In 3 sentences:
Dr. Ark Verma discusses the cognitive development of infants in their first year of life, outlining the progression of visual, auditory, motor, taste and smell abilities from birth. Newborns have poor vision that develops to adult clarity by 7-8 months, and innate preferences for faces and their mother's voice. Infants acquire motor skills following the cephalocaudal and proximodistal principles, gaining control of the trunk before limbs.
1. The document discusses lifespan development of memory across different ages and stages. It examines how memory develops from infancy through adulthood and old age.
2. Research shows that infants as young as 3 days can distinguish their mother's face from others, and 1-2 week old infants can recognize their mother's voice. Studies also indicate infants as young as 6 months can form associations and memories.
3. As children age, their working memory span increases dramatically, impacting their abilities in areas like reading and math. While children have good recognition memory, their recall memory is poorer than recognition.
The document provides an overview of typical development for babies with Down syndrome from birth to around 6 months old (Step 2). Key points include:
- Babies start to make more sounds like cooing, squealing and laughing and enjoy simple conversations by taking turns vocalizing.
- They begin to express a wider range of emotions and respond to emotional cues from caregivers to help develop trust and self-soothing.
- Improved motor skills allow babies to hold their head steady, grasp objects, and explore things by mouthing them. Caregivers can encourage muscle development through play.
- Routines help babies feel secure as they start to anticipate daily events like feeding and sleeping.
Aurora's development is progressing typically according to milestones. At 4 months, she focuses her eyes and holds both in fixed position. At 8 months, she is interested in solid foods and beginning to crawl. By 12 months, Aurora is saying her first word and understands dozens more. Her gross motor skills are advanced - she can walk at 9 months while the average is 12 months. Safety considerations include handwashing, breastfeeding for nutrition and attachment, immunizations, back sleeping to prevent SIDS, and gradual introduction of solids while monitoring for allergies. Supervision is needed as Aurora socializes at playgroups.
This document discusses typical development for toddlers ages 18-36 months across several domains: social, emotional, physical, cognitive, and language. It outlines normal developmental milestones as well as potential abnormalities. It also provides examples of activities and strategies that teachers and caregivers can use to support development in each domain. The roles of teachers and adults in facilitating development are also described.
Loren's development appears typical according to the developmental milestones. At 4 months, she was meeting intellectual milestones like smiling at familiar people. At 6 months, she was healthy and developing typically. By 9 months, she enjoyed crawling and was physically active. At 12 months, she could utter single words which is also typical developmentally. Now at 2 years old, she is progressing like a typical toddler in the physical, social/emotional, and intellectual domains.
This document discusses language development in young children based on two video examples. The first is of a 15-month-old baby girl who demonstrates both non-verbal and verbal communication skills appropriate for her age such as following directions, saying simple words like "mama" and "baby", and answering simple questions. The second is of a 2-year-old boy who shows interest in a garbage truck, asking his mother and the garbage man questions about it verbally and through gestures, indicating he is developing language skills. The document analyzes how both children show signs of belonging, being active learners, and striving to develop further skills, supporting early childhood language development frameworks.
Une psy250 session 7 ist 2 years language piagetSusan Hansen
Jean Piaget proposed six stages of cognitive development in infants and toddlers:
1) Primary circular reactions (birth to 1 month) - infants respond to stimuli through reflexes
2) Secondary circular reactions (1 to 4 months) - infants begin to coordinate actions and respond to people/objects
3) Tertiary circular reactions (4 to 8 months) - infants become more purposeful and anticipate events
4) Mental combinations (8 to 12 months) - infants can solve simple problems and anticipate future events
5) Active experimentation (12 to 18 months) - infants actively explore their environment through trial and error
6) Mental representations (18 to 24 months) - toddlers can think symbolically and
My virtual child is progressing typically in physical, social/emotional, and intellectual development according to age milestones. Physically, my child is gaining independence at age 2 by doing things without help. Socially and emotionally, my child prefers playing with boys but gets along with girls, imitates parents, and throws tantrums when not getting their way. Intellectually, my child is continuing to build communication skills like understanding words and pointing at objects. Overall, my virtual child seems to be meeting typical developmental milestones.
1. The document discusses lifespan development of memory across different ages and stages. It examines how memory develops from infancy through adulthood and old age.
2. Research shows that infants as young as 3 days can distinguish their mother's face from others, and 1-2 week old infants can recognize their mother's voice. Studies also indicate infants as young as 6 months can form associations and memories.
3. As children age, their working memory span increases dramatically, impacting their abilities in areas like reading and math. While children have good recognition memory, their recall memory is poorer than recognition.
The document provides an overview of typical development for babies with Down syndrome from birth to around 6 months old (Step 2). Key points include:
- Babies start to make more sounds like cooing, squealing and laughing and enjoy simple conversations by taking turns vocalizing.
- They begin to express a wider range of emotions and respond to emotional cues from caregivers to help develop trust and self-soothing.
- Improved motor skills allow babies to hold their head steady, grasp objects, and explore things by mouthing them. Caregivers can encourage muscle development through play.
- Routines help babies feel secure as they start to anticipate daily events like feeding and sleeping.
Aurora's development is progressing typically according to milestones. At 4 months, she focuses her eyes and holds both in fixed position. At 8 months, she is interested in solid foods and beginning to crawl. By 12 months, Aurora is saying her first word and understands dozens more. Her gross motor skills are advanced - she can walk at 9 months while the average is 12 months. Safety considerations include handwashing, breastfeeding for nutrition and attachment, immunizations, back sleeping to prevent SIDS, and gradual introduction of solids while monitoring for allergies. Supervision is needed as Aurora socializes at playgroups.
This document discusses typical development for toddlers ages 18-36 months across several domains: social, emotional, physical, cognitive, and language. It outlines normal developmental milestones as well as potential abnormalities. It also provides examples of activities and strategies that teachers and caregivers can use to support development in each domain. The roles of teachers and adults in facilitating development are also described.
Loren's development appears typical according to the developmental milestones. At 4 months, she was meeting intellectual milestones like smiling at familiar people. At 6 months, she was healthy and developing typically. By 9 months, she enjoyed crawling and was physically active. At 12 months, she could utter single words which is also typical developmentally. Now at 2 years old, she is progressing like a typical toddler in the physical, social/emotional, and intellectual domains.
