* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Intellectual Development Birth – First Year
Piaget's theory of cognitive development wikipedia , lookup
Feature detection (nervous system) wikipedia , lookup
Neural engineering wikipedia , lookup
Environmental enrichment wikipedia , lookup
Embodied language processing wikipedia , lookup
Temperament wikipedia , lookup
Artificial general intelligence wikipedia , lookup
Blood–brain barrier wikipedia , lookup
Clinical neurochemistry wikipedia , lookup
Development of the nervous system wikipedia , lookup
Human multitasking wikipedia , lookup
Embodied cognitive science wikipedia , lookup
Time perception wikipedia , lookup
Neuroinformatics wikipedia , lookup
Vocabulary development wikipedia , lookup
Human brain wikipedia , lookup
Neurophilosophy wikipedia , lookup
Nervous system network models wikipedia , lookup
Selfish brain theory wikipedia , lookup
Haemodynamic response wikipedia , lookup
Neurotechnology wikipedia , lookup
Neuroesthetics wikipedia , lookup
Activity-dependent plasticity wikipedia , lookup
Neurolinguistics wikipedia , lookup
Impact of health on intelligence wikipedia , lookup
Aging brain wikipedia , lookup
Neuroeconomics wikipedia , lookup
Brain morphometry wikipedia , lookup
Cognitive neuroscience wikipedia , lookup
Neuroplasticity wikipedia , lookup
History of neuroimaging wikipedia , lookup
Donald O. Hebb wikipedia , lookup
Developmental psychology wikipedia , lookup
Neuropsychology wikipedia , lookup
Neuroanatomy wikipedia , lookup
Holonomic brain theory wikipedia , lookup
Neuropsychopharmacology wikipedia , lookup
Intellectual Development Birth – First Year Study of the Brain Recent scientific research indicates baby’s brain capacity greater than ever suspected Baby’s increased brain function directly linked to quantity and quality of experiences offer to the baby Nerve cells called neurons Study of the Brain Babies are born with billions of neurons Each new experience to baby develops links between neurons (Neural Pathways) Neural pathways control body functions and thinking processes Structure of the Brain Immediately after birth: Whole array of changes in the baby’s environment Temperature Light Sounds Smells This sensory input helps build neural pathways Reflexes of newborns Learning about world through senses Abilities develop Parts of the Brain (see page 281) Cerebrum Receives info from senses and directs the activity Controls speech, memory, problem solving Most activities of cerebrum occur in Cortex Cortex Outer layer of cerebrum Growth here allow for more complex learning Quality of caregiver directly linked to development of cortex How the Brain Works Born with all the neurons (nerve cells) you will have your entire life Dramatic changes to brain after birth Neuron connected to Axon and Dendrites (act as transmitters of information) Each axon coated with waxy substance called Myelin Myelin helps send info from one nerve to the other How the Brain Works Dendrites receive the message Dendrites are very near dendrites of other axons but don’t touch The space is called Synapses How the Brain Works Chemicals released by axons called Neurotransmitters But can only attach to Dendrite with the right receptor The more times axon and dendrite connects the stronger the connection This information leads to the necessity of a stimulating environment for infants Building the Brain More pathways give the brain more power Increase in connections direct result of sensory input How Brain Becomes Organized Each child’s brain is unique Organized according to that child’s experiences Repetition of actions increases connection allows for more neural pathways Connections between neurons not permanent Broken when idea or behavior is not repeated New connections are made with new behavior or ideas or skills Is the Brain Organized Only Once? NO! Stroke victims or damage to child’s brain for various reasons People learn to accommodate Brain adapts and new connections are made and used Speeding the Brain’s Work Myelin (Waxy substance coating axons) Makes it easy for axon to transmit signals Axons produce myelin coating in different areas of brain at different times Continues till about age 20 If axon controlling a certain activity has not yet produced myelin, that activity or skill will be hard for the child to master This helps to explain why some children develop certain skills at an earlier age than other children Stimulate Brain Development in an Infant (page 286) Keep it simple and natural Cuddle Talk sing Match experience to child’s mental abilities Age appropriate Practice makes perfect Routine Actively involve baby Children learn best by doing Provide variety but not overload Too many activities can overwhelm Avoid pushing the child Look for clues that child is still interested in activity