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

Theorists

Howard Gardner

The theory of multiple intelligence

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

Developed in 1983

Maria Montessori

The Montessori Theory

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.

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.

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.

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.

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.

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.

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.

It is an approach to educating children the right way.

Developed in 1897

Lev Vygotsky

Socio-Cultural Theory

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.

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

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.

Social Interaction

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

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.

Developed in 1934

Jean Piaget

Cognitive Developmental Theory

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

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.

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.

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.

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.

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

Developed in 1980

Key Events

Wisdom in Adulthood

Cognitive mechanics.

Reflecting the neuropsychological speed and accuracy of the brain.

It becomes the hardware of the mind.

This wisdom comes with knowledge and experience.

Reflective Thinking in Adults

Process of outside the box thinking.

Causes the worlds view to become subjective with diversity.

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

Dualistic Thinking of Adolescents

Increases egocentrism which is the heightened self consciousness.

Peer pressure is a common act.

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

Theory of the Mind in Presschoolers

Believing.

Pretending.

Wanting.

Ability to reflect on invisible states.

Impact of Environment

Fetal Alcohol Syndrome

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

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

Genetic Disorders

Taking Care

Mainting a healthy diet.

By avoiding tabacoo or any dangerous substance.

Regular check ups with doctors.

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

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

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

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

Love Builds Brain Article

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

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.

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.

Breast Feeding Article

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

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

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

Ways of Learning

Imitation

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

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.

Incidental

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

Directing

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

Factors Effecting Development

Addiction

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

Nurturance

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

Nutrient Dificiency

Too little of nutrition resulting in sickness.

Nutrient Toxicity

Too much of nutrition resulting in sickness.

Nutrition

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

Tetrogen

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

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.

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.

Brain Injury

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

Applications to Real Life

Concussion Movie

Prevention

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

Protect the head and body from any major hits.

CTE

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

Sign and Symptoms

Slow movement.

Nausea.

Memory loss.

Headaches.

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.

Memory

Long Term

Semantic

Includes things that are common knowledge.

The memory that stores general and factual information.

Procedural

Guides the process of everyday activities.

Memory that stores how to do things without conscious awareness.

Episodic

Personal events and facts.

Memory of past personal experiences that occurred.

Sensory Stage

Important information transfers from short term to long term.

Allows perception; visual patterns, sounds, etc.

The initial registration, has limited capacity.

Helping and Improving

Maintain a healthy diet and get enough nutrients.

Activities that challenge the brain.

Exercise regularly.

Play and Area of Development

Moral Development

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

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

Social Development

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

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

Emotional Development

Helps develop the skill to control emotions and feelings.

Allows kids to freely express their emotions and explore.

Increases kids self-esteem by providing opportunities to succeed.

Intellectual Development

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

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

Physical Development

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

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

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

Play and Toys

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

Is it too cheap?

It is too expensive?

Is the cost worth it?

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

How many people can play with this toy?

Will this toy help my kid become social?

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

Will this toy harm my kid?

Will this toy require safety concerns?

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

Is it easy to disinfect?

How often would I need to clean this toy?

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

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

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

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

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

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

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

Would my kid have fun while playing with this toy?

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

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

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.

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.

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