This document discusses language development in young children based on two video examples. The first is of a 15-month-old baby girl who demonstrates both non-verbal and verbal communication skills appropriate for her age such as following directions, saying simple words like "mama" and "baby", and answering simple questions. The second is of a 2-year-old boy who shows interest in a garbage truck, asking his mother and the garbage man questions about it verbally and through gestures, indicating he is developing language skills. The document analyzes how both children show signs of belonging, being active learners, and striving to develop further skills, supporting early childhood language development frameworks.
Une psy250 session 7 ist 2 years language piagetSusan Hansen
Jean Piaget proposed six stages of cognitive development in infants and toddlers:
1) Primary circular reactions (birth to 1 month) - infants respond to stimuli through reflexes
2) Secondary circular reactions (1 to 4 months) - infants begin to coordinate actions and respond to people/objects
3) Tertiary circular reactions (4 to 8 months) - infants become more purposeful and anticipate events
4) Mental combinations (8 to 12 months) - infants can solve simple problems and anticipate future events
5) Active experimentation (12 to 18 months) - infants actively explore their environment through trial and error
6) Mental representations (18 to 24 months) - toddlers can think symbolically and
My virtual child is progressing typically in physical, social/emotional, and intellectual development according to age milestones. Physically, my child is gaining independence at age 2 by doing things without help. Socially and emotionally, my child prefers playing with boys but gets along with girls, imitates parents, and throws tantrums when not getting their way. Intellectually, my child is continuing to build communication skills like understanding words and pointing at objects. Overall, my virtual child seems to be meeting typical developmental milestones.
Cognitive development-of-infants and toddlersCris Capilayan
This document summarizes cognitive development in infants and toddlers according to Piaget's stages of development. It discusses that from birth to age 2, infants progress through the sensorimotor stage, responding to stimuli through their senses and motor activities. Key developments include gaining object permanence, engaging in circular reactions with objects, and the beginning of symbolic thought and problem-solving. The document also reviews language development milestones like babbling, first words, and combining words into simple sentences.
1. The document provides details about a virtual child named Melody from birth through 2 years and 6 months, describing her development milestones, temperament, and experiences over time.
2. At various ages, assessments of Melody found her language and motor skills were developing typically, though she scored below average on some spatial skills.
3. In her latest evaluation at 2 years and 6 months, Melody was hesitant at first in a playgroup but eventually joined in and had fun interacting with other children.
Faeza was born prematurely and had some initial health issues but progressed normally. She met typical developmental milestones for her age in the first two years. The parent predicts that as Faeza enters preschool and school, she will continue progressing normally or above average in motor skills, language, cognitive development, and social skills based on her early development. Some health concerns like colds may return or continue as exposure to other children increases.
1) The document is a student assignment that analyzes the developmental progress of a virtual child named Sarah from birth to age 2 based on developmental milestones.
2) The student believes Sarah's physical, social/emotional, and intellectual development at each stage (infant, toddler) is typical and provides examples from the virtual child reports to support this.
3) Key milestones addressed include weight gain, motor skills, social interaction, language development, pretend play, and toilet training. The student cross-references developmental norms at each stage.
Improving Children's Behavior Using Persuasion and Positive MessagesCarmen Y. Reyes
The document discusses techniques for using persuasive and effective language when disciplining children to influence their behavior. It recommends using positive language that assumes the desired behavior is what the child wants to do. Specific techniques include using positive directions rather than negative ones, pointing out acceptable alternatives, giving more "start" messages than "stop" messages, stating rules impersonally, criticizing behaviors not character, giving clear commands, using more requests than commands, giving choices or forced choices to the child, and revealing or hierarchical choices. The goal is to communicate acceptance of the child while influencing them to the desired behavior through persuasive language.
The document summarizes a student's analysis of their virtual infant Aman's development across several months from birth to one year old. The student compares Aman's physical, social/emotional, and intellectual development to typical milestones patterns at various ages. They cite examples from their virtual child reports and developmental psychology textbooks to prove Aman is developing typically in each domain for her age.
- Melanie showed typical development in most areas as an infant and toddler, scoring on par with norms for her age on tests of language, cognition, and social skills.
- At age 19 months, testing found Melanie's language skills were age-appropriate but she scored below average on tasks like block building and shape copying.
- Melanie experienced some health issues like colds and digestive upset that were addressed per doctor's advice. Safety measures were taken as she became more mobile.
The document discusses the development of a virtual child named Rose from birth to age 2 based on monthly reports. It describes Rose's progress in the physical, social/emotional, and intellectual domains at each stage, noting she is advancing well physically but sometimes slower in other areas. Overall, Rose appears to be meeting typical developmental milestones for her age.
1) The document outlines typical physical, cognitive, language, social/emotional, and self-help developmental milestones from birth to age 7.
2) It also briefly discusses some disabilities that can affect development, including delays in fine motor skills, gross motor skills, cognitive abilities, language, and social/emotional development.
3) The milestones are organized by age range to show expected abilities in each developmental domain at different stages.
Unit 10 pp Supporting children's developmentHCEfareham
This document outlines the aims and objectives of a session on supporting children's development. It discusses identifying factors that can influence development, such as biological and environmental factors. It also addresses early intervention strategies for children experiencing learning difficulties, including early years action and early years action plus. The document highlights global development delays and cultural factors that may affect a child's progression.
Miny's development appears to have been typical across physical, social/emotional, and intellectual domains from ages 0-12 months, with a few exceptions. Between 9-12 months, her motor skills were a little delayed. From ages 1-2 years, Miny's physical development was delayed, as her gross motor skills were below average. However, her social/emotional development was positive overall, as she liked to meet people and was mostly happy. Intellectually, Miny appeared to be meeting milestones.
Human Development-Chapter 7-Physical Development of Infantsbartlettfcs
This document provides an overview of physical development in infants during the first year. It discusses growth in areas such as weight, length, motor skills, senses, and health. The development follows basic patterns from head to toe, near to far, and simple to complex movements. Caregivers can support healthy development by meeting nutritional needs, ensuring safety, responding to cries, and attending regular checkups.
This document provides guidance and tasks for a student placement, including:
1) Guidance on facilitating cognitive development in children through choosing age-appropriate resources and allowing time for independent exploration.
