BY CHELSEA MILES, HOLLY BRYSON AND CLAIRE ALLEN 04:255 CHILD DEVELOPMENT AND THE LEARNING PROCESS JANUARY, 2013 Cognitive Development in Infancy Clipart
This informational slideshow covers all important aspects of cognitive development in infancy, ranging from how a child learns to make sense of the world to how a child learns to produce language.
Citation preview
1. Cognitive Development in Infancy BY CHELSEA MILES, HOLLY
BRYSON AND CLAIRE ALLEN 04:255 CHILD DEVELOPMENT AND THE LEARNING
PROCESS JANUARY, 2013 Clipart
2. 1. Piagets OverviewApproach toCognitiveDevelopment2.
Information-ProcessingApproaches toCognitiveDevelopment3. The Roots
of All Information from Feldman Text UnlessLanguage Otherwise
Stated http://www.tower.com/child-development-robert-s-feldman-
hardcover/wapi/121155178?download=true&type=1
3. Piagets Approach toCognitive Development Clipart
4. Piagets Approach to Cognitive Development Learning Objective
Questions What are the fundamental features of Piagets theory of
cognitive development? How has Piagets theory been supported and
challenged by later research? Clipart
5. Piagets Approach to Cognitive Development Infants do not
acquire knowledge from facts communicated by others, nor through
sensation and perception Knowledge is the product of direct motor
behaviour Clipart
6. Piagets Approach to Cognitive Development Key Elements of
Piagets Theory Based on the stage To move to the next approach to
development stage, physical maturation Series of 4 universal and
exposure to relevant stages which occur in a experiences must occur
fixed order from birth to Important to consider adolescence changes
in the content but 4 Stages: quality of knowledge Sensorimotor
Preoperational Concrete Operational Formal Operational Clipart
7. Piagets Approach to Cognitive Development Key Elements of
Piagets Theory Schemes: organized Assimilation: process by mental
structure and which people understand patterns an experience based
on At first schemes are based their current stage of on physical or
sensorimotor cognitive development and activities and evolve into
way of thinking mental functions where Accommodation: changing
there is reflective thought the existing way of Two principles
underlie the thinking, understanding or growth in childrens
behaving in response to an schemes: assimilation and encounter with
a new accommodation stimulus or event
8. Piagets Approach to Cognitive Development The Sensorimotor
Period Begins at birth and Tertiary Circular continues till child
is about Reactions age 2 Beginnings of thought 6 Substages:
Development is gradual Simple Reflexes rather than a harsh stair
First Habits and Primary model Circular Reactions Periods of
transition where a child will exhibit Secondary Circular behaviour
from both their Reactions current stage and the Coordination of
higher stage they will Secondary Reactions enter next
9. Piagets Approach to Cognitive Development Substage 1: Simple
Reflexes Spans the first month of life Inborn reflexes are at the
center of both the physical and cognitive development, which
determines their interactions with the world Babies gain
information and knowledge about the world around them based on
reflex interactions Reflexes also begin to Clipart accommodate for
new
10. Piagets Approach to Cognitive Development Substage 2: First
Habits and Primary Circular Reactions Occurs from 1 month to 4
Primary Circular months of age Reactions: infants Infants begin to
coordinate repetition of interesting or separate actions into
enjoyable activities, just single, integrated activities for the
enjoyment of doing them If an activity catches a Babies are
focusing on babys interest, they will repeat it to continue
activities that involve their experiencing that activity own
bodies
11. Piagets Approach to Cognitive Development Substage 3:
Secondary Circular Reactions 4 to 8 months Major difference is
Behaviour becomes more whether babys actions are purposeful and
infants focused on his/her own begin to act of their body (primary)
or actions environment relating to the world Secondary Circular
outside them (secondary) Reactions: schemes Babies become much more
regarding repeated actions vocal that brings about a desired Babies
begin to imitate the consequence noises made by others
12. Piagets Approach to Cognitive Development Substage 4:
Coordination of Secondary Circular Reactions 8 months to 12 months
Object Permanence: the Before this stage, realization that people
and behaviour involved direct objects exist even when actions on
objects they cannot be seen Goal-Directed Behaviour: While this
principle behaviour in which several develops, it will take time
schemes are combined and before the concept will be coordinated to
generate a fully understood single act to solve a problem Children
begin to anticipate upcoming events Clipart
13. Piagets Approach to Cognitive Development Substage 5:
Tertiary Circular Reactions 12 to 18 months During this stage the
main Tertiary Circular focus is on the unexpected Reactions: the
deliberate and rather than just variation of actions that repeating
