Journey Middle Childhood Cognitive Dev Part 1 of 2
Summary
TLDRThis video script explores the cognitive development of school-aged children, highlighting their expanding language skills, vocabulary growth, and understanding of grammar. It showcases children's ability to engage in conversation, tell jokes, and adapt their speech for different social contexts. The script also delves into metacognition and selective attention, demonstrating how children strategically approach problem-solving and learn to filter out distractions. Additionally, it examines the impact of cultural arithmetic strategies, as seen in the Oksapmin children of Papua New Guinea, and the importance of organization and integration of knowledge in learning.
Takeaways
- 🌱 School-aged children experience a significant growth in cognitive abilities, even if their physical growth may slow down.
- 🗣️ Children at this age become increasingly talkative, with a rapidly expanding vocabulary that can reach up to 40,000 words by the fifth grade.
- 📚 Their language acquisition is facilitated by years of social interaction, curiosity, and an innate ability to learn new words effortlessly.
- 🧑🏫 Children develop a solid understanding of grammar, including how words are arranged and relate to one another.
- 🤡 The maturation of language skills is evident in the way school-agers tell jokes, showcasing their timing and delivery skills.
- 📈 Older kids are more discerning in their language use, understanding the difference between formal speech with adults and casual speech with friends.
- 🤫 School-agers learn the cognitive skill of selective attention, which allows them to focus on tasks while screening out distractions.
- 💭 They develop metacognition, a sophisticated understanding of their own thought processes, enabling strategic and creative problem-solving.
- 📐 In solving problems, children can break them down into smaller, manageable steps without losing sight of the overall goal.
- 🌍 Cultural differences in counting systems, like the Oksapmin's 27 body part counting system, highlight the adaptability of children in learning new arithmetical strategies.
- 🔍 As children's knowledge base grows, they become more adept at organizing and integrating new information, which aids in learning and memorization.
Q & A
What cognitive development is observed in school-aged children according to the script?
-School-aged children are taking huge cognitive strides, including significant improvements in language acquisition and vocabulary, reaching up to 40,000 words by the fifth grade.
How does the script describe the development of children's language skills?
-The script highlights that children's speech no longer requires conscious effort, and they have a solid understanding of grammar, including how words are arranged and related to one another.
What is an example of how children's language skills can be observed to mature?
-The script suggests that one of the most entertaining ways to observe language skills maturing is by swapping jokes with school-agers.
How do school-aged children understand the concept of formal speech when talking to adults?
-The script indicates that school-aged children are discerning and understand that talking to an adult requires a formal kind of speech, which is different from their casual conversations with friends.
What cognitive skill is being developed by children who learn to focus on a task despite distractions?
-The script refers to this skill as 'selective attention,' which allows children to screen out distractions and concentrate on a given task.
What is 'metacognition' as mentioned in the script?
-Metacognition, as described in the script, is the sophisticated understanding of one's own thought processes that school-agers develop.
How do children in the script demonstrate strategic and creative problem-solving?
-The script provides an example of children solving a geometry assignment by breaking it down into small steps, focusing on the less familiar aspects of the problem without losing sight of the big picture.
What unique counting strategy is introduced by the script from the Oksapmin children in Papua New Guinea?
-The Oksapmin children use a 27 body part counting system, starting with the thumb on one hand and counting around the body until the little finger of the opposite hand.
How did the introduction of western-style arithmetic impact the Oksapmin children's counting strategies?
-The introduction of western-style arithmetic led the Oksapmin children to construct new arithmetical strategies that were not part of their indigenous culture, representing a novel historical invention in their social history.
What is an example of how the Oksapmin children adapted their counting strategy to solve arithmetic problems?
-The script gives an example where a child represents the number 17 on the neck and adds five more by using body parts, ending with the wrist on the other side of the body, which in their language is equivalent to the number 22.
How does the script illustrate the ease of integrating new information for children who already have a knowledge base?
-The script uses the example of Maciste, who finds it easy to learn more about Native Americans because he is already studying the subject at school, and he needs to discover strategies for storing and retrieving information.
Outlines
📚 Cognitive and Language Development in School-Aged Children
This paragraph discusses the significant cognitive and language development that occurs during the school years. Children's physical growth might slow down, but their cognitive abilities advance rapidly. They build upon the language skills developed in infancy, with fifth graders potentially having a vocabulary of up to 40,000 words. Their speech becomes more fluent, requiring less conscious effort, and they develop a strong grasp of grammar. The paragraph also highlights children's ability to understand and use humor, indicating their advanced language comprehension. Furthermore, it touches on the concept of metacognition, where children become aware of their own thought processes and can process information more quickly, allowing them to approach tasks strategically and creatively.