2) A list of placement tasks focused on creating environments, activities, and evaluations to support children's cognitive, physical, and healthy development.
3) Reminders about professional responsibilities during placement such as maintaining reflection diaries, communicating with supervisors, and representing the college appropriately.
Playing with Intent discusses the importance of play for child development. It highlights that play is a child's natural language and how engaging in play helps parents understand and support their child's growth. The document provides developmental milestones and age-appropriate play suggestions from birth to age 4 to help facilitate children's physical, cognitive, language, and emotional development through play. The summary concludes that regular parent-child play time builds strong bonds and supports children's confidence, well-being, and social skills.
This document discusses Piaget's stages of cognitive development and evaluates toys in terms of their appropriateness for children in each stage. For the sensorimotor stage from birth to age 2, a bouncer toy is deemed appropriate as it stimulates infants. For the preoperational stage from ages 2 to 6, a memory game is seen as fitting because it teaches skills like memory, sharing and taking turns. For the formal operations stage from ages 12 onward, Monopoly is considered very suitable as it teaches life skills like money management and working with others.
Maya was born in October 2009 in India. At her naming ceremony at 4 weeks, her name was whispered in her ear surrounded by family and friends. During her infant years from 0-4 months, Maya met typical physical, social/emotional, and intellectual developmental milestones. She focused her eyes on faces, cried and smiled, and showed interest in her surroundings. From 5-8 months, Maya continued meeting milestones as she established sleep patterns, crawled, stood, and manipulated objects. She grew attached to her caregiver and began making new sounds.
The document discusses infant development over the first year of life. It outlines typical motor, cognitive, social, and language milestones that babies achieve each month from birth to 12 months. Caregivers are encouraged to interact with babies frequently through talking, reading, singing and play to support healthy development. Activities like tummy time are also recommended to help babies strengthen motor skills like head control and rolling over.
This document provides guidance for parents on supporting their young child's social-emotional health and school readiness. It explains that social-emotional skills like forming relationships, managing emotions, and exploring environments are critical for school success. Parents can help develop these skills through daily interactions like cuddling, responding when their child communicates, sharing smiles and conversations during routines, following their child's lead in play, and gently guiding them in social situations. Matching expectations to what is developmentally appropriate also helps avoid frustration.
The document outlines the developmental milestones in communication, motor, cognitive, and social skills from birth through school age and beyond. It describes the stages from crying and reflexes in infants to the emergence of babbling and true words in toddlers to full sentences and metalinguistic skills in school-aged children. Motor skills progress from involuntary movements to walking, running, and hand coordination. Cognitive development includes object permanence, pretend play, and the ability to think abstractly. Socially, children develop from distinguishing caregivers to engaging in social play and relationships.
It is a nptel course pdf made available here from its official nptel website . Its full credit goes to nptel itself . I am just sharing it here as i thought it would help someone in need of it . It is a course of INTRODUCTION TO ADVANCED COGNITIVE PROCESSES
This document summarizes a lecture on advanced cognitive processes and cognitive development in children. The lecture discusses:
1) The development of theory of mind in children - the ability to understand others' perspectives and mental states. Experiments show 3-year-olds struggle with this while 5-year-olds can understand others may have different beliefs.
2) Stages of theory of mind development - recognizing desires by age 2, understanding beliefs/thoughts by age 3, and relating thoughts to behaviors by age 4.
3) Applications to understanding autism, as autistic children may lack a fundamental theory of mind.
4) The development of moral judgment in children, with Piaget proposing stages from private
Cognitive development-of-infants and toddlersCris Capilayan
This document summarizes cognitive development in infants and toddlers according to Piaget's stages of development. It discusses that from birth to age 2, infants progress through the sensorimotor stage, responding to stimuli through their senses and motor activities. Key developments include gaining object permanence, engaging in circular reactions with objects, and the beginning of symbolic thought and problem-solving. The document also reviews language development milestones like babbling, first words, and combining words into simple sentences.
1. The document provides details about a virtual child named Melody from birth through 2 years and 6 months, describing her development milestones, temperament, and experiences over time.
2. At various ages, assessments of Melody found her language and motor skills were developing typically, though she scored below average on some spatial skills.
3. In her latest evaluation at 2 years and 6 months, Melody was hesitant at first in a playgroup but eventually joined in and had fun interacting with other children.
Faeza was born prematurely and had some initial health issues but progressed normally. She met typical developmental milestones for her age in the first two years. The parent predicts that as Faeza enters preschool and school, she will continue progressing normally or above average in motor skills, language, cognitive development, and social skills based on her early development. Some health concerns like colds may return or continue as exposure to other children increases.
1) The document is a student assignment that analyzes the developmental progress of a virtual child named Sarah from birth to age 2 based on developmental milestones.
2) The student believes Sarah's physical, social/emotional, and intellectual development at each stage (infant, toddler) is typical and provides examples from the virtual child reports to support this.
3) Key milestones addressed include weight gain, motor skills, social interaction, language development, pretend play, and toilet training. The student cross-references developmental norms at each stage.
Improving Children's Behavior Using Persuasion and Positive MessagesCarmen Y. Reyes
The document discusses techniques for using persuasive and effective language when disciplining children to influence their behavior. It recommends using positive language that assumes the desired behavior is what the child wants to do. Specific techniques include using positive directions rather than negative ones, pointing out acceptable alternatives, giving more "start" messages than "stop" messages, stating rules impersonally, criticizing behaviors not character, giving clear commands, using more requests than commands, giving choices or forced choices to the child, and revealing or hierarchical choices. The goal is to communicate acceptance of the child while influencing them to the desired behavior through persuasive language.
The document summarizes a student's analysis of their virtual infant Aman's development across several months from birth to one year old. The student compares Aman's physical, social/emotional, and intellectual development to typical milestones patterns at various ages. They cite examples from their virtual child reports and developmental psychology textbooks to prove Aman is developing typically in each domain for her age.
- Melanie showed typical development in most areas as an infant and toddler, scoring on par with norms for her age on tests of language, cognition, and social skills.
- At age 19 months, testing found Melanie's language skills were age-appropriate but she scored below average on tasks like block building and shape copying.