an enjoyable bring desired consequences activity, emphasis is on
that Rather than just repeating an event is to be explained
enjoyable activity, they and understood begin to carry on mini
experiments to see the consequences Clipart
14. Piagets Approach to Cognitive DevelopmentSubstage 6:
Beginnings of Thought 18 months to 2 years old Capacity for mental
representation or symbolic thought Mental Representation: an
internal image of a past event or object Children are able to
imagine where objects are that they are unable to see Clipart
15. Piagets Approach to Cognitive Development Substage 6:
Beginnings of Thought Due to their ability to create internal
pictures, their understanding of causality also become much more
sophisticated The ability to pretend also develops in this stage
Deferred Imitation: an act in which a person who is no longer
present is imitated by children who have Clipart witnessed a
similar act
16. Piagets Approach to Cognitive Development Appraising
Piaget: Support Piaget was masterful Broad outlines sketched
reporter of child behaviour out of the sequence of and his
description of cognitive development and growth during infancy is
the increasing cognitive extremely accurate accomplishments that
Thousands of studies have occur in infancy are supported Piagets
view generally accepted to be that children learn by accurate
acting on the objects in their environment Clipart
17. Piagets Approach to Cognitive Development Appraising
Piaget: Challenges Stage concept that is the basis of Piagets
theory Notion that cognitive development is grounded in motor
activities Belief that infants are incapable of developing object
permanence before the age of 1 Work seems to describe children from
Clipart developed, western countries better than those of
non-western cultures
18. Information-ProcessingApproaches to Cognitive Development
ClipartClipart
19. Information-Processing Approaches to Cognitive Development
Learning Objective Questions How do infants process information?
What are the memory capabilities of infants? How is infant
intelligence measured? Clipart
20. Information-Processing Approaches to Cognitive Development
Information processing approach: Seeks to identify the way in which
individuals take in, use and store information The infants ability
to organize and manipulate information demonstrates the level of
cognitive Clipart development
21. Information-Processing Approaches to Cognitive Development
Encoding, Storage and Retrieval Encoding: process in which
information is recorded in a from usable to the memory Storage:
placement of information into the brain Retrieval: ability to
locate the information, bring it into awareness and use it
Clipart
22. Information-Processing Approaches to Cognitive Development
Encoding, Storage and Retrieval Automatization: degree to which an
activity requires attention Automatic: little to no attention (ex.
walking, eating) Controlled: large amount of attention required
(ex. studying) Clipart
23. Memory and Infants 1. Do infants have a memory? Why? Why
not? 2. Do you remember anything from when you were a baby? 3. Do
you think it is possible?
24. Information-Processing Approaches to Cognitive Development
Memory Capabilities in Infancy Infants do have memory capabilities
Habituation: lessened response to a repeated stimulus Rovee-Collier
Experiment As we grow our memory increases, recall increases, and
we can remember information longer
http://www.tusculum.edu/faculty/home/tharlow/DE
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25. Information-Processing Approaches to Cognitive Development
Why Cant We Remember Our Infancy? Infantile Amnesia: lack of memory
for experiences that occurred prior to 3 years of age New
information can keep us from recalling old memories Forget memories
as we get older Memories are susceptible to mis-recollection
Clipart Memory Video
26. Information-Processing Approaches to Cognitive Development
Cognitive Neuroscience of Memory Two systems involved in long-term
memory: Explicit Memory: conscious and can be recalled
intentionally (Cerebellum and brain stem) Implicit Memory: not
conscious of it but affects performance and behaviour (hippocampus)
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p/groups/cr_common/@cah/@gen/documents/i
mage/crukmig_1000img-12313.jpg
27. Information-Processing Approaches to Cognitive Development
Intelligence What is intelligence? No specific definition of
intelligence Difficult to measure intelligence in infants
28. Information-Processing Approaches to Cognitive Development
Arnold Gesell Formulated earliest measure of infant development
Developmental Quotient (DQ): overall developmental score that
relates to performance in 4 domains: Motor Skills Language Use
Adaptive Behaviour Clipart Personal-Social
29. Information-Processing Approaches to Cognitive Development
Nancy Bayley Bayley Scales of Infant Mental abilities: Development:
perception, memory, Widely used measure for learning, problem
solving, infants and language Evaluates infant Motor abilities:
