Infant Development Assignment

From the moment the infant starts interacting with the outer world, he is engaged “in testing his phantasies in a reality

Stage 1: The Sensori Motor Stage Birth to about 2years. In this stage the babies aren’t sure what happens to objects when they move from sight. This explains why babies are so surprised when they play peek-a-boo with an adult. During their first year they learn the concept of object permanence. In the video Baby Simon makes a classic mistake of looking for the toy plane where he last found it and not where he watched them hide it.

During this developmental interview, I chose to conduct an observation/interview study with my one of my cousin’s child. This child is a 4 year old girl and will be identified as “child K” in relation to her first name. Her parents had no problem letting me interview her, but I had them stay in the same room as us. The purpose of this interview was to observe the child’s physical, cognitive, and socioemotional development. I observed her behavior and gave her several tests to show how well she has progressed.

Infants are thought to first learn in terms of lines and angles and subsequently they put together these stimuli to form objects. Later on, children learn to infer object properties and how to interact with such objects. Another perspective suggests that perceptual understanding is innate, and that evolution enables infants to be born with these perceptual abilities to ensure survival of our species. In terms of pattern vision in newborn infants, empiricists suggest that infants have little to no pattern vision or attention to complex patterns during their first few weeks of birth because the need for visual learning. Along the same lines, the optimal complexity theory suggests that preferred complexity level starts with simple patterns in early weeks and later shifts to more complex patterns as information-processing capacity increases.

It is a game that has been played around the world for multiple generations, crossing cultural and language barriers. It is played mainly with infants, in which the one player hides their face, and then returns into the others’ view. As in peekaboo, hide-and-seek is a game of hiding, searching and finding, of temporary separations and reunions between the players. It is proposed by developmental psychologists that peekaboo demonstrates an infant’s inability to grasp the concept of object permanence. Object permanence can be defined as ‘the understanding that objects continue to exist even when they cannot be observed’ (Wikipedia, 2016).

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

One of the first ways that an infant contributes to its own cognitive development is through their looking preferences and visual observation. In fact, research indicates that newborn infants are able to discriminate their mother’s face from that of a stranger shortly after birth (Field, 1984). It is through the work of Robert Fantz that the preferential-looking technique was discovered (Siegler et al., 2014, p. 174). Research employing Fantz preferential-looking technique indicates that infants prefer to look at objects rather than blank fields and moving objects rather than stationary (Siegler et al., 2014, p. 642).

Piaget and Maslow: Teaching the whole child Exceptional educators keep their fingers on the pulse of what their students need, in order to teach them effectively. Examining Piaget and Maslow’s theories, and applying them to the classroom will facilitate achieving this goal. Considering Piaget’s focus on development, and Maslow’s prioritization of human needs, one can integrate these ideas into classrooms and lesson plans that are optimized for student success.

On Wednesday, March 15th I went to Christ the King to observe a child in preschool. The child I observed was a female and she was four years old. While I was there I observed her physical development, social and emotional development, thinking skills, and communication skills. For physical development, I observed her gross and fine motor skills. Her gross motor skills included her gait, balance, running, and picking up toys.

In this process the baby is aware of its existence with the help of discrete senses and feelings;

Toddler Learning and Development Introduction Unlike adolescents and adults, growth and development is different in infants and toddlers. Observations from the physical, cognitive and perceptual development show that toddlers and infants grow and develop at a faster rate than adults. The physical, cognitive and motor development in infants and toddlers is higher than the same development in adults. This paper is an analysis and interpretation of an observation conducted with an aim to understand the growth and development of toddlers and infants. It explains an observation of an infant boy named Taylor who is 8 months old.

Brief History Jean Piaget was a Twentieth century Swiss psychologist and was the first psychologist to systematically study the cognitive development of children. Thomas (2005) wrote that early in Piaget’s career he worked with children and his observations and interactions with the students led him to the theory that a young person's cognitive processes are inherently different from those of adults (pp. 188-9). According to Ahmad, et al. (2005) , Piaget showed that when compared to adults, young children think in differently and he then came to the conclusion that cognitive development was an ongoing process which occurred due to maturation and interaction with the environment (p. 72).

This is the stage of object permanence. Toddlers learn how to grasp at objects. Piaget used his daughter and

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

An evaluation of Jean Piaget’s Cognitive Development Theory and its implications for Caribbean classrooms. By: Christopher C.Cox Course Code & Title: EDPS 1010 The Psychology of Teaching & Learning Lecturer: Dr.J.Deanne Ford PhD. Assignment Due Date: Wednesday, October 15th, 2014 The concept of Learning as a process of Cognitive Development, has intrigued Psychologists for many years. Learning, as defined by Schacter, Gilbert & Wegner (2011) is “the acquisition of new knowledge, skills or responses from experience that result in a relatively permanent change in the state of the learner”.