Child Development
Information processing approach
mind like a computer
information flow
input,stored and processed
continuous development
responds to environment
development stages
children continually improve
information expands in various ways
perception, labelling and meaning
take in information
processes information
output processes
response
mechanisms through which learning occurs
sensory memory
information gathered
working/short memory
information maintained
long term memory
declarative,procedural and imagery memory
stored memory
fears rejection
nature and nurture
Vygotsky and Information approach agree on it
though Vygotsky seem to favor Nurture more
Vygotsky's Sociocultural theory
cultural influence
values, beliefs,customs.
sociocultural learning
knowledge
coordinated learning
reciprocal learning
development
language acquisition and schooling
vary from culture to culture
continuous and discontinuous
nature and nurture important
heredity and dialogues with society are both important
has an inclination to favor nurture
socio and cultural contribution to children's thinking
socially formed mind of a child
private speech
child talks to self as much as would others
proximal development
intersubjectivity,scaffolding,guided participation
education
social context and collaboration
instruction,appropiate guidance