- Melanie experienced some health issues like colds and digestive upset that were addressed per doctor's advice. Safety measures were taken as she became more mobile.
The document discusses the development of a virtual child named Rose from birth to age 2 based on monthly reports. It describes Rose's progress in the physical, social/emotional, and intellectual domains at each stage, noting she is advancing well physically but sometimes slower in other areas. Overall, Rose appears to be meeting typical developmental milestones for her age.
1) The document outlines typical physical, cognitive, language, social/emotional, and self-help developmental milestones from birth to age 7.
2) It also briefly discusses some disabilities that can affect development, including delays in fine motor skills, gross motor skills, cognitive abilities, language, and social/emotional development.
3) The milestones are organized by age range to show expected abilities in each developmental domain at different stages.
Unit 10 pp Supporting children's developmentHCEfareham
This document outlines the aims and objectives of a session on supporting children's development. It discusses identifying factors that can influence development, such as biological and environmental factors. It also addresses early intervention strategies for children experiencing learning difficulties, including early years action and early years action plus. The document highlights global development delays and cultural factors that may affect a child's progression.
Miny's development appears to have been typical across physical, social/emotional, and intellectual domains from ages 0-12 months, with a few exceptions. Between 9-12 months, her motor skills were a little delayed. From ages 1-2 years, Miny's physical development was delayed, as her gross motor skills were below average. However, her social/emotional development was positive overall, as she liked to meet people and was mostly happy. Intellectually, Miny appeared to be meeting milestones.
Human Development-Chapter 7-Physical Development of Infantsbartlettfcs
This document provides an overview of physical development in infants during the first year. It discusses growth in areas such as weight, length, motor skills, senses, and health. The development follows basic patterns from head to toe, near to far, and simple to complex movements. Caregivers can support healthy development by meeting nutritional needs, ensuring safety, responding to cries, and attending regular checkups.
This document provides guidance and tasks for a student placement, including:
1) Guidance on facilitating cognitive development in children through choosing age-appropriate resources and allowing time for independent exploration.
2) A list of placement tasks focused on creating environments, activities, and evaluations to support children's cognitive, physical, and healthy development.
3) Reminders about professional responsibilities during placement such as maintaining reflection diaries, communicating with supervisors, and representing the college appropriately.
Playing with Intent discusses the importance of play for child development. It highlights that play is a child's natural language and how engaging in play helps parents understand and support their child's growth. The document provides developmental milestones and age-appropriate play suggestions from birth to age 4 to help facilitate children's physical, cognitive, language, and emotional development through play. The summary concludes that regular parent-child play time builds strong bonds and supports children's confidence, well-being, and social skills.
This document discusses Piaget's stages of cognitive development and evaluates toys in terms of their appropriateness for children in each stage. For the sensorimotor stage from birth to age 2, a bouncer toy is deemed appropriate as it stimulates infants. For the preoperational stage from ages 2 to 6, a memory game is seen as fitting because it teaches skills like memory, sharing and taking turns. For the formal operations stage from ages 12 onward, Monopoly is considered very suitable as it teaches life skills like money management and working with others.
Maya was born in October 2009 in India. At her naming ceremony at 4 weeks, her name was whispered in her ear surrounded by family and friends. During her infant years from 0-4 months, Maya met typical physical, social/emotional, and intellectual developmental milestones. She focused her eyes on faces, cried and smiled, and showed interest in her surroundings. From 5-8 months, Maya continued meeting milestones as she established sleep patterns, crawled, stood, and manipulated objects. She grew attached to her caregiver and began making new sounds.
The document discusses infant development over the first year of life. It outlines typical motor, cognitive, social, and language milestones that babies achieve each month from birth to 12 months. Caregivers are encouraged to interact with babies frequently through talking, reading, singing and play to support healthy development. Activities like tummy time are also recommended to help babies strengthen motor skills like head control and rolling over.
This document provides guidance for parents on supporting their young child's social-emotional health and school readiness. It explains that social-emotional skills like forming relationships, managing emotions, and exploring environments are critical for school success. Parents can help develop these skills through daily interactions like cuddling, responding when their child communicates, sharing smiles and conversations during routines, following their child's lead in play, and gently guiding them in social situations. Matching expectations to what is developmentally appropriate also helps avoid frustration.
The document outlines the developmental milestones in communication, motor, cognitive, and social skills from birth through school age and beyond. It describes the stages from crying and reflexes in infants to the emergence of babbling and true words in toddlers to full sentences and metalinguistic skills in school-aged children. Motor skills progress from involuntary movements to walking, running, and hand coordination. Cognitive development includes object permanence, pretend play, and the ability to think abstractly. Socially, children develop from distinguishing caregivers to engaging in social play and relationships.
It is a nptel course pdf made available here from its official nptel website . Its full credit goes to nptel itself . I am just sharing it here as i thought it would help someone in need of it . It is a course of INTRODUCTION TO ADVANCED COGNITIVE PROCESSES
This document summarizes a lecture on advanced cognitive processes and cognitive development in children. The lecture discusses:
1) The development of theory of mind in children - the ability to understand others' perspectives and mental states. Experiments show 3-year-olds struggle with this while 5-year-olds can understand others may have different beliefs.
2) Stages of theory of mind development - recognizing desires by age 2, understanding beliefs/thoughts by age 3, and relating thoughts to behaviors by age 4.
3) Applications to understanding autism, as autistic children may lack a fundamental theory of mind.
4) The development of moral judgment in children, with Piaget proposing stages from private
Learning new things is a sign of development. It can be study, skills or any habit. There are many reasons that can make child learning fast and easily. Many scientists have discovered different learning theories and taxonomies. There are many reasons that can make learning fast and easily. I will discuss them one by one.
It is a nptel course pdf made available here from its official nptel website . Its full credit goes to nptel itself . I am just sharing it here as i thought it would help someone in need of it . It is a course of INTRODUCTION TO ADVANCED COGNITIVE PROCESSES
It is a nptel course pdf made available here from its official nptel website . Its full credit goes to nptel itself . I am just sharing it here as i thought it would help someone in need of it . It is a course of INTRODUCTION TO ADVANCED COGNITIVE PROCESSES
Immunization remains crucial regardless of what the media says. The relevance of
childhood vaccinations has been relegated to the background by the antivaccination
propaganda, fueled in the mainstream and social media. Providing parents with
This document discusses creating a healthy mother-child relationship and baby development. It emphasizes the importance of bonding from an early age through activities like smiling, talking, singing and reading with babies. The stages of baby development are outlined, including brain, emotional and social development. Parents are advised to be patient and understand a child's feelings. High expressed emotions within families, like criticism and hostility, can negatively impact children's development and mental health. Signs of delays in development are also discussed.