fine and development from 2-42 gross motor skills months Provides a
DQ score Average score for infants is 100. Clipart
30. Sample Items from Bayley Scales (Feldman, 2012, Pg.
154)
31. Information-Process Approaches toIndividual Differences in
Intelligence Research shows that the speed with which infants
process information may correlate with later intelligence
(academic) Test speed of processing by using: 1. A habituation
test: faster the baby turns away = speed of processing 2. Visual
recognition test: Clipart the memory and recognition of a stimulus
that has been previously seen
32. Why Formal Education is Lost on Infants Many parents
believe that by exposing their babies to educational toys and media
it will enhance their infants cognitive growth Educational videos
such as Baby Einstein and Brainy Baby promise to stimulate and
enhance cognitive development Do they work? Evidence suggests that
they dont and in some cases their use may backfire and hamper
learning Assume infants learn the same way as children do through
structured activities with specific learning goals Infants merely
explore their surroundings in an unplanned way
33. Infant Media Exposure and Toddler Development
ArticleOverall exposure and exposure to older child/adultoriented
content were associated with lower levels ofcognitive and language
development at age 14 months.Findings from this longitudinal study
provide strongsupport for the American Academy of
Pediatricsrecommendation of no media exposure before age 2years
(Berkule et al, 2010). Clipart
34. Infant Media Exposure and Toddler Development ArticleThree
potential reasons for media-associated negativeeffects on very
young childrens development:1.Reductions in parent-child
interactions, including reduced spoken language, conversation, and
engagement with the child. Specifically reduced shared reading and
playing together with toys. These are activities critical to young
childrens development.2.Interferes with childrens play
activities.3.Characteristics of videos such as rapid scene changes
have been thought to have direct, negative effects on the
developing brain (Berkule et al, 2010)
35. Why Formal Education Is Lost on Infants Baby Einstein
Refunds Refunds to millions of parents who had bought the videos
because parents said they were ineffective in promoting cognitive
development They have some benefits however: When parents watch
videos with children http://www.freecodesour ce.com/movie- they
engage more often posters/B00005YUPP-- baby-einstein-baby- with
their children and shakespeare-world-of- in more positive ways
poetry-movie-poster.html
36. Baby Einstein Discussion Do you think that purchasing
educational toys and media forinfants is worth a try, despite the
lack of scientific research?Why do you think parents generallydo
not seem to be concerned about the lack of scientific
evidence?
