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The Importance of Early Childhood Cognitive Development
Chapter 9 Early Childhood: Cognitive Development
Chapter 9 Early Childhood: Cognitive Development
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I do think that young infants are more competent than I originally thought they were. I was aware of the reflexes talked about in the first video, Primary Reflexes. I knew that they were born with the abilities such as the sucking, swallowing, walking, babinski, and grasping reflex, which is still pretty incredible. I was really surprised that the two-month-old baby in the video, Infant Looking Time Habituation, she could see the cayenne pepper, control where her eyes aimed, and was able to recognize that it was a repeated object that she had seen over and over again. When the cayenne pepper was placed in front of her she become bored of the familiar object and would look away sooner each time. When the celery salt was placed in front of her
These babies tend to already a lot of the thinking and learning that when you think that is very knowledgeable
Because the film Babies just shows the first years of life. This stage is centered on the fact that infants have a limited knowledge about their world. They have to use skills they were born with to gather facts and information about the environment. These skills include looking, sucking, grasping, listening and any other reflexes. In sensorimotor stages, infants gain knowledge through sensory experiences and manipulating objects(Cherry, Piaget 's Stages of Cognitive Theory Development). This stage is also divided into six substages: reflexes, primary circular reactions secondary circular reactions, coordination of reactions, tertiary circular reactions, and early representational thought. Object permanence is one of the accomplishments during this stage of development. Object permanence is when an object continues to exist even if you cannot see it or hear it. We can see this stage developing in all these babies. One thing that I notice was when Bayarijargal saw his feet for the first time. He could not stop touching them. He wanted to put them in his mouth. For a child in this stage of life, they understand their environment through reflexes such as putting things in their mouths. Ponijao does the same thing when we see her putting rocks and sticks in her
Beginning at birth and lasting for the first 24 months of a child’s life, the sensorimotor stage is a period of rapid cognitive growth. The infant has no concept of the world around him, other than what he sees from his own perspective and experiences through his senses and motor movements. One of the most important developments in
Empirical research has investigated an infants’ capability of using an adult’s eye gaze to direct their own eye gaze onto an external stimulus (Reid & Striano, 2005). Hoehl, Reid, Mooney, and Striano (2008) wanted to further expand on this research and investigate this at a neural level. It is necessary that conclusions drawn from this particular study are applicable to all infants. Therefore, it is important that this research is reliable and valid and that any limitations of this research can be improved upon to help expand the field further.
Baillargeon, R., & DeVos, J. (1991). Object permanence in 3.5 and 4.5-month-old infants: further evidence. Child Development, 62, 1227-1246.
from the first bar, she quickly swung her feet over to the side for leg support.
The facility I did my observation at was Tutor Time in Fairfield, and I arrived there at 3:15pm. When I arrived there, I could instantly see that it was a child centered program by the feel of the artwork the kids had made that were on the walls, the passing classrooms and it smelled like sugar cookies throughout the building. It was very quiet in the office area and in the halls when I was walking to the class of preschoolers.
Observation is very important in young children because that is how you get to know a child better. While observing how a child interacts with their peers, adults, and how they behave in different settings, you are getting to know the child without speaking to them.
Secrets of Baby Behavior. Infant Development from 6 to 7 months: New Wonders, New Skills, and New Fears. Retrieved March 22, 2014, from http://www.secretsofbabybehavior.com/2009/10/infant-development-from-6-to-7-months.html. McLeod, S. (2008). The 'Secondary'.
Chapter seven, Parenting Infants: The Years from Birth to Two described that newborns sleep an average of about sixteen to eighteen hours a day and their cry increase during the first six weeks. It is described in this chapter that when infants cry the number one cause is hunger, but the number two cause is “unknown”, which I thought was interesting because I always hear parents saying that they have no idea why their child is crying but I expected to find an answer in the textbook regarding those “unknown” reasons. The chapter also mentioned that “parents shape infant’s emotional reactions” during their early interactions. Meaning that babies pay attention to their parent’s emotions and they copy those emotions, so if mom is in a happy mood
This is what you call learning through trial and error. Infants do not know any better, so this is pretty much the only way they learn. Once infants get a little older, about seven to nine months, they begin to realize that even if objects are not seen, they still exist. This means that their memory is starting to develop. Towards the end of the sensorimotor stage, infants start to learn other important things like speaking abilities, understanding language.
The child I observed was born on February 21st, so the baby that I observed is just weeks old. The baby is white and a male. The baby is a friend’s child and I observed him in the living room of their home and in his personal bedroom while he was in his crib. There was two couches in the living room, a television, two end tables, and a big sectional rug which was where the child was most of the time. There was 4 adults. The mom, the dad, my mom, and I. There were no other children in the house at this time.
As each video included many examples of verbal and motor responses the preschooler acquired relatively fast the modeled
I had come across the work of Renèe Baillargeon. She is a psychologist at the University of Illinois who specializes in child development in infants and toddlers. I was fascinated to discover that she has her own published work in developmental psychology and cognitive development. She also had many studies on object permanence. Sure enough, I found out that there were in fact recent studies that suggest that object permanence exists in infants as young as 3.5 to 4.5 months old (Baillargeon, R., & DeVos, J. 1991).
During the first couple years of life, infants go through a rapid series of development relating to nearly every domain, such as motor, language, social, and cognitive development. One of the key systems to develop is the motor system. Classic theory in psychology highlights the importance of sensory experience, through the sensorimotor stage of development theorized by Jean Piaget (Piaget, 1970). While modern psychologists are not likely to maintain that development happens in stages, the basic tenants of the sensorimotor stage still stand for understanding early infant development. Taking this perspective offers several lines of questioning regarding how infants’ sensory interactions relate to how they understand their environment through