The leading International Preschool Franchise in India, offering a Premier Finnish
Curriculum and Pedagogy for preschooler excellence. Franchise KinderBee and stand out
tall in your neighborhood!
KinderBee schools was founded in partnership with the Finland University. We want to make first class early childhood education available to as many children as possible world-wide. How do we do it? We designed a scalable easy to implement School Concepts that offers the curriculum, portfolio, teacher training, and model-concept for the learning environment as well as carefully selected learning materials. Our mission is to bring up children who are not only capable of adapting to the changing world, but changing the world themselves.
Eleanor Johnson examines children's development of listening skills and provides strategies to improve listening abilities. She discusses how listening is a complex process involving hearing, attention, and the ability to filter out distractions. Children progress through stages of attention, starting with brief periods of focus and developing the ability to pay attention to multiple stimuli simultaneously. Poor listening can impact learning, language development, play, and social skills. The document provides tips for supporting listening skills, such as using audio resources, modeling good listening, and creating focused learning environments.
Having a toddler in your home is a great thing as they make every occasion special and bring joy. However, looking after a toddler is a great challenge because toddlers are always inquisitive and try out new things which means they are bound to make mistakes. But this is considered positive because these activities provide them with new opportunities and help them grow and develop as a great person. Go through the slide to know the 5 important things about your developing toddler.
The document discusses language development in infancy from birth to 12 months. During this prelinguistic stage, infants develop the ability to comprehend speech and begin to communicate intentionally through gestures and vocalizations before using words. Their speech perception abilities become tuned to the sounds of their native language. Caregiver interactions like baby talk, labeling objects, and responsive conversations influence infants' early communication development. Joint attention to objects and turn-taking interactions help infants understand communication is possible.
Different specialists may have different answers for exactly when a child should start talking. However, research shows that children typically begin producing babbling sounds in infancy. These sounds may be things like "baba" "gaga" "ooh", etc. Then words begin to emerge, many times with things like "mama", "dada", "papa" or "ba-ba" at first.
This document provides guidance for parents on supporting their child's social-emotional health and development from birth to age 5. It discusses the importance of social-emotional skills for school readiness and outlines specific parenting strategies in three key areas: 1) building strong relationships through responsive caregiving, 2) using positive discipline to set limits and teach appropriate behaviors, and 3) seeking help from early childhood specialists if concerns arise about a child's social-emotional development. The overall message is that parents play a critical role in intentionally fostering social-emotional skills through everyday interactions and routines.
1. how children think and learn charlon aleson b. bautistaAhL'Dn Daliva
Children develop and learn in distinct stages according to Piaget's theory. In the sensorimotor stage from birth to 2 years, infants learn about the world through senses and movement. In the preoperational stage from 2 to 7 years, children develop symbolic thinking but cannot mentally manipulate symbols logically. In the concrete operational stage from 7 to 11 years, children can apply logical thought to concrete situations and manipulate information mentally, though still think concretely rather than abstractly.
The article discusses the importance of sleep for toddler development. It notes that toddlers need 11.5 hours of nighttime sleep on average to produce growth hormone and develop properly. Establishing a consistent bedtime routine helps toddlers wind down for sleep. Inadequate sleep can negatively impact behavior, learning, weight, and more. The article stresses that ensuring toddlers get the full amount of recommended sleep is vital for their health, happiness, and development.
Effective Communication with Youth for Parents and Foster ParentsMeghan Posey
This document discusses effective communication with children. It emphasizes that communication skills develop through interaction and exposure to language from a young age. Delays in communication can lead to behavioral issues if a child cannot understand or express feelings and needs. Parents must interpret behaviors and attach words to feelings to help children communicate effectively. Role playing communication scenarios can help teach children to use language instead of actions to get needs met and make decisions.
Information and education for early childhood providers in New Mexico. Inside you will find dates for upcoming classes, tips for helping children stay healthy and happy, and contact information for UNM Cariño.
Lost in Translation - Communication and MiscommunicationJane mitchell
Communication is complex from birth as babies rely on sensory signals to interact with caregivers to meet survival needs. Early communication involves crying, smiling, and other behaviors to get attention for needs. As cognitive skills develop, language and reasoning allow for more complex communication, though some rely more on sensory and literal interpretations. Effective communication considers developmental levels, checks for understanding, focuses conversations, and supports those with disabilities or delays through visual aids, simplified language, and addressing emotional states. Barriers like differences in ability, language, environment or disabilities can cause misunderstandings.
- The document discusses applying the Nyquist stability criterion using the mapping theorem to determine closed-loop stability.
- It establishes that for closed-loop stability, the contour mapped from the open-loop transfer function in the s-plane should encircle the origin P times in the counterclockwise direction in the closed-loop transfer function plane, where P is the number of open-loop poles within the contour.
- Subtracting 1 from the closed-loop transfer function shifts the corresponding contour in the open-loop transfer function plane, such that the number of encirclements of the origin in the closed-loop plane equals the number of encirclements of the point -1 in the open
This document discusses the Nyquist stability criterion and the mapping theorem.
[1] The mapping theorem states that a closed contour in the s-plane maps to a corresponding closed contour in the F(s)-plane, where F(s) is a ratio of polynomials. The number of clockwise encirclements of the origin in the F(s)-plane equals Z - P, where Z is the number of zeros and P is the number of poles of F(s) inside the s-plane contour.
[2] An example function F(s) with two zeros and two poles is analyzed. A closed contour in the s-plane maps to a closed contour in the F(s)-plane
1) The document discusses the Nyquist stability criteria, which uses the Nyquist plot of the open loop transfer function G(s)H(s) to determine the stability of the closed loop system.
2) The poles of the closed loop characteristic equation 1 + G(s)H(s) are called the open loop poles. The zeros are called the closed loop poles.
