In Child an Adolescent Development

2. A. EARLY STIMULATION – the result of exposing
babies and toddlers to any activity that
contributes to boosting development.
• SENSORY STIMULATION – the impact of the
environment has on our mind and bodies as we
receive information through our five senses.
• EARLY SENSORY STIMULATION – infants, babies
and toddlers actually learn through senses. It is
in fact, the way they learn. Without being able
to take in, interpret and use this sensory
information effectively, proper learning will not
occur, and milestones will be delayed.

3. a. GENETICS – A branch of science that deals
with the heredity and variation of
organisms.
Genetics is particularly relevant in the
development of infants with developmental
disabilities and health problems. Genetics
health problems may limit a child’s access to
stimulating environments, delaying her
intellectual development.

4.  Sense Organs
Sense organs are important because they receive
stimuli from the environment. Their proper development
helps in receiving correct stimuli and the correct
concepts are formed. Defectives sense organs collect and
as result wrong concepts can be formed and the cognitive
development will not be perfect.
 Intelligence
It has been seen that cognitive development of
intelligence children is better. Children with low
Intelligence Quotient are not able to receive stimuli from
the environment properly, thus their cognitive
development lags behind. Intelligence affects all mental
capacities.

5.  HEREDITY
Cognitive development is also influenced
by the hereditary traits; one gets from his
parents. Their development is similar to their
parents development.
 MATURATION
As the child gets matured he gets more
interactive with his environment. For a good
cognitive development interaction with
environment is very necessary which the child
does with help of his mental and motor
maturation. They help directly in the
development of cognition.

6. A statements that describe how to do
something; an order or command
Instruction and the Zone of Proximal
Development ( Vygotsky) – ZPD is the difference
between what a learner can do without help and
what he or she can do with help and what he or
she can do with help.
Well- designed instruction should be
aimed slightly ahead of what a child knows and
can do.

7.  ADULT-CHILD
According to Vygotsky(1978), much
important learning by the child occurs through
social interaction with skill full tutor. The tutor,
may model behaviours and/or provide verbal
interactions for the child. Vygotsky refers to this
as cooperative or collaborative dialogue. The
child seeks to understand the actions or
instructions provided by the tutor ( often the
parent or teacher ) then internalizes the
information, using it to guide or regulate their
own performance.

8.  CHILD-CHILD
When playing with others, children
learn appropriate social behaviours, such as
sharing, cooperating, and respecting the
property of others. In addition, while
interacting with their peers, young children
learn communication, cognitive, and motor
skills.