Cognitive Development Study focusing on a child's development in terms of information processing

Applications to Real Life

Play and Toys

Kids need to play to delay gratification and prioritise their goals and actions.They learn to consider the perspectives and needs of others. Also, they require to regulate their behaviours and act in a deliberate intentional way.

Babies enter realm of play as they learn and discover their hands and feet.

Adults use play to discover child's hidden emotions for therapy. With this strategy therapists and adults become more aware of the child's underlying problems.

A toy should be age appropriate. A parent should ask themselves...

Does my kid have the ability to play with this toy?

Does my kid have the skill to play with this toy?

Would my kid have fun while playing with this toy?

A toy should meet kids physical abilities. A parent should ask themselves...

Does my kid have the strength to play with this toy?

It is possible for this toy to physically harm my kid?

A toy should meet kids intellectual abilities. A parent should ask themselves...

Does my kid have the knowledge to play with this toy?

Would my kid understand the toy to be able to play with it?

A toy should be judged by its level of maintenance. A parent should ask themselves...

How often would I need to clean this toy?

Is it easy to disinfect?

A toy should be judged by its level of supervision necessary. A parent should ask themselves...

Will this toy require safety concerns?

Will this toy harm my kid?

A toy should encourage kids to collaborate and interaction with one another. A parent should ask themselves...

Will this toy help my kid become social?

How many people can play with this toy?

A toy should have an appropriate cost, A parent should ask themselves...

Is the cost worth it?

It is too expensive?

Is it too cheap?

Play and Area of Development

Physical Development

Physical movement while playing (riding bikes etc.) exercises the large muscles.

Physical movement (turning knobs etc.) refines the small motor skills.

Coordination improves as the heart, lungs, and the immune system strengthens.

Intellectual Development

Kids use their senses, such as, sight, smell, sound, taste, and feel to make sense and become familiar with their surroundings.

Language, creativity, and abstract thinking skills improve as kids play "Pretend" games.

Emotional Development

Increases kids self-esteem by providing opportunities to succeed.

Allows kids to freely express their emotions and explore.

Helps develop the skill to control emotions and feelings.

Social Development

Playing with parents allows for kids to have a positive influence for being polite and respectful.

Interacting with other kids teaches them to communicate, cooperate, conflict solving, and following the rules.

Moral Development

Allows kids to have a better understanding of whats right and wrong.

Increases kids respect for other from different backgrounds, treating people fairly.

Memory

Helping and Improving

Exercise regularly.

Activities that challenge the brain.

Maintain a healthy diet and get enough nutrients.

Sensory Stage

The initial registration, has limited capacity.

Allows perception; visual patterns, sounds, etc.

Important information transfers from short term to long term.

Long Term

Episodic

Memory of past personal experiences that occurred.

Personal events and facts.

Procedural

Memory that stores how to do things without conscious awareness.

Guides the process of everyday activities.

Semantic

The memory that stores general and factual information.

Includes things that are common knowledge.

Concussion Movie

Concussion

A brain injury that is caused by a bump, blow, or jolt directly to the head, or by a hit to the body that results the brain to move rapidly.

Sign and Symptoms

Headaches.

Memory loss.

Nausea.

Slow movement.

CTE

A progressive degenerative disease of the brain for people with a history of repetitive brain trauma.

Prevention

Protect the head and body from any major hits.

Wear head gear, padding and eye guards when playing sports.

Factors Effecting Development

Brain Injury

This refers to any damage to the brain after birth and is not related to a congenital or a degenerative disease.

Traumatic Brain Injury

This refers to injuries that occur from outside the body, such as, a bump or jolt. This can cause temporary injury or more serious long term damage.

Non-Traumatic Acquired Brain Injury

This refers to injuries that occur inside the body that damages brain tissues, such as, strokes, brain tumor, or substance abuse.

Tetrogen

This is a drug substance capable of interfering with the development of a fetus, resulting in birth defects.