🌐 Impact of Western Arithmetic on Indigenous Counting Systems
The second paragraph explores the impact of western-style arithmetic on the indigenous counting systems of the Oksapmin people in Papua New Guinea. Traditionally, the Oksapmin used a 27 body part counting system, which was adapted as arithmetic was introduced in schools. Children created novel counting strategies, reflecting a historical and cultural shift. The paragraph provides an example of how a child might solve a simple arithmetic problem using this body part system, demonstrating the integration of new arithmetic concepts with traditional practices. It also discusses the importance of developing strategies for storing and retrieving information, as illustrated by a child's approach to memorizing Native American tribe names, emphasizing the ease of learning when building upon existing knowledge.
Mindmap
Keywords
💡Cognitive Development
💡Language Acquisition
💡Metacognition
💡Selective Attention
💡Grammar
💡Jokes and Humor
💡Social Interaction
💡Cultural Strategies
💡Arithmetic
💡Memory Techniques
💡Learning Strategies
Highlights
A youngster's physical growth may taper off during the school years, but cognitive development continues to advance rapidly.
Children's language skills expand significantly, with fifth graders potentially knowing up to 40,000 words.
Speech for school-aged children no longer requires conscious effort due to their extensive interaction and natural curiosity.
Children develop a solid understanding of grammar and how words are arranged and relate to each other.
Jokes and humor are a window into observing the maturation of language skills in school-aged children.
Older kids have a better sense of timing and delivery when telling jokes, indicating advanced language comprehension.
School-aged children are capable of discerning the formality required when speaking to adults versus friends.
Selective attention, the ability to focus on a task despite distractions, is a cognitive skill learned during school years.
Metacognition, understanding one's own thought processes, is developed by school-aged children, aiding strategic and creative problem-solving.
Children in Papua New Guinea's Oksapmin community have developed unique counting strategies influenced by their body part counting system.
The introduction of western-style arithmetic has led to the creation of novel counting strategies among Oksapmin children.
Children's ability to organize and integrate new information is enhanced by their existing knowledge base.
Strategies for memorizing and recalling information, such as making lists and repetition, are employed by school-aged children.
Utilizing resources like the internet and books can aid children in learning and memorizing new information.
Cognitive development in school-aged children includes the ability to break down complex problems into manageable steps.
Children learn to focus on unfamiliar aspects of a problem while maintaining an understanding of the overall situation.
The Oksapmin children's counting system demonstrates the cultural and historical development of mathematical strategies.
Transcripts
- [Voiceover] A youngster's physical growth may taper off
during the school years,
but they're taking huge cognitive strides.
- [Voiceover] Do you know what a video is?
- [Voiceover] If you haven't seen your
school-aged niece or nephew in a while,
the first thing you're likely to notice is
how talkative they've become.
(childish mumbling)
- Hot people!
- [Voiceover] At this age children are vigorously building
upon the language explosion that occurred during infancy.
By the fifth grade, their vocabulary might be
as large as 40,000 words.
- No repeats or hesitations.
I'll go first, I'll go second, I'm not talking.
She got third, starting with, names of, celebrities.
- [Voiceover] Their speech no longer
requires conscious effort.
Years of experience interacting with people and places,
and their natural curiosity,
has made acquiring new words simple.
- I have another sentence.
- [Woman] You have another one?
- Ice cream is my favorite food.
- [Woman] Excellent.
- [Voiceover] And they have a solid
understanding of grammar,
of how words are arranged
and how they relate to one another.
- I was watching...
- [Voiceover] The Simpsons.
- Nope, the Yankees.
(cheering)
- [Voiceover] Go Yanks!
- Okay, helping verbs.
David, you see one?
- Have?
- [Woman] Yes, any other helpers?
Emily.
- Was.
- [Woman] Yes, excellent.
- Wassup? Wassup?
Wassup? Yeah, wassup?
- [Voiceover] The most entertaining way to observe
how language skills mature
is to swap jokes with some school-agers.
- I got his hat.
- [Voiceover] The younger kids, well,
they're not exactly ready for The Tonight Show.
- Why is a traffic light always embarrassed?
Because it always changes.
- Knock knock.
- [Voiceover] Who's there?
- Banana.
- [Voiceover] Banana who?
- Knock knock.
- [Voiceover] Who's there?
- Banana.
- [Voiceover] Banana who?
- Orange you glad I didn't say banana?
