiw matches the picture

7-9 can uderstand other veiwpoints

9-10 fully understand

children that were 0-7 years old were egocentric

older children were not and were able to understand other veiwpoints and construct mentl representions

this provided evidence for his his theory of three stages of development

Weaknesses

Validity: Piaget’s study did not have a realistic task. Children were asked to look at mountains so the study lacks mundane realism.

Validity: Piaget used qualitative data. Participants may give socially desirable responses which reduces the validity.

Generalisability: Piaget did not have a range of cultures. He only used Swiss children.

Strengths

Validity: Piaget provided a lot of detail about children’s development. We know when children stop being egocentric.

Reliability: Piaget used careful controls in his study. The same mountain was used every time.

Validity: Piaget used qualitative data. Data is in detail and from the individual which makes it valid.

Validity: Children were from Switzerland and familiar with mountain scenery so the task is argued to be a natural task.

association besed on an experience

when a childs schemas work for them (mental balance)

incorporating new ideas to schemas

when a schema stops working and needs to be changed(recognition)