KEY TERMS AND CONCEPTS

• Egocentrism

• Conservation

• Animism, artificialism and realism

• Imaginary companion

• Telegraphic speech

• Stimulus–response theory

• Social learning theory

Introduction

Children's understanding of the world and their place in it undergoes rapid development during the pre-school years. This understanding is accompanied by significant changes in their use of language. The pre-schooler's behaviour is dramatically different from that of a child during the ‘terrible twos’ (just ask any parent!). The temper tantrums, refusals to comply and use of the word ‘No!’, so characteristic of the 2-year-old, contrast sharply with the 4- to 5-yearold's ability to comprehend instructions, comply with requests and generally reason about the world.

This chapter focuses on the nature of children's cognitive development in the pre-school period. More particularly, consideration is given to a number of theorists, namely Piaget, Bruner and Vygotsky, and their views of the way children's thinking develops during this period. An examination is also made of children's language development in the pre-school years.

Various topics related to pre-schoolers' cognitive development are discussed, namely: the intriguing nature of pre-schoolers' ‘magical’ ways of thinking; the importance of fairytales; the role of computers; and preparing for school.