- [Voiceover] Oh boy.
- Why did the tiger lose the race?
- [Voiceover] Older kids know about timing and delivery.
- [Voiceover] Oh lose the race.
Why did the tiger lose the race?
- Because the other guy was a terrible cheetah.
- [Voiceover] Oh boy.
- Those are funny jokes.
Better than mine almost.
- [Voiceover] School-aged children
are more discerning than we might think.
They know talking to an adult
requires a formal kind of speech.
- [Voiceover] Why does that affect
what he's saying or doing?
Jessa.
- Well, it's kind of what Jakey said,
he's scared that his dad's gonna be like,
"Okay I don't get this,
how did you find out that I might be dating,
that I'm dating another woman?"
but his dad might not be dating another woman, so.
- [Voiceover] While talking to friends
is a whole different ballgame.
- [Voiceover] Oh, be quiet.
- [Voiceover] Shut up.
- [Voiceover] I got a Venusaur and a Charizard.
- [Voiceover] I don't care if you
even have a booger in your butt.
- [Voiceover] Knowing when to keep quiet
is part of another subtle but important cognitive skill
that school-agers learn.
Selective attention is the ability
to screen out distractions and focus on a given task,
like Lorenzo and Diane.
Outside, the world might be coming to an end.
They probably wouldn't even notice.
(cheerful piano music)
- Check. Adjust.
- [Voiceover] School-agers have developed a
sophisticated understanding of their own thought processes,
known as metacognition.
They can also process information much quicker.
Both of these factors help them to evaluate cognitive tasks
in a strategic and creative manner.
- We cut off this and then we cut it into smaller pieces.
- [Voiceover] Jessie and Lucas knew they
could solve this geometry assignment
by breaking it down into small steps.
- This is another whole square unit.
- On this, and then.
- This is a leftover piece.
- [Voiceover] They were able to focus
on only the less familiar aspects of the problem,
and never lost sight of the big picture.
- This one makes a whole piece
because if you put em together,
see, they make a whole piece.
- [Voiceover] Geoffrey Saxe has studied
the body part counting strategies
of Oksapmin children in Papua New Guinea.
- The Oksapmin use a 27 body part counting system.
They begin counting with the thumb on one hand,
count around, up around the upper periphery of their body,
down until the little finger of the opposite hand.
(foreign language)
- [Voiceover] In a traditional life,
there's really not a lot of need
for representing number in everyday life,
or very little need for representing number.
- [Voiceover] Things changed when western-style arithmetic
was introduced into local schools.
- [Voiceover] Find the answer and write it on your boards.
- [Voiceover] As kids were engaged
with these new kinds of arithmetical problems,
they constructed arithmetical strategies,
strategies that weren't in the culture,
and weren't in their own indigenous community.
In some sense these were
novel historical inventions of these children
in the social history of the Oksapmin group.
- Let's pretend that he's a very rich man
and he has 17 pigs,
and his brother gives him five more pigs.
How many pigs would he have all together?
- To solve then, 5 plus 17,
a child might do something like this.
17 is represented on the neck of the other side of the body,
and he adds five more,
and he does that by looking at his hand and saying
the thumb goes to the shoulder,
the first finger goes to the bicep,
third finger goes to the elbow,
the fourth finger goes to the forearm,
and the fifth finger goes to the wrist.
The wrist on the other side of the body
in the Oksapmin language is the equivalent
to the number 22 in our system.
- How many does he say?
- He said 22 of them all together.
- [Voiceover] We're gonna be filmed from now until...
- [Voiceover] The more children know,
the easier it is to organize and integrate new information.
- [Voiceover] ...and the first thing that we're doing
this morning is sharing our Indian name stories.
- [Voiceover] Unless you state your name like
from Wise Warrior to.
- Frost Elder.
- [Voiceover] It's easy for Maciste
to learn more about Native Americans
because that's what he's studying at school.
- [Voiceover] However, he'll need
to discover some good strategies
for storing and retrieving all those facts and figures.
- [Voiceover] How long do you think it would take you
to memorize ten more names of Native American tribes?
- It might take me a few weeks.
- To memorize it, you'd have to find the names,
then you'd have to not look at the names for a while,
so you wouldn't be able to memorize.
- I'll probably make a list.
- I might make another copy and keep it with me,
just in case I might forget it, I can check.
- Then if you couldn't memorize it,
you'd have to look at the names again.
- Write them down on a piece of paper
and say them over and over again.
- I could go on the Web maybe,
I could go on a website,
I could maybe read about it in books
which'd probably be more convenient.
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