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    Language and Social Interaction

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    Kurt Morin Cantor
    Vygotsky believed that young children use language both socially and to self-regulate behavior through inner speech. He argued that full cognitive development requires social interaction and language use before focusing on inner thoughts. The zone of proximal development refers to tasks a child can do with help that demonstrate their potential development. Preschoolers' cognitive skills include attention, memory formation, concept learning, reasoning, and creativity. Caregivers can support cognitive growth by reading, telling stories, asking questions, and providing hands-on activities involving sorting and matching.

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    Language and Social Interaction

    Uploaded by

    Kurt Morin Cantor
    51 views23 pages
    Vygotsky believed that young children use language both socially and to self-regulate behavior through inner speech. He argued that full cognitive development requires social interaction and language use before focusing on inner thoughts. The zone of proximal development refers to tasks a child can do with help that demonstrate their potential development. Preschoolers' cognitive skills include attention, memory formation, concept learning, reasoning, and creativity. Caregivers can support cognitive growth by reading, telling stories, asking questions, and providing hands-on activities involving sorting and matching.

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    LANGUAGE AND SOCIAL INTERACTION

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    Vygotsky believed that young children use language both socially and to self-regulate behavior through inner speech. He argued that full cognitive development requires social interaction and language use before focusing on inner thoughts. The zone of proximal development refers to tasks a child can do with help that demonstrate their potential development. Preschoolers' cognitive skills include attention, memory formation, concept learning, reasoning, and creativity. Caregivers can support cognitive growth by reading, telling stories, asking questions, and providing hands-on activities involving sorting and matching.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    51 views23 pages

    Language and Social Interaction

    Uploaded by

    Kurt Morin Cantor
    Vygotsky believed that young children use language both socially and to self-regulate behavior through inner speech. He argued that full cognitive development requires social interaction and language use before focusing on inner thoughts. The zone of proximal development refers to tasks a child can do with help that demonstrate their potential development. Preschoolers' cognitive skills include attention, memory formation, concept learning, reasoning, and creativity. Caregivers can support cognitive growth by reading, telling stories, asking questions, and providing hands-on activities involving sorting and matching.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 23

    LANGUAGE AND

    SOCIAL INTERACTION
    Vygotsky believed that the young children use language both to
    communicate socially and to plan, guide, and monitor their
    behavior in a self-regulatory fashion-called inner speech or
    private speech

     Piaget-private speech is egocentric and immature


     Vygotsky
     It is important tool of thought during early childhood
     Full cognitive requires social interaction and language
     Children must use language to communicate with other before they
    can focus on their own thoughts that implies importance of
    interaction of preschoolers with caregivers for language development
    ZONE OF PROXIMAL DEVELOPMENT (ZPD)
    Information Processing Theory –
    Attention and Memory
     The information Processing model is another way
    of examining and understanding how children
    develop cognitively.

     Conceptualizes children’s mental processes


    through the metaphor of a computer processing,
    encoding, storing, and decoding.
    The Preschoolers’ attention span lasts longer than
    that of toddlers. The child’s ability to pay attention
    changes significantly during the preschool years

    Preschool children recognize previously encountered


    information, recall old information, and
    reconstruct it in the present
    Among the interesting questions about memory in the preschool
    years are those involving short term memory. In short term
    memory(STM), retain information for up to 15-30 seconds,
    assuming there is no rehearsal, which can help keep information
    in STM for much longer period.

    Differences in memory span occur across the ages due to:


    A. Rehearsal
    Older children rehearse items more than younger
    children(preschool children may have shorter memory span than
    primary and intermediate pupils)

    B. Speed and efficiency of processing information


    The speed with w/c a child processes information is an
    important aspect of the child cognitive abilities
    AGES 2 to 5
     long term memory begins to form. Part of long term
    memory involves storing information about sequence of
    events during familiar situation as “scripts”. Scripts help
    children understand, interpret and predict what will
    happen in future scenarios.

    AGES 5 to 7
     children learn how to focus and use their cognitive
    abilities for specific purposes.(can learn to pay attention
    to and memorize lists of words or facts).
     developed a larger overall capacity to process information.
     children knowledge base also continues to grow and
    become better organized.
    THE YOUNG CHILDREN’S
    THEORY OF MIND
    THE YOUNG CHILDREN’S THEORY OF MIND

     Theoryof mind refers to individuals’ thoughts about how mental


    processes work
     Children become aware that the mind exist by the age of 2 or 3.
    refer to needs, emotions and mental states.