37. The Roots of Language Clipart
38. The Roots of Language Learning Objective Questions What
processes do children learn to use language? How do children
influence adults language? Clipart
39. The Roots of Language Babys First Words The first and most
noticeable expression of language However, infants begin to
understand the language used by others many months earlier This
helps them make sense of the world around themClipart
40. The Roots of Language The Fundamentals of Language: From
Sounds to Symbols Language: the systematic, meaningful arrangement
of symbols, provides the basis for communication It is closely tied
to the way we think and understand the world It enables us to
reflect on people and objects and to Clipart express our thoughts
to others
41. The Roots of Language Formal Characteristics of Language
Each characteristic must be mastered as linguistic competence is
developed 1. Phonology: refers to the basic sounds of language,
called phonemes, that can be combined to produce words and
sentences http://itp.nyu.edu/~kh1243/blizzog/h Ex. a in mat
represents a tml5/1322 phoneme the English Language contains
40
42. The Roots of Language Formal Characteristics of Language 2.
Morphemes: the smallest language unit that has meaning. Some
morphemes are complete words while others add information necessary
for interpreting a word (ish) 3. Semantics: the rules that govern
the meaning of words and sentencesClipart
43. The Roots of Language The Fundamentals of Language When
studying the development of language we need to distinguish
between: Linguistic Comprehension: the understanding of speech AND
Linguistic Production: the use of language to communicate
Clipart
44. The Roots of LanguageThe Fundamentals of
LanguageClipart
45. The Roots of Language Early Sounds and Communication Sounds
that infants make play a very important role in linguistic
development: Cooing Crying Gurgling Murmuring Clipart
46. Comprehension Precedes Production (Feldman, 2012, Pg.
158)
47. The Roots of Language Early Sounds and Communication
Pre-linguistic Communication: communication through sounds, facial
expressions, gestures, imitation, and other non-linguistic means
Mimics the back-and-forth of communication and teaches the child
about turn-taking Clipart
48. The Roots of Language Babbling: making speech like but
meaningless sounds, starts at the age of 2 or 3 months and
continues until around the age of 1 yearTo Twins Babbling Back and
Forth
49. The Roots of LanguageEarly Sounds and Communication
Babbling is found universally and is accomplished in the same way
throughout all cultures While babbling, infants produce all of the
sounds found in every languageClipart
50. The Roots of Language Early Sounds and Communication Deaf
children who are exposed to sign language babble with their hands
instead of their voices Their gestural babbling is similar to the
verbal babbling of children who can speak Clipart
51. The Roots of Language Early Sounds and Communication Brocas
Area: areas of the brain activated during the production of hand
gestures are similar to the areas activated during speech
production Suggests that spoken language may have evolved from
gestural language(Feldman, 2012)
52. The Roots of LanguageEarly Sounds and Communication As the
child develops, babbling moves from simple to more complex sounds
By the age of 6 months, babbling reflects the sounds of the
language that is spoken by those around the child Other indications
of pre- linguistic speech: reaching or crying for something that
results in receiving what isClipart wanted - communication
53. The Roots of Language First Words First words typically are
spoken at approximately 10-14 months Can occur as early as 9 months
Linguists argue about what constitutes an infants first word
54. The Roots of Language First Words Once an infant starts to
produce words, vocabulary increases at a very rapid rate By 15
months a child has, on average, a 10 word vocabulary One word stage
ends around 18 months Clipart
55. The Roots of Language First Words Early vocabularies
typically regard objects and things, both animate and inanimate
Most often people or objects who constantly appear and disappear
(Mama) Explosion of language: Between 16-24 months Vocabulary
increasesClipart from 50 to 400 words
56. The Roots of Language First Words First words are usually
Holophrases: one-word utterances that stand for a whole phrase,
whose meaning depends on the particular context in which they are
used Ex. ma may be used to mean Wheres Mom? or I want to be picked
up by Mom Clipart
57. First Words(Feldman, 2012, Pg. 160)
58. The Roots of Language First Words Culture has an effect on
first words: North American English- speaking infants more apt to
use nouns Chinese Mandarin more apt to use verbs By 20 months there
are outstanding similarities cross-culturally in words Clipart
spoken
59. First Word DiscussionCan you remember your first
word/words? Discuss this at your table groups!
60. The Roots of Language First Sentences The explosive
increase in vocabulary is accompanied by another triumph: Linking
together individual words into sentences that express a single
thought Two-word phrases occur 8-12 months after infants say their
first word Clipart
61. The Roots of Language First Sentences Most early sentences
dont represent demands or require a response Often merely comments
and observations about events Two-word combinations tend to be
constructed in same way as adult sentences: subject verb object
Clipart
62. The Roots of Language First Sentences Telegraphic Speech:
speech in which words not critical to the message are left out
Instead of Josh threw the ball infants may say: Josh ball Josh
threw
63. Telegraphic Speech (Feldman, 2012, Pg. 161)
64. The Roots of Language First Sentences Underextension: the
overly restrictive use of words, common among children just
mastering spoken language Ex. Inability to generalize the label of
blankie to blankets in general Clipart
65. The Roots of Language First Sentences Overextension: the
overly broad use of words, overgeneralizing their meaning Ex.