3) The key question is whether the Nyquist plot of the open loop transfer function G(s)H(s) can be used to comment on the stability of the closed loop system. The answer is yes, based on the mapping theorem.
- The document discusses constructing the Nyquist plot for a transfer function of the form s plus 1 divided by s plus 10.
- It is shown that the Nyquist plot for this transfer function is a semicircle in the first quadrant of the complex plane, with a center of 0.55 and radius of 0.45.
- The maximum phase angle of the transfer function occurs at the point where a tangent can be drawn to the semicircle, which is calculated to be 54.9 degrees using trigonometric relationships between the radius and tangent length.
1) The document discusses Nyquist plots for various transfer functions, including time delay and second order systems.
2) A time delay transfer function results in a unit circle Nyquist plot, where the phase shifts from 0 to -Tdω as ω goes from 0 to infinity.
3) For a second order system, the Nyquist plot takes the shape of an arc that starts at 1 and ends at 1 as ω goes from 0 to infinity, cutting the imaginary axis when ω equals the natural frequency ωn.
The document discusses an upcoming lecture on Nyquist plots. It begins by reviewing frequency response and bode plots. It then introduces Nyquist plots, explaining that they visualize the sinusoidal transfer function G(jω) by plotting its real and imaginary parts in the complex plane, known as the G(s) plane, as ω varies from 0 to infinity. Examples are given of plotting common transfer functions like 1/s, s, and 1/(Ts+1) on the Nyquist plane. Critical points like ω→0, ω=1/T, and ω→∞ are identified. The lecturer indicates they will demonstrate how to construct Nyquist plots and identify differences from bode plots.
- The professor discusses plotting the phase plot for a transfer function containing multiple factors. He calculates the phase contributions of each factor at different frequencies and plots the individual phase plots.
- To plot the overall phase plot of the transfer function, he calculates the total phase at two corner frequencies and connects them with a smooth curve. This results in a phase plot that transitions from 90 degrees to -90 degrees over the different frequency ranges.
- He explains that the bode plot can be used to experimentally determine an unknown transfer function by measuring the input-output magnitude and phase responses at different frequencies.
1. The document discusses constructing the Bode plot of a transfer function step-by-step using an example transfer function of s/(s+1)*(s+10).
2. The transfer function is rewritten as a product of four factors: 0.1s, s, 1/(s+1), and 1/(0.1s+1). The Bode plots of the individual factors are constructed and then combined.
3. The Bode plot consists of a line with a slope of +20 dB/decade from the s term, shifted down by -20 dB from the 0.1 term. Below the first corner frequency of 1 rad/s, this represents the combined low-frequency
This document is a transcript of a lecture on bode plots. The professor discusses drawing bode plots for second order transfer functions with different damping ratios. He draws the magnitude and phase plots, explaining how the resonant peak shifts left as damping increases. For undamped systems, he notes the magnitude would blow up to infinity at the natural frequency. He also discusses minimum phase and non-minimum phase systems, explaining how their phase plots differ at high frequencies. He leaves questions for students to think about generalizing these concepts to higher order systems and using bode plots to determine system properties.
- The document discusses the bode plot of a second-order transfer function.
- It shows that the high frequency asymptote has a slope of -40 dB/decade and intersects the low frequency asymptote at the natural frequency ωn, which is also the corner frequency.
- The magnitude of the transfer function reaches its maximum value at a frequency where the derivative of the denominator term is zero, which occurs at ω = ωn/√(1-2ζ^2).
This document discusses the magnitude and phase plots of first-order transfer functions. It begins by deriving the phase plot of 1/(Ts+1), showing that the phase approaches 0 degrees at low frequencies, -45 degrees at the corner frequency 1/T, and -90 degrees at high frequencies. It then derives the corresponding magnitude plot, showing it has the characteristics of a low-pass filter with a cutoff frequency of 1/T. Finally, it briefly discusses the magnitude and phase plots of the reciprocal transfer function T(s+1), showing the magnitude plot has a high-frequency asymptote of 20log(Tω) rather than -20log(Tω) as with 1/(Ts+1).
The document discusses Bode plots and frequency response analysis. It introduces the first-order transfer function 1/(Ts+1) as a new factor to analyze. The magnitude and phase expressions for this factor are derived. It is explained that the magnitude plot has low and high frequency asymptotes. The low frequency asymptote is 0 dB as the magnitude tends to 1 at low frequencies compared to 1/T. The high frequency asymptote is -20log(Tω) dB as the magnitude tends to 1/Tω at high frequencies. It is noted that the asymptotes intersect at the corner/break frequency of 1/T, where the responses change behavior.
- The document discusses bode plots and how to construct them for different transfer functions.
- It provides an example of constructing the bode plot for a transfer function G(s) = 1/s, showing that the magnitude plot is a straight line with a slope of -20 dB/decade and the phase plot is a horizontal line at -90 degrees.
- It then constructs the bode plot for a transfer function G(s) = s, finding that the magnitude plot has a slope of +20 dB/decade and the phase plot is a horizontal line at +90 degrees.
The document discusses Bode plots, which are used to visualize the frequency response of linear time-invariant systems. It begins by reviewing frequency response and how it characterizes the steady-state output of a system to a sinusoidal input.
It then introduces Bode plots, which have two components - a magnitude plot and a phase plot. The magnitude plot uses logarithmic scales for both frequency and magnitude in decibels. The phase plot uses a logarithmic scale for frequency and a linear scale for phase in degrees. Using logarithmic scales allows visualization of a wide range of frequencies and magnitudes on the same plot.
The document outlines common building blocks that comprise transfer functions, such as constants, integrals, derivatives, and
1) The professor derives that for a stable linear time-invariant system with a sinusoidal input, the steady state output will be a sinusoid of the same frequency as the input.
2) The steady state output magnitude is scaled by the magnitude of the system's transfer function evaluated at jω, and the phase is shifted by the phase of the transfer function evaluated at jω.
3) This property allows the experimental determination of a system's transfer function by analyzing the steady state response to various sinusoidal inputs.
- The document discusses frequency response analysis of control systems.
- It begins by reviewing state space representation and relating transfer functions to state matrices. Two homework problems are assigned involving checking these relationships for a mass-spring-damper system.
