Cognitive Development Milestones

Based on the Standards for the Development Profiles, Isla appears to be right on tract for the development of communication and language for a twelve-month-old infant. Isla knows when she is being interacted with and responds with movement, eye contact, and gestures. Isla knows her name and responds by looking in the direction of the adult who called her name. Isla also reacts to the words ‘no’ or ‘stop’. While observing, Isla was walking with assistance from the furniture, and Isla became to close to a shape corner of a table.

To acquire this milestone, a child would need to have mastered the ability to use contextualized language and have knowledge of syntax and vocabulary. Contextualized language is the discussion of things that are presently in front of them. For example, Harry shows his dad the baby passing in the stroller while they were walking in the park. Further, a child needs to have an understanding of sentence structures as well as knowledge of words to use language efficiently. A child essentially needs to be able to explain an event in a way that the listener has an understanding of what he or she is talking about since there is nothing around to provide hints.

Question One (4 marks) Identify which of Piaget’s stages of cognitive development Mollie and her friends are in. Describe some key characteristics of children in this stage of cognitive development. Describe two examples from the chapter that illustrate characteristics of this stage of cognitive development. “Developmental psychology studies the way human develop and change over time.”

In this week’s reading we got to take a look into the Cognitive and Language Development in Children by John Oates and Andrew Grayson. In this book we got to read chapter two: First Word. In this chapter they discussed the recognizing speech, understanding first words, learning to say words, meaning of children’s first word, and Individual differences in first words. Before reading the first part of the chapter two, I wanted to know how infants are able to understand words and develop their speech. In the first section the said that “most infants comprehend many more words than they can produce.

The Active Child Theme: Infant Cognitive Development Katherine Pita Florida International University DEP 2001 Cognitive development is the process that leads to the emergence of the ability to think and understand (Siegler, DeLoache, Eisenberg, & Saffran, 2014). This process involves the “development of thinking and reasoning” (Siegler et al., 2014, p.15) throughout childhood, including the growth of capabilities such as “perception, attention, language, problem solving, reasoning, memory, conceptual understanding, and intelligence” (Siegler et al., 2014, p. 131). Children contribute to their development through self-initiated activity even before they are born, by practicing breathing and digestive processes and exercising

Addiction Research and Treatment Services (ARTS) is the clinical program of the Division of Substance Dependence, Department of Psychiatry at the University of Colorado, School of Medicine (Arts treatment, 2012). ARTS was developed in 1972 by founder, Tom Brewster, in response to burgeoning prevalence rates of alcohol and drug abuse and addiction among the general adolescent and adult populations (Arts treatment, 2012). Over the last 40 years, ARTS has focused on delivering cost-effective treatment to individuals who have the most severe and chronic substance abuse disorders (Arts treatment, 2012). Additionally, ARTS individuals receiving services benefit in many ways, including enhanced employability and productivity, increased family stability,

They also begin to develop syntax, more specifically, the use of plurals and tense. During this vital year of language development, children also begin to use new vocabulary and demonstrate clarity in their speech. Lastly, they begin to understand and use questions, count to three, and match shapes and colors. 3. What are considered the seven ‘markers’ that one would see in a normally developing infant in his/her speech/language development from six and twelve months?

Adolescence and Emerging Adulthood Human development changes throughout a lifespan and those changes include, physical, cognitive, social, and emotional changes between birth and adulthood. This paper reflects my own personal changes and focuses specifically on the changes concerning both cognitive development and psychosocial development. Cognitive development involves the mental mind and allows for reasoning and the ability to make decisions, based on logic and reason, to take place. Once individuals reach the age to reason, the maturity levels and past experiences shifts to concrete operational thinking.

Cognitive, neurological and brain development (Acquiring knowledge and the nervous system). Between birth to 6 months babies and children use their senses to become aware e.g. knowing they are hungry, as well as recognising key people in their lives and responding to physical smiles. In the next 6 months, they are beginning to understand tone of voice and begin to have favourite toys. Between 1 to 2 years children start to use objects correctly e.g. a cup.

This research study article “Dialect Awareness and Lexical Comprehension of Mainstream American English in African American English-Speaking Children” written and conducted by Jan Edwards, Megan Gross, Jianshen Chen, Maryellen C. MacDonald, David Kaplan, Megan Brown, and Mark S. Seidenberg examines the sociocultural conditions of AAE. The writers hypothesize that children who speak AAE have trouble comprehending words that are not commonly present in the dialect. The purpose of the study is to promote dialectal awareness and dialectal comprehension. The article’s research team is from the University of Wisconsin Madison, which holds one off the nations top Speech Language Pathology programs.

Cognitive abilities enable children to process the sensory information that they collect from the environment. According to Wood, Smith and Grossniklaus (2012), Piaget defined cognitive development as the progressive reorganization of the mental processes that results in biological experience and maturation. As numerous researchers have explained, children normally undergo many changes from birth to adolescents, most of them being growth related. According to Cook (2005), the changes in thinking is what researchers call cognitive development. In toddlers, cognitive development is observed through the early use of tools and objects, the child’s behavior when objects are moved in front of them and their understanding when objects and when people are in their environment.

Cognitive development is a process which enhancing the ability of learning. The cognitive theories emphasize on conscious thoughts which highlight the mental aspects of development such as logic and memory. The primary factors of cognitive theories is the structure and development of the individual’s thought processes and the means of these processes can effort the person’s understanding of the world. Therefore, the cognitive theories study on how this understanding, and the expectations it creates, can affect the individual’s behavior. There are three types of cognitive development theories in human which are Piaget’s Cognitive development theory, Vygotsky’s Sociocultural Cognitive theory and Information-Processing theory.

From the earlier stages of development, children learn to understand other people by tone, facial expressions, and gestures. Although these are important aspects to communication if a child is only using gestures to communicate and not words, then there might be a difficulty in language development. On average “Children will typically be able to say 50 words by the time they reach 2 years. At this age, they will start to put short two-word sentences together. Language learning increases dramatically and by three years children are using three to four-word sentences and can be easily understood by familiar adults.

and it begins with the sensorimotor stage, a child from birth to the age of 2 years old learns and thinks by doing and figuring out how something works. The second stage is the preoperational stage and in this stage children from ages 2 through 7 years are developing their language and they do pretend play (Berk, 2005, p.20). Concrete operational is the third stage and children ages 7 to 11 years old lack abstract but have more logic than they did when they were younger. The last stage is formal

Aistear also states that children’s language can be more than words; they can express themselves through body movements by dancing, objects, facial features and gestures through drama and in some cases children may use sign language or braille as their form of language (NCCA 2009a, p.34). Numeracy is defined in the Oxford Dictionary (2017b) as having the ability to work with numbers and to be able to understand them. They learn about early number concepts for example a toddler experiences ‘more’ by putting more than one object into a box and they also begin to learn about time, for babies time is ‘now’ whereas toddlers begin to anticipate ‘putting on their coats means going for a walk’ (French 2012b, p.131).