Social Cognition in the Early Years

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This document discusses social cognition in early childhood learning. It makes two main points: 1) Human learning starts at birth, so theories of learning must also start early. 2) Infants learn best from other people through social learning and imitation. The document then provides several examples of research that demonstrate imitation from birth, the role of emotions in learning, neural bases of social learning, the importance of gaze following for language development, and potential extensions to social robots. It argues that a new science of learning should recognize the natural social aspects of early childhood learning through imitation and social interaction.

Education Technology

Social Cognition in the Early Years

Andrew N. Meltzoff
LIFE Center
University of Washington

http://ilabs.washington.edu

Two Starting Points for Theory & Practice

• Human learning starts at birth, so the
Science of Learning must start at birth

• Infants learn first and best from other people:
“Social Leaning”

Imitation as a Basic Learning Mechanism
For Transmission of Culture

We discovered that imitation begins
at birth!

Emotions and Learning 
In the second year of life, infants are very
sensitive to emotional reactions. This influences
their learning. The research is explained in the
references below:

• Repacholi & Meltzoff, Child Development, 2007
• Repacholi, Meltzoff, & Olsen, Developmental Psychology, 2008

This shows that non-cognitive factors play a
major role in pre-school learning

The Social Brain

We investigated the neural basis of social
learning, using EEG recordings in young
children as they observed and imitated an adult

Imitation Task for EEG
(mu rhythm desynchronization)

Marshall & Meltzoff Marshall, Young, & Meltzoff,
Dev. Cog. Neurosci., 2011 Dev. Sci., 2011

Gaze Following is crucial developmental
component of learning

• Learning language, names for things
•  Learning about new objects and concepts
•  Acquiring new skills via imitation and instruction

Gaze Following & Joint Visual Attention
Using technology

• Problem: Establishing joint reference in computer-
mediated communications and multimedia
• Domains: Diagrams, pictures, dynamic videos
• Important: For computer supported collaborative
learning

Infant Gaze
Following

Time

Brooks & Meltzoff,
Dev. Psych., 2002

Gaze and Language Learning:
Gaze Following + Pointing Predicts
Vocabulary Growth (SES controlled)
600

+ High Social Gaze
500
Words Produced

Following & Pointing

400

300
-  Low Social Gaze
200 Following & Pointing

100

0
10-11 14 18 24
Brooks & Meltzoff (2008)
Age in Months J. of Child Language

Extensions to Social Robots

Infant Imitation

Robotic Imitation

Meltzoff, Brooks, Shon, & Rao
Robotic Gaze Following (2010). Neural Networks.

Psychological Theory
• Infants: Imitation of a person’s motor behavior

• Elementary-school children: Take on the
attitudes & attributes associated of the group
- With development, children establish ‘Like
me’ class. Based on that, the way culture
treats other ‘like me’ people has implications
for the child’s development. This applies
across the life-span.

Meltzoff, “Like Me” theory,
Dev. Sci. 2007

Practice
Gaze Following & Imitation in Everyday Life

Children learn naturally by
watching what others do

But in formal schooling
we often force them
to learn in isolation

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Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV

Andreas Schleicher presents at the launch of What does child empowerment mean...

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Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...

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AI & cheating on high-stakes exams in upper secondary - Introduction by Shivi...

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Advancing Gender Equality The Crucial Role of Science and Technology 4 April ...

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PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx

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Andreas Schleicher_OECD-ISSA webinar_Diversity plus Quality, does it equal Eq...

EduSkills OECD

This document summarizes key findings from the TALIS Starting Strong 2018 survey on diversity and quality in early childhood education. It finds that socioeconomic gaps in child development emerge early. While early childhood education can help disadvantaged children, quality varies between more and less diverse centers. More diverse centers often face greater shortages and lower parental involvement, though staff may have more diversity training and use adaptive practices. Ensuring resources for diverse centers, reducing diversity concentrations, and supporting family engagement could help reduce inequalities.

Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...

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Andreas Schleicher_ Strengthening Upper Secondary Education in Lithuania

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Andreas Schleicher - 20 Feb 2024 - How pop music, podcasts, and Tik Tok are i...

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Andreas Schleicher - Making learning resilient in a changing climate - 8 Febr...

EduSkills OECD

Andreas Schleicher - Teach for All 8 February 2024.pptx

EduSkills OECD

- PISA 2022 assessed the math performance of nearly 690,000 15-year-old students across 81 countries. It found the average math performance dropped by almost 15 score points across OECD countries since 2018, a larger decline than ever seen before. - Factors like insufficient education resources, a shortage of qualified teachers, and more time spent on digital devices for leisure rather than learning were linked to lower math scores. However, stronger teacher support during remote learning and feeling prepared for independent learning were associated with higher performance and confidence.

Jordan Hill - Presentation of Engaging with education research- With a little...

EduSkills OECD

RETHINKING ASSESSMENT OF SOCIAL AND EMOTIONAL SKILLS by Adriano Linzarini OEC...

EduSkills OECD

Andreas Schleicher Global Launch of PISA - Presentation - 5 December 2023

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Moving up into upper secondary by Hannah Kitchen - OECD Education Webinar 23N...

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Mathematics in PISA by Andreas Schleicher - 31 October 2023 OECD Webinar.pptx

EduSkills OECD

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