Table of Contents
Piaget: Concepts before words; and Egocentric Speech before social speech
Piaget describes how cognition develops from an autistic to an intellectual state of mind.
Adaptation is the mechanism of cognitive growth involving assimilation and accommodation.
Assimilation is how we are able to perceive the world as determined by our current level of neurological organization.
Accommodation is a processes of changing our neurological structure to meet new needs.
Adaptation fueled by experience helps to set a faster pace for cognitive growth.
According to Piaget, the ratio of Egocentric to Social speech is an indicator of cognitive development.
Syncretistic, like autistic thought, is self centered but there is speech to represent it.
In syncretistic thought, what I know everybody knows, and want, everybody wants.
Syncretistic thought produces egocentric speech.
There re three kinds of egocentric speech: Echolalia, Monologue, and Social Monologues.
In a Social Monologue, two children are talking together, but not coordinating the context.
Social Speech represents Intellectual Thought and is focused on communicating with people.
In Social Speech a conscious effort is made to use the best rules of language to communicate.
Vygotsky: Words before concepts; and social speech before egocentric speech.
Speech and thought combine to make verbal thought or language.
Einstein and Hawking are famous people who relied upon thought without words.
Parents use speech to control a child‰s behavior.
According to Piaget, Egocentric Speech dies out and is replaced by Social Speech.
According to Vygotsky, Egocentric Speech is internalized to be come verbal though.
If speech is internalized to become verbal thought, then we need to develop the best speech possible.
Children without language of ten respond to stimuli without inhibition.
Language provides an intermediate step between the stimulus and the response.
Egocentric Speech may reflect syncretistic thought, it may signify the internalization of speech, and/or it may be a form a speech practice.
Piaget suggest that concepts must precede language, but Vygotsky says that language can precede concepts.
Piaget describes four stages of cognitive development.
The Sensory-Motor Stage is a non-linguistic period in which critical pre-language concepts are developed
The development of the Self Concept begins in the Sensory-Motor Stage.
The concept of Cause and Effect is basic to the use of language.
Responding immediately to an infants cry is the first important lesson in cause and effect.
The more interactions the infant has with people and objects, the quicker the concept of cause and effect will be learned.
Object Permanence is the an understanding that things can exist when they are out of sight and sound.
Object permanence can be taught.
Imitation is the outward manifestation of imagery.
Symbolic behavior is exhibited in the Sensory--Motor Stage.
During the Pre-Operational Stage the child becomes a linguistic communicator.
The key to maximal language development is parent to child communication.
The "Big-Gun" for parents to facilitate language development is READINING to the child.
The child in the Stage of Concrete-Operations has acquired the Concept of Conservation.
Much time is spent in the Stage of Concrete Operations in developing palpable concepts.
The Formal Operations Stage is the time for developing many abstract concepts.
The symbols for abstract concepts open up endless and incredible vistas of space and time for humans.