Nutrition

This substance provides nourishment essential for growth and the maintenance of life and is required pprenatal and after birth.

Nutrient Toxicity

Too much of nutrition resulting in sickness.

Nutrient Dificiency

Too little of nutrition resulting in sickness.

Nurturance

Act of affection, attention, emotional and physical nourishment to someone.

Addiction

This is a brain disorder that is exhibits a compulsive, chronic need for a habit forming substance, behavior, or activity.

Ways of Learning

Directing

This is the type of learning that is from being taught formal or informally, mostly by parents, teachers, and older siblings,.

Incidental

This is the type of learning that is from an unplanned way, such as observing, and understanding the results of accidental action.

Trial & Error

This is the type of learning in which the learner tries several solutions to a problem or tasks to find a rightful solution.

Imitation

This is the type of learning in which the learner learns skills and behaviours by observing and mimicking others.

Impact of Environment

Breast Feeding Article

A 2 year old baby, who has been breastfed for at least 3 months, has enhanced development in important parts of the brain.

Breastfeeding increases fatty material, which rises the speed of the electrical signals and insulates nerve fibers.

Babies that are breastfed for a long period of time have significantly enhanced growth, specifically areas in the brain dealing with motor function.

Love Builds Brain Article

A child's view on themselves and their ability to interact with others and problem solve is predicated upon what happend to their brain from the beginning.

A child who communicates often and adults to help them when they are distressed will develop brain pathways that give them positive attributes for when they start school.

Surrounding a kid with positive adults changes the pathways and the wiring and firing of the brain.

Genetic Disorders

A disorder that is caused by an abnormality in an individual's DNA.

Social Development

Indicates to developing of the measure of relationship with other people.

It affects a person by making them fell inferier to others around them.

Limits the ability to talk for a long period of time.

Taking Care

Regular check ups with doctors.

By avoiding tabacoo or any dangerous substance.

Exercise regularly.

Mainting a healthy diet.

Fetal Alcohol Syndrome

Condition in a child thar occurs due to alcohol exposure during the pregnancy. Causes brain damange and growth problems.

Affects the Corpus Callosum, Cerebellum, Hippocampus, Frontal Lobe, Hypothalamus in the brain.

Key Events

Theory of the Mind in Presschoolers

Ability to reflect on invisible states.

Wanting.

Pretending.

Believing.

Dualistic Thinking of Adolescents

Learning what is right or wrong according to the role models in ones surroundings.

Peer pressure is a common act.

Increases egocentrism which is the heightened self consciousness.

Reflective Thinking in Adults

Transition from feeling the world polarities to realistic and reflective thinking.

Causes the worlds view to become subjective with diversity.

Process of outside the box thinking.

Wisdom in Adulthood

This wisdom comes with knowledge and experience.

Cognitive mechanics.

It becomes the hardware of the mind.

Reflecting the neuropsychological speed and accuracy of the brain.

Theorists

Jean Piaget

Cognitive Developmental Theory

Developed in 1980

His theory focuses on understanding how children acquire knowledge, and also on understanding the nature of intelligence.

He believed that children move through four different stages of mental development which are sensorimotor stage, preoperational stage, concrete operational stage, formal operational stage.

Sensorimotor stage: birth to 2 years

During this stage, infants gain knowledge through sensory experiences and manipulating objects. A child's entire experience occurs through basic reflexes, senses, and motor responses.

Preoperational stage: ages 2 to 7

During this stage, kids learn to play but still have a difficult time with common logic, taking the point of view of other people, and understanding the idea of constancy.

Concrete operational stage: ages 7 to 11

During this stage, children begin to think about how other people might think and feel, also they begin to understand that their thoughts are unique to them and that not everyone else necessarily shares their thoughts, feelings, and opinions.

Formal operational stage: ages 12 and up

During this stage, kids experience higher level of logic, and the ability to use deductive reasoning, kids also become capable of seeing multiple potential solutions to problems and think more scientifically about the world around them.

