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Infancy And Childhood

Infancy And Childhood. Standards IIIA-1.2 Examine the nature of change over the lifespan. IIIA-1.3 Identify the complex cognitive structures found in the early development of infants and young children. Standard . Physical Development. Brain development

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Infancy And Childhood

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  1. Infancy And Childhood Standards IIIA-1.2 Examine the nature of change over the lifespan. IIIA-1.3 Identify the complex cognitive structures found in the early development of infants and young children. Standard

  2. Physical Development • Brain development • Most brain cells you will ever had will be at birth • Frontal lobe works the most the first few years to develop rational • Memory, thinking and language the last to develop • Maturation • Growth to enable orderly changes in behavior which is uninfluenced by experience

  3. Motor Development • The more mature muscles and the nervous system become, the more complex the skills it can perform • Sit  Crawl  walk  run • Child’s progression in learning to walk • Genes are a large factor

  4. Memory Development • Memory does not mature till around our 3rd birthday. • We do not remember memories the same from when we were 3-4 compared to now • Toddlers are gaining the sense of self and can store more memory in their long term storage • Ex: Try accessing a .DOCX file on Microsoft office 2000.

  5. Cognitive Development • Jean Piaget believed that the brain develops and it is not just a smaller adult brain. • Brain develops in children in stages. • Schemas • Mental molds to which we pour our experiences • Ex: What features a dog has to make it a dog • Assimilation • Interpret new experiences and attach it to a schema • Accommodation • Adapt your schema to incorporate new information

  6. 30 Seconds to View.

  7. Now Draw the image.

  8. Try this one.

  9. Piaget’s Stages of Development

  10. Sensorimotor Stage • From birth to 2 years old • Looking, hearing, touching, mouthing, grasping • Out of sight = out of mind • Object Permanence • Awareness that objects exist when not seen • Are aware of of number of heads

  11. Preoperational Stage • Begins from ages 2-7 (Preschool till 2nd grade) • Language development but cannot have concrete logic • Lack the skill of conservation (think science!) • Egocentrism • Children cannot empathize with others and take another point of view

  12. Theory of Mind • People’s ideas about their own and other’s mental state (feelings, perceptions and thoughts) • 3.5-4.5 years of age, children develop false beliefs • Ex: You have a box of Band-Aids. You asked a child what is in the box. What do you think he will respond? Knowing the new information, you ask him what someone else would think, what do you think he will answer? • Begin to use words to solve problems and thinking with words.

  13. Concrete Operational Stage • From 7 to 11 years of age. • Begin to grasp the concept of conservation • Begin to grasp mathematical transformation • 8 + 4 = 12 and 12 - 4 = 8

  14. Formal Operational Stage • From the age of 12 on • Abstract thinking begins to happen • Solve hypothetical problems • Ex: If John is in school, Mary is in school. John is in school. Where is Mary?

  15. Which direction does the bus go?

  16. Exit ticket Standard: IIIA-1.1 Describe physical, social, and cognitive changes from the prenatal period throughout the lifespan. Question: What are the different stages of gestation? What are some issues that can hinder an infant from growing up? Provide specific examples. IIIA-1.3 Identify the complex cognitive structures found in the early development of infants and young children. Explain Piaget’s theory of development by explaining in detail each stage. Provide an example of each stage.

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