Learning in the First Year (Section 2) Newborns can: Hear See Taste Smell Feel Able to learn from the senses…Perception Perception improves as experience is repeated Four abilities babies develop during the first year: Remembering experiences Crying stops when someone enters the room Making associations Associates a parent with providing comfort Understanding cause and effect One action results in another action Paying attention Attention span grows longer Developmental Milestones Key skills used to check a child’s progress against average development Page 290 Intellectual Developmental Milestones Piaget’s Theories Great influence on today’s knowledge of how children learn Observations of growth, ability to reason, increases in learning capacity were recorded Saw the pattern of intellectual development Piaget’s Theories Identified 4 learning stages These periods occur in same order for all children Children master one skill before moving on to the next Children cannot be forced to understand a concept All children need opportunity to apply new skills in order to reach full potential All children need to have constant learning opportunities Sensorimotor Period Birth – 2 years Babies learn through senses and own actions This time frame coincides with neurons developing pathways Today’s study and new knowledge of babies’ brains validates Piaget’s theory that sensory stimulation fosters intellectual development Object Permanence - Babies about 10 months recognize that objects exist even when out of sight… Sensorimotor Period Can be broken down into 6 shorter more precise stages Abilities build upon abilities developed in previous stage Imaginative play – Pretending, occurs in last stage of Sensorimotor period Coincides with symbolic thinking…using words or numbers to stand for ideas This is the framework from which pre reading skills begin Chart page 202 Preoperational Stage 2-7 years Think in terms of own activities What they are experiencing at the moment Concrete Operations 7-11 years Logical thinking occurs Children learn best through experiences Formal Operations 11- Adult People are capable of abstract thinking Stimulating Infants’ Senses Touch Sight Hearing Taste Concept Development Between ages of 1-3 children categorize information they receive from senses Begin to form concepts general categories of objects and information Begin to develop abstract concepts (time) Concept Development Children believe that labels are for whole objects not parts Children believe that labels apply to one group, not an individual object Children tend to believe that an object can only have one label Helping Infants Learn (section 3) Encourage Learning Encouraging learning depends on: Attention Knowledge Time given to child Positive Actions to Encourage Learning: Learn about child’s development Understand age appropriate behavior Helps caregivers develop realistic expectations on child’s capabilities Give the child time and attention Talk to baby Play simple games with baby Positive Actions to Encourage Learning: Provide positive feedback Show pleasure in child’s new accomplishments Respond with praise Express love Positive Actions to Encourage Learning: Helps baby grow in self confidence Offers encouragement to try more and learn new things Talk Talk Talk!!!! Helps child learn about his environment Encourages brain development Builds feelings of security Provide for Safety in Learning Allow freedom of movement Child proof the house Importance of Play Play is the “work’ of children Toys are the tools for learning Allows for strengthening of muscles Refine motor skills Learn about their world Toys! Birth to three months Things to look at Things to listen to Four to six months Sense of touch important Touch, bang, tattle, suck and chew Avoid choking hazards at least 1 ½ inches across Toys! Seven to nine months Anything that makes noise Variety of textures Safe household items Ten to twelve months Things to crawl after Pushing and pulling toys Toys they can manipulate Toys Choosing Toys Look for toys that: Encourage participation and use Will remain interesting and appropriate for a number of years Are safe and nontoxic Developing Communication All areas of development interact with learning to communicate: Physical Emotional Social Intellectual Developing Communication Babies and Communication Communicate long before able to say words Crying Movements and/or gestures Special sounds Learning to speak Babies able to associate meanings and words Use simple words and correct pronunciation Speak slowly and clearly This method of communication helps with brain development Learning to speak Physical changes take place Babbling is way children get ready for real speech First understandable words recognized between 8-15 months Page 303 for Developmental Milestones in Speech