During which of the following sensorimotor Substages does a child begin to use symbols quizlet?

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Vygotsky

Socialcultural context:
Strong emphasis

Constructivism:
Social constructi\vist

Stages:
No general stages proposed

Key processes:
ZPD, Language, dialogue, tools of the culture

Roles of Language:
A major role; language plays a powerful role in shaping thought

View of education:
Education plays a central role; helping children learn the tools of the culture

Teaching implications:
Teacher is a facilitator and a guide; not a director; establish many opportunities for children to learn with the teacher and more-skill peered.

Paiget

Socialcultural context:
little emphasis

Constructivism:
Cognitive Constructivist

Stages:
strong emphasis on his 4 stages

key processes:
schemes, assimilation, accommodation, operations, conservation, classification

Roles of language:
language has a minimal role, cognition primary directs language

View of education:
Education merely defines a child's cognitive skills that have already emerged

Teaching implications:
also views teacher as a facilitator and guide, not a director, provide support for children to explore the world and discover knowledge

Theories of Multiple Intelligences

Sternberg's Triarchic Theory of Intelligence -3

Analytical intelligence
Ability to analyze, judge, evaluate, compare, and contrast

Creative intelligence
Ability to create, design, invent, originate, imagine

Practical intelligence
Ability to use, apply, implement, put ideas into practice

◦ Children with high analytic ability tend to be favored in schooling

Starts when the child begins to learn to speak at age two and lasts up until the age of seven. During the Pre-operational Stage of cognitive development, Piaget noted that children do not yet understand concrete logic and cannot mentally manipulate information.

Children's increase in playing and pretending takes place in this stage. However, the child still has trouble seeing things from different points of view.

The children's play is mainly categorized by symbolic play and manipulating symbols. Such play is demonstrated by the idea of checkers being snacks, pieces of paper being plates, and a box being a table. Their observations of symbols exemplifies the idea of play with the absence of the actual objects involved.

The pre-operational stage is sparse and logically inadequate in regard to mental operations. The child is able to form stable concepts as well as magical beliefs. The child, however, is still not able to perform operations, which are tasks that the child can do mentally, rather than physically. Thinking in this stage is still egocentric, meaning the child has difficulty seeing the viewpoint of others.

The Pre-operational Stage is split into two substages: the symbolic function substage, and the intuitive thought substage. The symbolic function substage is when children are able to understand, represent, remember, and picture objects in their mind without having the object in front of them. The intuitive thought substage is when children tend to propose the questions of "why?" and "how come?" This stage is when children want the knowledge of knowing everything.

is a comprehensive theory about the nature and development of human intelligence.

Piaget believed that one's childhood plays a vital and active role to the growth of intelligence, and that the child learns through doing and actively exploring.

The theory of intellectual development focuses on perception, adaptation and manipulation of the environment around them.

It is primarily known as a developmental stage theory, but, in fact, it deals with the nature of knowledge itself and how humans come gradually to acquire, construct, and use it.

To Piaget, cognitive development was a progressive reorganization of mental processes resulting from biological maturation and environmental experience. Accordingly, he believed that children construct an understanding of the world around them, then experience discrepancies between what they already know and what they discover in their environment.

Piaget claimed that cognitive development is at the center of the human organism, and language is contingent on knowledge and understanding acquired through cognitive developmen

Through his study of the field of education, Piaget focused on two processes, which he named assimilation and accommodation.

Piaget's understanding was that assimilation and accommodation cannot exist without the other.They are two sides of a coin. To assimilate an object into an existing mental schema, one first needs to take into account or accommodate to the particularities of this object to a certain extent. For instance, to recognize (assimilate) an apple as an apple, one must first focus (accommodate) on the contour of this object. To do this, one needs to roughly recognize the size of the object. Development increases the balance, or equilibration, between these two functions. When in balance with each other, assimilation and accommodation generate mental schemas of the operative intelligence. When one function dominates over the other, they generate representations which belong to figurative intelligence.

Piaget believed that the human brain has been programmed through evolution to bring equilibrium, which is what he believed ultimately influences structures by the internal and external processes through assimilation and accommodation.

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