Referring to buses, trucks and tractors as cars Demonstrates that
the child is beginning to develop general mentalClipart categories
and concepts
66. The Roots of Language First Sentences Infants show
differences in the style of language they use Referential Style:
language is used primarily to label objects (American) Expressive
Style: language is used primarily to express feelings and needs
about oneself and others (Chinese)Clipart
67. The Roots of Language The Origins of Language Development
Learning Theory Approach: the theory that language acquisition
follows the basic laws of reinforcement and conditioning Language
is a learned skill Children learn to speak by being rewarded for
making sounds that estimate speech Clipart
68. The Roots of Language Nativist Approaches Nativist
Approach: the Universal Grammar: all theory that a genetically the
worlds languages share determined, innate a similar underlying
mechanism directs language structure development Noam Chomsky:
people are born with an innate capacity to use language, which
develops when a child matures Clipart
69. Nativist Approaches Language-Acquisition Device (LAD): a
neural system of the brain hypothesized to permit understanding of
language Language is unique to human beings Made possible by a
genetic predisposition to both comprehend and produce words and
sentences (Feldman, 2012, Pg. 162)
70. The Roots of Language The Interactionist Approaches
Interactionist Perspective: suggests that language development is
produced through a combination of genetically determined
dispositions and environmental circumstances that help teach
language Innate and social factors Clipart
71. The Roots of Language Speaking to Children Infant-Directed
Speech: a type of speech directed toward infants, characterized by
short, simple sentences Sometimes includes humorous sounds that are
not even words Directed speech changes as the child becomes older
Grandma Talking To Baby - longer and more complex sentences
72. Infant-Directed Speech (Feldman, 2012, 163)
73. Is Infant-Directed Speech Similar in All Cultures?
Developmental Diversity and Your Life The way the words are Why use
this language? spoken are quite similar Infants seem to prefer All
exaggerate and infant-directed speech elongate sounds over
adult-directed speech Even deaf mothers use a Perceptual systems
may form of infant-directed be more responsive to speech such
language Use sign language at a Facilitates infant slower pace and
language development frequently repeat the signs
74. Is Infant-Directed Speech Similar in All Cultures? Gender
Differences From the time of birth, the language parents use with
their children differs depending on the childs sex By the age of 32
months, girls hear twice as many diminutives (ex. kitty instead of
cat) as boys hear Boys hear firmer, clearer language while girls
are exposed to warmer phrases (Feldman, 2012, Pg. 164)
75. Are You an Informed Consumer of Development? What Can You
Do to Promote Infants Cognitive Development? Provide infants the
Literacy skills and opportunity to explore the creates a lifelong
reading world habit Be responsive to infants on American Academy of
both a verbal and a non- Pediatrics - starting at 6 verbal level
months daily Read to your infants: they Keep in mind that you dont
will respond to your tone of have to be with an infant voice and
the intimacy 24 hours a day provided Dont push infants and dont
expect too much too soon
76. Cognitive Development Game Time!
77. References Berkule, S., Brockmeyer, C., Dreyer, B.P.,
Fierman, A.H., Mendelsohn, A.L., & Tomopoulous, S. (2010).
Infant Media Exposure and Toddler Development. JAMA Pediatrics,
Volume 164. No. 12. Feldman, R.S. (2012). Child Development 6th Ed.
Pearson Education: New Jersey. Rettner, R. (July 20, 2009). Fetuses
have Memories. Retrieved from
http://www.livescience.com/5585-fetuses-memories.html The Brandon
Public Library Images PowerPoint Clipart Baby Mobile:
http://www.tusculum.edu/faculty/home/tharlow/DEV%20Residential/Workin
g%20folder%20clutter%20removal/Chapter_5BDev_SK.html Brain:
http://www.cancerresearchuk.org/prod_consump/groups/cr_common/@cah/
@gen/documents/image/crukmig_1000img-12313.jpg
78. References Baby Einstein Photos:
http://www.freecodesource.com/movie-
posters/B00005YUPP--baby-einstein-baby-shakespeare-world-of-poetry-
movie-poster.html Phonemes Chart:
http://itp.nyu.edu/~kh1243/blizzog/html5/1322 Videos Memory and
Infants: http://www.youtube.com/watch?v=il0u2s_WGXA Grandma Talking
to Baby: http://www.youtube.com/watch?v=epL4UiG4TdE Two Twins
Babbling Back and Forth:
http://www.youtube.com/watch?v=_JmA2ClUvUY