Lev Vygotsky

Socio-Cultural Theory

Developed in 1934

The theory purposes that the social interaction plays a critical role in children's learning. Through such social interactions, children go through a continuous process of learning.

He believed this theory consisted of concepts like social interaction, the more knowledgeable other, and the zone of proximal development in order for children to learn continuously.

Social Interaction

This concept plays a major role in the process of cognitive development in kids. Vygotsky, felt social learning precedes development.

The More Knowledgeable Other

This concept refers to anyone who has a better understanding and a higher ability level than the learner, with regards to particular tasks. It is normally a teacher, or an older adult, but it could also possibly be friends, a younger person.

The Zone of Proximal Development.

This concept is the time between a student’s ability to perform a task under adult guidance and with collaboration and the student’s ability of solving the problem independently. Vygotsky sates that learning occurres in this zone

Maria Montessori

The Montessori Theory

Developed in 1897

It is an approach to educating children the right way.

She believed that there are key principles of the theory, which are Independence, Observation, Following the Child, Correcting the Child, Prepared Environment and Absorbent Mind.

Independence

This is principle is achieved by giving children opportunities and tasks in which they can succed. When children are able to do things for themselves there is an increase in their self belief, confidence and esteem that they are able to obtain hroughout their life.

Observation

This principle is done by observing the needs of the children. This helps adults develop materials that the children needed and were interested in.

Following the Child

This principle is to simply follow the child so that he/she can show you what they need to do, what they need to develop in themselves and what area they need to be challenged in.

Correcting the Child

This principle is to correct children in a calm manner when a mistake has been done. Giving the children freedom and choice, supporting them in their choice can help children develop their full potential.

Prepared Environment

This principle proposes that the environment has to be safe for the child to explore freely, has to be ready and beautiful for the children so it invites them to work.

Absorbent Mind

This principle suggests that children, under the age of three, have an absorbent mind. They simply absorb everything in the environment by experiencing it, being part of it. It is important that the environment set up is good, nice and positive since this is what the child will absorb whether he/she chooses to or not.

Howard Gardner

The theory of multiple intelligence

Developed in 1983

It purposes that traditional notion of intelligence (I.Q testing) is far too limited.

He believed that there were seven (later nine) different intelligence's that humans are taught.

Word Smart - Linguistic Intelligence

The ability to use language effectively orally and in writing. They are often effective communicators and have an appreciation for written words.

Number/Reasoning Smart - Logical-mathematical Intelligence

The ability to work with numbers and to reason well. They are often good at deductive reasoning and rely on numbers and statistics to help them in their work.

Picture Smart - Spatial Intelligence

The ability to perceive and depict the visual-spatial world accurately. They believe pictures and images and are very aware of objects, shapes, colors, patterns, and textures.

Body Smart - Bodily-Kinesthetic Intelligence

The ability to use one's body to express ideas and feelings or to produce and transform objects. They are most often expressed in specific physical skills such as coordination, balance, dexterity, strength, flexibility, and speed.

Music Smart - Musical Intelligence

The ability to perceive, discriminate, transform, and express musical forms. Also being sensitive to rhythm, pitch, melody, and timbre of music.

People Smart - Interpersonal Intelligence

The ability to respond to the moods, intentions, and feelings of other people as well as being sensitive to facial expressions, voice, and gestures and the ability to respond effectively to those actions.

Self Smart - Interpersonal Intelligence

The ability to know oneself and to act on the basis of this self-knowledge and awareness of one's inner moods, intentions, motivations, temperaments, and desires.

Nature Smart - Naturalist Intelligence

The ability to know about and relate well to one's natural surroundings. This includes having a greater sensitivity to nature.

Existential Intelligence - Philosophically Smart

The ability to use intuition and thought to ask, and answer, deep questions about human existence. People who excel in this intelligence typically are able to think of the big picture.

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