- The lecture then introduces frequency response, which analyzes the response of a system to a sinusoidal input. It considers providing a sinusoidal input u(t) to a stable linear time-invariant system and derives the output y(t). This lays the foundation for discussing how frequency response can be used for control design.
The document discusses the state space representation of linear time-invariant (LTI) systems. It provides the following key points:
1. The state space representation of a single-input single-output (SISO) LTI system is given by x ̇(t) = Ax(t) + bu(t) and y(t) = cx(t) + du(t), where x(t) is the state vector, u(t) is the input, y(t) is the output, and A, b, c, d are matrices that characterize the system.
2. For multiple-input multiple-output systems, u(t) and y(t) become
This document provides an introduction to state space representation of dynamic systems. It begins by stating that state space representation is an alternative to transfer function representation that allows analysis in the time domain rather than complex domain. It then uses the example of a mass-spring-damper system to illustrate the key steps: 1) Select state variables (here displacement and velocity), 2) Write first-order differential equations for each state variable based on the system model, 3) Collect the equations into matrix form allowing analysis with linear algebra tools. The representation allows rewriting a higher-order differential equation as a set of first-order equations.
This document summarizes a lecture on control system design using root locus analysis. The professor discusses plotting the root locus for a specific system and using it to determine the range of proportional gain (KP) that ensures both closed-loop stability and desired performance. By substituting values into the closed-loop characteristic equation, they determine that KP must be between 8 and 35.76 to satisfy both conditions. They also note that choosing KP between 12.5 and 35.76 would result in an underdamped second order system, as desired. As homework, students are asked to plot the root locus for negative values of KP to gain more experience with root locus analysis.
- The document summarizes the process of designing a controller for a gear transmission system to satisfy stability and performance requirements.
- It describes deriving the plant transfer function, choosing an initial proportional controller, and analyzing the closed-loop stability and performance using root locus analysis.
- Key steps include determining the regions of the real axis on the root locus, identifying asymptotes, and finding a potential breakaway point at -5 where the controller gain is 12.5.
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Procrastination is a common challenge that many individuals face when it comes to completing tasks and achieving goals. It can hinder productivity and lead to feelings of stress and frustration.
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You may be stressed about revealing your cancer diagnosis to your child or children.
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Strategies to rekindle the fire inside you and stay motivated.pdf
Lec37
1. Advanced Cognitive Processes
Dr. Ark Verma
Department of Humanities & Social Sciences
Indian Institute of Technology, Kanpur
Lecture - 37
Cognitive Development – II
Keywords: Development stages of child, visual acuity, motor skills, sensorimotor
skills, standard Piagetian task.
Hello and welcome to the course Introduction to Advanced Cognitive Processes. I am
Ark Verma from IIT Kanpur, we are in the final week of the course and we have been in
this week talking about cognitive development. So, in the last lecture I talked to you
about you know different aspects of development different fundamental questions that
have been asked about development the nature versus nurture debate.
I spend a lot of time talking about how the nature aspects of you know the whole
equation really works out, what is genes, heredity? How do things, how do things
transmit from one generation to the other? What are the kind of genetic disorders that
might be there? What are the kinds of other prenatal influences like, the influences of
drugs and alcohol on the developing child?
So, in today’s lecture actually I will take this discussion a little bit further, we have talked
about the prenatal aspect of things in much detail, but let us now talk about how is the
newborn, you know born with what are the abilities that a newborns is.
2. (Refer Slide Time: 01:14)
You know coming with and how do these abilities develop in the course of the life. Now,
I am kind of going to talk about these different aspects. So, let us begin with the
perceptual processes, let us begin with visual. Newborns have poor visual acuity, their
ability to change focus is very limited and they are very nearsighted. So, for example,
children were just one, one and half months old, they generally the fathers they can see is
very close up to 10 15 20 centimeters.
So, also the other aspect is that they have very poor visual acuity you can actually look at
this figure here this is basically you know a kind of mirroring, what kind of resolution as
a newborn is really looking at on the you know.
3. (Refer Slide Time: 01:50)
So, slightly blurred picture is what actually the newborn is really getting and the visual
acuity the resolution you can actually think of visual acuity in terms of resolution the
resolution that the child has you know with respect to whatever he seeing in the world is
a slightly poorer. By 7 to 8 months infants visual acuity is close to that further so, it takes
around 7 to 8 months for the child to actually go from a slightly hazy slightly blurry
vision to more clear to you know to the proper vision that adults have.
Now, newborn is spend a lot of time actively looking and this is something. So, a lot of
these things I am talking about you can actually observe them yourself, you can actually
observe them, when you are actually, you can actually observe how children are
behaving and by being around them. So, newborns if you see they spend a lot of time
actively looking around you know they are interacting with their environment.
So, they scan the world in a, in a rather organizer. So, they are not really randomly just
moving their heads and looking around the world they are actually scanning the world in
a very organized manner and say for example, if there is something that catches their
attention they would pause if they will try and analyze that. So, the when the eyes
encounter an object or some change in the visual field will orient towards it and they will
kind of try and understand what has really happened.
So, it is not like we are just here and they are just passively seem them I mean there
actively interacting with the environment you know and this interaction becomes very
4. interesting say for example, when the child is just a newborn a month, month, month and
half old to when the child is got you know full visual acuity by 7 8 months and then
when a what are the kind of sense that the child is making later.
Newborns are particularly attracted to areas of high contrast such as the edges of an
object say for example, when the child is looking at particular objects is more intrigued
by the edging part because say for example, you are looking at a surface and then there is
a edge there is a vast contrast difference between these 2 parts.
So, the edges are regions of high contrast you can actually you know one a one the in the
surface a different kind of structure is there and as the surface ends the different kind of
structure is there. So, this is something which the child kind of gets attracted to a lot.
(Refer Slide Time: 04:19)
Now evidence is suggests that newborns display what is referred to as facial preference.
So, they like to look at faces they have this inborn innate preference for faces as
compared to other kinds of visual stimuli.
So, children you would see they will be more interested in looking at people’s faces as
compared to and when they are very young children as compared to you know other
objection other visual stimuli that might be available, also they would prefer looking at a
normal face much more than a scrambled or a blank face. So, if you try and show them
scrambled face pictures or something like that they will not really you know grasp their
5. attention, also one of the things is they would prefer looking at happy faces over fearful
or you know angry faces.
