Week 1:
Infants: < 1 year old
Early childhood: toddlers (1-3 years old) and preschoolers (4-5 years old)
Middle childhood: 5-12 years old
Tweens: 8-12 years old
Early adolescents: 12-15 years old
Late adolescents 15-19 years old
Emerging adults: 19-25 years old and beyond
Hypodermic Needle Perspective: assumes that media effects are immediate, direct, and the
same for everyone (it is the first theory about media effects)
Differential Susceptibility to Media Effects Model (DSMM):
The Three C’s: content, context, and child
1. Content: content of the app; educational, age appropriate ?
2. Context: is the child using this on their own, or are you using the app together ?
3. Child: how old, does she have attention problems ?
Week 2:
PIAGET VYGOTSKY
Role of social Piaget saw children as solitary Vygotsky emphasized the vital role
interaction learners, he believed that of social interaction. He believes
cognitive development occurs cognitive development is the result
when the individual child of a child’s interaction with more
interacts with the environment knowledgeable others in their
(no adult or parent is environment
necessary)
Importance of Viewed language as a result of Saw language both as a product
language cognitive development, a tool and a catalyst of cognitive
that emerges after certain development, fundamental to
cognitive milestones are thought processes in social
achieved. communication.
(cog. dev. stimulates language
development)
Concept of Includes the idea of stages; He doesn’t think biological
readiness children should reach a readiness as a key factor of
cognitive maturity before they learning. EMphasized that learning
can understand certain concepts is most effective when the tasks are
(known as readiness) just slightly beyond a child’s
(children learn when they are current competence but achievable
developmentally ready) with guidance: proximal
development (each child’s
readiness is individual to that
child)
(cultural and social influences
, affect development + different
children will develop at different
rates)
Role of cultural Universalistic: assuming all More emphasis on cultural and
influences children go through the same social influences affects
stages of cognitive development
development Different children will develop at
different rates
- different social
expectations in their
respective communities
Individual vs Emphasized the importance of Advocated for collaborative
Collaborative independent exploration: learning: asserting that guidance
children learn best through and collaboration with more
direct interaction with their knowledgeable others significantly
environment and personal promote cognitive development
discovery of knowledge (underscores his sociocultural
approach: highlighting the
interdependence of individual and
social processes in learning)
Lecture:
Moderate Discrepancy Hypothesis: You have a preference for content just above your level of
understanding and your developmental level (content that is not too hard or not too easy)
Media preference—infancy, early childhood, middle childhood
● Cognitive Development
● Language Development
● Physical development (including motor skills)
● Social-Emotional Development
● Gender Rule Development
0-2 sensorimotor:
○ investigative-orienting system of attention (media: orienting features) →
orienting response becomes more developed as they go through infancy
○ vocab: 0 to 200 words
○ nascent information processing
○ no (conscious) real-world experiences
○ basic emotions
2-5 preoperational (young toddlers):
○ symbolic thinking
○ orienting reflex, but cognition kicks in
○ 200-1,000 words: really rapid language development
○ symbolic thinking emerges and limited information processing (but it is much
better than the previous stage)
○ limited real-world experiences
Infants: < 1 year old
Early childhood: toddlers (1-3 years old) and preschoolers (4-5 years old)
Middle childhood: 5-12 years old
Tweens: 8-12 years old
Early adolescents: 12-15 years old
Late adolescents 15-19 years old
Emerging adults: 19-25 years old and beyond
Hypodermic Needle Perspective: assumes that media effects are immediate, direct, and the
same for everyone (it is the first theory about media effects)
Differential Susceptibility to Media Effects Model (DSMM):
The Three C’s: content, context, and child
1. Content: content of the app; educational, age appropriate ?
2. Context: is the child using this on their own, or are you using the app together ?
3. Child: how old, does she have attention problems ?
Week 2:
PIAGET VYGOTSKY
Role of social Piaget saw children as solitary Vygotsky emphasized the vital role
interaction learners, he believed that of social interaction. He believes
cognitive development occurs cognitive development is the result
when the individual child of a child’s interaction with more
interacts with the environment knowledgeable others in their
(no adult or parent is environment
necessary)
Importance of Viewed language as a result of Saw language both as a product
language cognitive development, a tool and a catalyst of cognitive
that emerges after certain development, fundamental to
cognitive milestones are thought processes in social
achieved. communication.
(cog. dev. stimulates language
development)
Concept of Includes the idea of stages; He doesn’t think biological
readiness children should reach a readiness as a key factor of
cognitive maturity before they learning. EMphasized that learning
can understand certain concepts is most effective when the tasks are
(known as readiness) just slightly beyond a child’s
(children learn when they are current competence but achievable
developmentally ready) with guidance: proximal
development (each child’s
readiness is individual to that
child)
(cultural and social influences
, affect development + different
children will develop at different
rates)
Role of cultural Universalistic: assuming all More emphasis on cultural and
influences children go through the same social influences affects
stages of cognitive development
development Different children will develop at
different rates
- different social
expectations in their
respective communities
Individual vs Emphasized the importance of Advocated for collaborative
Collaborative independent exploration: learning: asserting that guidance
children learn best through and collaboration with more
direct interaction with their knowledgeable others significantly
environment and personal promote cognitive development
discovery of knowledge (underscores his sociocultural
approach: highlighting the
interdependence of individual and
social processes in learning)
Lecture:
Moderate Discrepancy Hypothesis: You have a preference for content just above your level of
understanding and your developmental level (content that is not too hard or not too easy)
Media preference—infancy, early childhood, middle childhood
● Cognitive Development
● Language Development
● Physical development (including motor skills)
● Social-Emotional Development
● Gender Rule Development
0-2 sensorimotor:
○ investigative-orienting system of attention (media: orienting features) →
orienting response becomes more developed as they go through infancy
○ vocab: 0 to 200 words
○ nascent information processing
○ no (conscious) real-world experiences
○ basic emotions
2-5 preoperational (young toddlers):
○ symbolic thinking
○ orienting reflex, but cognition kicks in
○ 200-1,000 words: really rapid language development
○ symbolic thinking emerges and limited information processing (but it is much
better than the previous stage)
○ limited real-world experiences
