Infants Toddlers and Twos Chapter 2 (7th)

Chapter 2Birth to Thirty-six Months:

Physical and Cognitive Developmental Patterns

©2011 Cengage Learning.

All Rights Reserved.

Differences between Development and Learning

A controversy: – Nature versus Nurture– The best conclusion to date is that

child development is a very complex process occurring through natural sequences and patterns that depend on learning and experience, among other processes.



Development

Cumulative sequences and patterns that represent progressive, refined changes that move a child from simple to more complex physical, cognitive, language, social, and emotional growth and maturity



Learning

The acquisition of knowledge and skills through systematic study, instruction, practice, and/or experience

Both overt and internal learning occurs during the first three years of life.



Patterns of Physical Development

Neurological Development– The brain is a complex system which is

divided into three main parts: Hindbrain (autonomic systems) Midbrain (connector) Forebrain (includes cerebral cortex), marks us as

human– Brain development during infancy is best

promoted when caregivers provide tasks that challenge children’s emerging skills and abilities.

– On the other hand, unresponsive, harmful, stressful, or neglectful caregiving behaviors affect the development of the brain negatively.



Patterns of Physical Development

• Reflexes• Physical milestones for height, weight,

etc.• Hearing and Vision• Teething• Milestones for fine and gross motor

control– Stability, Locomotion, and Manipulation

• Sleep Patterns• Toilet Learning



Patterns of Cognitive and Language Development

Cognitive Development – Piaget’s theory of reasoning

Newborns use all their senses—listening, seeing, tasting, touching, and smelling—to learn about their world.

Central to Piaget’s theory is that there are stages of cognitive development; that is, four-month-olds are cognitively different from 24-month-olds. Piaget contended that the sequence of development is the same for all children. However, the age and rate at which it occurs differs from child to child.

Piaget’s first two stages of cognitive development involve children between birth and three years of age.– Sensorimotor– Preoperational




All people use these processes and functions—assimilation, accommodation, and equilibration—continually through life.

Cognitive Structures Knowledge Construction Types of Knowledge

– Physical knowledge– Logico-mathematical knowledge– Social-arbitrary knowledge




Play and Cognitive Development

Play is the child’s laboratory for cognitive trial and error and rehearsal for real-life problem solving.

There are many types of Exploratory and Pretend Play for infants and toddlers.




Cognitive Development – Vygotsky’s sociocultural theory

For Vygotsky, knowledge is co-constructed through social interactions.

The most important tool for humans is language.

Higher cognitive processes develop from verbal and nonverbal social interactions.

Scaffolding involves changing the support given a learner in the course of teaching a skill or concept.




Language Development Language is a tool for thinking. When adults and children talk with

infants and toddlers, they provide examples of the four basic components of language:– Phonology– Semantics– Syntax– Pragmatics

Provide a language rich environment




Infants must learn strategies for sending verbal and nonverbal messages to others:– Eye contact– Coo– Babble– Jargon– Telegraphic Speech– Baby signs



Children with Special Rights

A new perspective:– Reframing services for children with

identified special needs from a “deficit model” approach (i.e., focusing on what children lack) to a special rights approach

– Teachers must start their work focusing on what each child can do independently and adding on what she is entitled to learn with assistance.

– The first source of information should be the child and family, then specialists who provide ‘at-risk’ services.



Children with Special Rights

• Common areas of special rights infants and toddlers may have regarding physical and cognitive/language development:– Children with Motor Disabilities– Children Biologically at-risk– Children with Visual Disabilities– Children with Hearing Disabilities– Children who are Medically Fragile– Children with Cognitive or General Development

Disorders– Children with Language and Communication

Disorders



Spotlight on Research

Cleft Lip/Palate and Socio-emotional development– It has been long assumed that children with

cleft deformities would suffer from a variety of social and emotional outcomes.

– The importance of early intervention is evident for children with cleft lip/palate.

– By age 7, children showed nearly equivalent levels of adjustment (for those with early intervention).

– Interventions to facilitate positive mother-child social interactions are particularly vital.



Checkpoint Discussion Questions

• Explain how the growth of the brain demonstrates the complex interaction between nature (i.e., genetics or biology) and nurture (i.e., environmental factors).

• Name the major milestones for motor development from birth to three years of age.

• How is toilet learning a complex developmental accomplishment?

• Why do infant and toddler teachers need to be aware of developmental patterns in such areas as seeing (vision), sleeping, and teething?




Discuss Piaget’s stages of cognitive development in terms of learning experiences for two-year-olds. Include concepts such as assimilation, accommodation, and disequilibrium in your answer.

Provide a specific example of each of Piaget’s types of knowledge.

Use Vygotsky’s theory to explain how you would scaffold a toddler with the skill of dressing, including the concept of private speech.




Explain the typical pattern of language development and the role adults play in the process.

Why should infant and toddler educators think about a child having special rights rather than special needs?

Explain three special rights very young children might have in relationship to physical and cognitive/language development. ©2011 Cengage Learning.


Education

Infants Toddlers and Twos Chapter 2 (7th)