Infancy (Pt 2)
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The document summarizes Piaget's theory of cognitive development in infants and key aspects of infant learning and memory. It describes Piaget's sensorimotor stages from birth to age 2 and how infants develop schemes and the processes of assimilation and accommodation. It then discusses infant memory capabilities, explicit and implicit memory systems, and factors that influence infant memory like interference. Finally, it outlines approaches to assessing infant intelligence and language development, including first words and sentences, as well as theories of how infants acquire language skills.
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I N F A N C Y
1. Growth and development refers to the changes that occur during an individual's lifecycle from conception to death. It encompasses physical, cognitive, emotional, and social changes.
2. Studying growth and development allows one to understand typical behaviors and abilities at different ages, assess developmental norms, identify potential problems, and provide comprehensive care for children.
3. The main stages of growth and development are prenatal, infancy, early childhood, middle childhood, and late childhood/adolescence. Rapid physical and cognitive development occurs during infancy from birth to 12 months.
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Physical and motor development follows consistent patterns from early childhood through adolescence. Large muscles develop before small muscles, and development proceeds from the head down. Gross motor skills like walking emerge before fine motor skills like drawing. The brain grows rapidly in early childhood, with synaptic growth and pruning shaping brain regions. Handedness is established between ages 3-6. During middle childhood, children's bodies change dramatically and both gross and fine motor skills are refined. In adolescence, puberty brings rapid growth and sexual maturation while the brain continues developing, especially in frontal lobes. Child nutrition, maternal nutrition during pregnancy and lactation, genetics, exercise and other factors influence development. Some children exhibit exceptional development due to disabilities, sensory impairments or learning
Growth & development presentation
1. Growth and development are influenced by both heredity and environment.
2. Development proceeds in an orderly sequence from head to trunk to limbs, and internally from central to peripheral.
3. Growth rates are not uniform and may be accelerated or delayed based on various genetic and environmental factors.
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The document discusses growth and development in children. It defines growth as a quantitative increase in body size through cell multiplication, while development is the qualitative functional and physiological maturation of an individual. The principles of growth include cephalocaudal development from head to tail, proximodistal development from center to extremities, and general to specific development from broad abilities to fine motor skills. Factors that influence development are genetic, prenatal such as maternal health, and postnatal including nutrition, environment and socioeconomic status. The document outlines assessments of physical growth parameters and developmental milestones.
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CHAPTER 5 BRIEF CHAPTER SUMMARYAccording to Piaget, by acting .docx
CHAPTER 5 BRIEF CHAPTER SUMMARY
According to Piaget, by acting on the environment, children move through four stages of cognitive development in which psychological structures, or schemes, achieve a better fit with external reality. In the sensorimotor stage, these spans the first two years of life, infants make strides in intentional behavior and understanding of object permanence. By the end of the second year, they become capable of mental representation, as seen in their sudden solutions to problems, mastery of object permanence, deferred imitation, and make-believe play. Displaced referenceโthe realization that words can be used to cue mental images of things not physically presentโemerges around the first birthday and greatly expands toddlersโ capacity to learn about the world through communicating with others. Follow-up research on Piagetโs sensorimotor stage yields broad agreement that many cognitive changes of infancy are gradual and continuous and that various aspects of infant cognition change unevenly. However, many studies suggest that infants display a wide array of understandings earlier than Piaget believed. Secondary circular reactions, understanding of object properties, first signs of object permanence, deferred imitation, problem solving by analogy, and displaced reference of words emerge earlier than Piaget expected. Whereas Piaget thought that young babies constructed all mental representations out of sensorimotor activity, the core knowledge perspective maintains that babies are born with a set of innate knowledge systems, or core domains of thought. These permit a ready grasp of new, related information and therefore support early, rapid development. Information-processing theorists want to determine exactly what individuals of different ages do when faced with a task or problem. They assume that we use mental strategies to operate on information as it flows through three parts of the mental system: the sensory register, the short-term memory store, and the long-term memory store. The central executive, the conscious, reflective part of our mental system, ensures that we think purposefully, to attain our goals. Research indicates that several aspects of the cognitive system improve during childhood and adolescence: (1) the basic capacity of its memory stores, especially working memory; (2) the speed with which information is worked on; and (3) the functioning of the central executive, which directs the flow of information and engages in more sophisticated activities that enable complex, flexible thinking. Gains in executive functionโincluding controlling attention, suppressing impulses, coordinating information in working memory, and flexibly directing and monitoring thought and behaviorโare under way in the first two years. By the second half of the first year, infants are capable of recognition as well as recall, and both recognition and recall improve teadily with age. During toddlerhood, categorization gradually ...
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The document discusses cognitive development in preschool-aged children based on the theories of Piaget, information processing approaches, and Vygotsky. It covers topics like preoperational thinking, symbolic function, conservation, egocentrism, language development, the importance of social interaction and scaffolding. Research shows preschoolers have sophisticated language and number skills, though their memories can be susceptible to suggestion. Early education programs aim to promote cognitive growth.
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The document summarizes key topics in human development from prenatal stages through adulthood. It discusses hereditary and environmental influences on development. Prenatal development can be impacted by factors like alcohol, tobacco, and illness. Child development involves progressing through stages of physical, cognitive, language, and social-emotional growth. Theories from Piaget, Vygotsky, Erikson, and others are summarized that explain developmental milestones and influences. Adolescence brings physical changes and identity formation. Adulthood involves additional developmental stages and factors for well-being.
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The document discusses cognitive development in infancy based on Piaget's theories. It covers Piaget's stages of cognitive development from the sensorimotor period to the beginnings of symbolic thought. Several approaches to measuring infant intelligence are also examined, including developmental scales, information processing, and the fundamentals of early language development from babbling to first words and sentences.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
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Chapter 4
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Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
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