    Theory of mind develop(various speculations and research)that SOCIAL


    EXPERIENCE is very important
     early form of communication
     imitation
     make believe play
     language
     social interaction
    PRESCHOOLERS’ COGNITIVE SKILLS
    lifted form Philippine Early Learning
    and Development Standards (ELDS)
    PRESCHOOLERS’ COGNITIVE SKILLS

    Receptive Language
    Standards 1: The child is able to understand both
    verbal and non-verbal forms of
    communication
    31-60 months: 3-5 years old

    Pre-Reading and Pre-Math (Matching)


    Standards 1.1: The child is able to match identical
    objects, colors, shapes, symbols
    31-48 months: 2 ½ to 4 years old
    PRESCHOOLERS’ COGNITIVE SKILLS
    Pre-Reading and Pre-Math (Copying Letters and Numbers)
    Standards 1.2: The child is able to recite the alphabet and
    numbers in sequence
    37-71 months: 3-6 years old

    Domain: Cognitive Development


    Attention And Activity Level
    Standards 1: The child is able to sustain attention and
    modulate his activity at age-expected levels
    31-71 months: 2 ½ to 6 years old
    PRESCHOOLERS’ COGNITIVE SKILLS

    Higher-Ordered Mental Abilities (Concept Formation)


    Standards 1: The child develops basic concepts pertaining to object
    constancy, space , time, quantity, seriation, etc., and
    uses these as the basis for understanding how materials
    are categorized in his/her environment
    31-60 months: 2 ½ to 5 years old

    Higher-Ordered Mental Abilities (Cause and Effect


    Relationships)
    Standards 1: The child is able to understand the cause-effect
    relationship
    31-48 months: 3-4 years old
    PRESCHOOLERS’ COGNITIVE SKILLS

    Memory: (Episodic Memory)


    Standards 1: The child is able to recall people he has met, events,
    and places he has been to
    31-36 months: 2 ½ to 3 years old

    Memory: (Memory for Concept-Based Knowledge-Semantic Memory)


    Standards 1: The child is able to store verbal information in short and
    long term memory
    37-71 months:3 to 6 years old
    PRESCHOOLERS’ COGNITIVE SKILLS
    Higher-Ordered Mental Abilities (Logical Reasoning)
    Standards 1: The child is able to follow the logic of events
    (reasons why these happen) and draw accurate
    conclusion by evaluating the facts presented to him.
    31-60 months:2 ½ to 5 years old

    Higher-Ordered Mental Abilities (Planning and Organizing)


    Standards 1: The child is able to plan and organize a simple,
    familiar activity
    31-60 months: 2 ½ to 5 years old
    PRESCHOOLERS’ COGNITIVE SKILLS

    Higher-Ordered Mental Abilities (Creative Thought)


    Standards 1: The child is able to generate new ideas or concepts,
    or new associations between existing ideas or concepts.
    31-71 months:2 ½ to 6 years old

    Higher-Ordered Mental Abilities (Cognitive Flexibility)


    Standards 1: The child is able to shift to more adaptive cognitive
    processing strategies in order to effectively deal with new and
    unexpected condition in his/her environment, including problem
    situations.
    31-48 months: 2 ½ to 3 years old
    THE ROLE OF CAREGIVERS (PARENTS AND TEACHERS)
    IN THE COGNITIVE DEVELOPMENT OF PRESCHOOLERS

    Learning about how preschoolers think and learn, one will realize that
    parents and teachers can do a lot either to help preschoolers develop
    their cognitive skills or impede them. With the best intentions, one
    can do more harm than good if the approach to teaching preschoolers
    is not appropriate.

    2 Prominent Organizations
    1. National Association for the Education of Young Children-NAEYC
    2. Association for Childhood Education International-ACEI
    PRACTICES THAT HELP DEVELOP THE COGNITIVE SKILLS OF PRESCHOOLERS

    FOR THREE–YEAR-OLDS
    1. Speak with children as often as possible
    2. Add new information to your children’s sentence
    3. Teach children to memorize first and last names
    4. Provide books for children to read, and read the same books to them
    5. Encourage interest in reading and writing by sharing a grocery list or
    note for parents
    6. Count objects of interest
    7. Explain why and how things happen with the help of a reference book
    8. Provide sets-toys and other objects that go together
    9. Sing simple songs
    FOR FOUR-YEAR-OLDS
    1. Read aloud each day and encourage children to look at
    books on their own
    2. Say nursery rhymes and fingerplays together
    3. Encourage interest in writing and words
    4. Teach important number and space concepts
    5.Teach children the correct use of the telephone
    6. Encourage them to help you and plant a garden
    FOR FIVE-YEAR-OLDS
    1. Add drama to your reading session each day by using different voices
    for different characters
    2. Ask 5-year-olds to tell you a story
    3. Ask “what if” questions
    4. Involve children in writing “thank you” notes, holiday greeting cards
    and letters
    5. Give 5-year-olds opportunities to sort, group, match, count, and
    sequence with real life situations.
    6. Take questions seriously
    7. Five-year-olds will show an increasing interest in numbers
    8. Encourage interest in jokes, nonsense, and riddles by reading
    humorous stories, riddles, and nonsense rhymes
    9. Give opportunities to express dramatic and creative interest
    THANK YOU FOR LISTENING!

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