The Active Child Theme: Infant Cognitive Development

A) Sight (with their eyes)– children use their sight to investigate the world by looking at things to learn their colours and look at different items, objects, things and animals . They can learn to recognise people by recognising their faces. They use their sight to see how things operate when in use. It is important to get them to use their speech and language to tell you what they see. B)

In this week’s Ted Talk, Alison Gopnik focused on the thought process of babies. In the past, people believed that babies could not perceive another individual’s thoughts, however with the passage of time these believes have changed. To help us understand what babies could be thinking and if they acknowledge other people’s thoughts, Gopnik explained how she and one of her students tested this idea by using broccoli and crackers. The student gave 15 and 18 month-old babies two bowls, one with broccoli and the other one with crackers, and the babies showed more preference for the one with the crackers. The student, on the other hand, tasted the food from both bowls in front of the babies and acted as if she loved the broccoli and dislike the

In the article, “A High-Quality Program for Your Infant,” they understand that the early education years are censorious in developing a child's mind. They show how they use cognitive development to help infants learn and develop as they grow. Meaning they allow infants to be active through hands-on play. For example, rolling on a blanket, letting them touch, hear, or taste objects they are curious about. According to Piaget (2013) he believed, “that infants and toddlers “think” with their eyes, ears, hands, and other sensorimotor equipment” (p.118).

During the first couple years of children, it is a critical time for brain development. Every part of the brain is waiting to be programmed by experiences. The environments children are in will help determine the direction of their brain development. Children who are deprived or experience limited opportunities for appropriate experiences could become delayed in their learning part of life while children who have the opportunity to develop in an organized and correct environment are challenged to think and learn.

It starts with infancy and continues to adulthood. By gaining knowledge about child development, a synopsis of what children can do at various ages can be formed. Following are the three theoretical perspectives of child development: i. Maturationist’s View of Child Development : Maturationism is a premature childhood educational philosophy emphasizing the child as a growing individual in which knowledge exists. Based on Arnold Gessell’s work, maturationists suggest that “genetic factors play a bigger role in development than environmental ones” [8].

"No infant has a worldview. Each person’s "life understanding" takes shape as he or she engages in new events and experiences, interacts with others and with his or her surroundings," for me this is true.” (Futrell, Futrell tells me that our parents are the primary potential cause to the first incarnation of our worldview. As I grew up for the duration of my parent’s separation, my perception of God, the soul, and haven and hell was instilled in me in an extre The worldview I developed was derived from a communal authority, namely my father and mother.

In addition, at 3, 9, and 12 months of age, infant recognise the training object in a different context after all but the very longest test delays. Between 12 and 24 months of age, infants will also imitate an action that they saw in one context (e.g., the day-care center) when tested with the same object in a different context (e.g., laboratory) a few days later. Taken together, these findings reveal that infants can remember what they learn in one place if tested in another except after relatively long delays. Parents, educators, and public policy experts will be comforted to know that infants can transfer

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.

This paper will contain information abstracted from a naturalistic observational study conducted by Erene Christoforatos. The intention of the study was to observe and evaluate the physical and mental qualities demonstrated by an infant and then later assess the qualities as either on par or subpar according to the infant’s age, and then following up with valid reasoning as to why they were classified as such. Additionally, there were five individuals who took part in the study, and that of being the nine-month-old infant. The ultimate purpose was to question whether or not if the toddler’s reflexes, motor abilities, cognitive/sensorimotor abilities, perceptual abilities, language/communicative abilities, and social behavior reflected his developmental

From early years a person has learning to cognize the surrounding world. And

Osofsky (1976) commented on how the development of social behavior and interactions are imperative factors to an infant; however objects play a special role. Infants are able to discover their authority over someone else (597). Muller and DeStefano (1976) explained with an example using two toddlers who would mimic one another without realising it – thus, the control over another peer was observed (598). Others statistics were also taken into consideration, Durfee and Lee, found that “6 to 9-months-olds observed over 5 months, at least, 60% of the contact sequence observed incorporated inanimate objects (598).” According to Daisy 's parents, she is always curious about her surroundings.

Curiosity, exploration, and discovery are aspects of infant development that take place as they interact with and learn more about the world around them. This exploration and discovery can look like challenging behavior or “misbehavior” as infants put objects in their mouths, practice cause and effect by pushing objects

The first year of a child’s life is spent communicating entirely through nonverbal means. Infants use every part of their bodies to convey their wants and needs as their parents and early childhood educators respond to meet them. Examples of this are reflexes, such as opening their mouths when hungry. Also, crying and whole body movements to demonstrate feelings. Another way that is interesting in infant nonverbal communication is allowing infants to play with each other.

This also reduced the effects of confounding variables such as verbal cues. The infant’s direction of gaze data was collected using an integrated Tobii Eye Tracker. Recorded gaze was slowed to 25 frames per second from the Clearview programme, to measure how long they focused on each

Introduction Childhood is a journey, not a race. Every individual mature and develop uniquely at different pace and meet milestones in domains such as physical, cognitive and emotional-social. The observable milestones act as an assessment tool of the child’s immerging and emerged developments and thus creates a channel for the educator to plan objectives and goals according to the needs of the child. As children actively explore and perceive their surroundings, they constantly reflect, retain and add new knowledge to their schemas through trial and error and free play (Berk, 2013).