So, that is also something you know that the child is born with so, is preference for
happy faces is there you know when you are talking about the child. Now brains of
newborns are oriented towards obtaining information from faces one of the things is that
this is something which is evolutionary also useful.
So, brains of newborns are supposed to be oriented towards obtaining information from
faces, suggesting that they come equipped to you know there is suggesting that they
come equipped to perceive the basic features of faces you know the eyes, nose, mouth,
also slight you know some emotional information that might be there in the faces.
And the child is always trying to you know learn through whatever he is looking at, learn
through the face is dynamically understanding the persons you know expressions,
reacting and learning also 2 things. So, for example, when the child is looking at the face
the child is doing at least 2 things, a is that the child is trying to understand the emotional
information in the facial expression, also one of the things could be whether child is
trying to you know learn to reciprocate those emotions as well.
Say for example, and I was probably talking about this in some other lecture is that one
of the things that the child learns to do is you know smile for example, or being angry for
that matter partly could be innate, but partly has also learned from looking at how people
behave, when they have to you know how people turn their faces, when they are
displaying particular kinds of emotions.
So, that is a very interesting thing that is one of the reasons why it might be a
evolutionarily important for the child to look at the faces more carefully because that
kind of you know could have survival value to it, also the child kind of it is learning it is
first you know impressions of social communication it’s first aspects of you know
learning how to behave in the world by looking at faces they are certainly the most
important visual stimuli this child is you know coming across.
Now, brains of newborns as ever same brains of newborns are oriented towards obtaining
these various kinds of information from the faces suggesting that they are kind of
equipped to perceive these basic faces features and also learn through them.
6. (Refer Slide Time: 07:13)
Now let us move to the hearing part auditory part, even 26 to 28 week old infants move
in response to sharp sounds. So, if there is a sharp sound the infant would kind of get
startled look around and maybe move in response to that sound.
Newborn infants turn their head towards the source of the sound. So, as soon as they
develop the control of the neck, they can orient their heads towards the, you know where
the sound is coming from. By around 4 months of age infants reach starts reaching
towards the source of sound in their suppose for example, if there is somebody calling
out the child even though it is dark and the child cannot really see the person, child
would try you know move towards the source of the sound they move, they are trying to
you know localize the sound by moving towards state.
This helps infant to learn what kind of objects go with what kind of sounds say for
example, it might be very useful in recognizing you know the voices of people around
the child, you know the first caregivers, the parents, the you know siblings maybe
relatives and so on and so forth. Now, newborns they show preference for their mothers
voice over a strangers voice and they even show a preference for you know stories that
their mothers have told their stories their mothers have recited why during the last weeks
of pregnancy.
Now this is also something which I am sure you might remember from the lectures on
language acquisition when we are doing those in the, I think in the third week. Now, this
7. is something that the child is kind of an a hearing by the way is something very very
important for the you know sense of for the ability of language for the cognitive function
of language to develop so, hearing is very closely tied to that. Hearing you must
remember we have talked about you know at these day things when you are talking about
child language acquisition things like you know across cultures.
(Refer Slide Time: 09:00)
And that is also very important across cultures adults speak to young infants in very
peculiar ways you remember I have been talking about infant directed speech or mother
is now they will talk in a way that is highly exaggerated, they will talk in a way that the
has too many loud noises, they will have too many very well defined spaces or pauses
which will help the child to grasp aspects about you know human speech.
So, a good proper and a very receptive auditory function is a very much required for the
child to be able to learn language that is one of the reasons by the way why a children
who are congenitally duff might have it slightly difficult in learning you know speaking
and language moving further. Infants as young as 6 months of age are also able to even
you know they can they can distinguish or discriminate between intonations of voice
indicating approval and disapproval.
So, for example, if you are kind of praising the child, you know a lot of times people talk
to children in funny ways suppose they are kind of appreciating something that the child
that over suppose they are kind of you know trying to you know in a play sort of way
8. scold the child that you know you should not do this. So, children as there is around 6 7
months of age they start understanding these intonations, they start understanding
whether I have been praised or whether I am scolded at this moment.
And this is this is very fascinating again something that has to do with the child having a
superior ability to process prosodic characteristics of speech. So, they will smile more in
response to approval intonation and they will smile you know they will less and they will
kind of try and avoid get unhappy start crying when the disapproval intonation is
presented, even when this is presented in a language different from their own.
So, this is not really about them having learned language by this time, they are not really
learned language of words or anything, but they have just kind of started appreciating the
intonations that are there. So, again I am not really talking about them having learned the
language, but it is just that the prosodic characteristics are giving certain kinds of
valuable information to the child, which the child is processing and many and kind of
you know manipulating it is own behavior in response to these auditory information.
(Refer Slide Time: 11:20)
Let us move to something else, let us talk about taste and smell, infants can discriminate
tastes very shortly after birth they prefer sweet tasting liquids over liquids that are salty,
bitter, sour or bland. Newborns can also distinguish between odors they turn their heads
towards sweet smells and their heart rate and you know respiration slows down
9. indicating enhanced attention to you know and this happy and this a sweet odors that
they are you know more tuned to get.
Noxious odors on the other hand suggest those of ammonia or rotten eggs so, those kind
of things will caused the children to turn their heads away from their and their heart rate
and their respiration rates generally accelerate indicating distress and indicating the fact
that they want to avoid these smells. So, they already show by these physiological
manifestations whether they are preferring a particular odor or they are not preferring
that particular odor.
(Refer Slide Time: 12:12)
Also infants are able to discriminate a very well among subtle differences in smells they
are seems to be an innate preference for the odor of mother’s milk. So, one of the things
that I was reading actually talks about the fact that children prefer the children start
getting the sense of the mothers body, they start getting this scent of the mother’s milk
and this is something they would say for example, if you kind of dip you know a cloth in
the mother’s milk and if you kind of move it around the child you will see that the child
kind of attains reacts to that odor very favorably and kind of try as to orient itself towards
that odor.
That could be one of the evolutionary things that have been built up in the child you
know because these are the things that are necessary for the child’s survival for proper
10. feeding and you know these kind of things and I think this may have an adaptive and also
about these odor things.
So, this mean these things may have an adaptive value which would help infants avoid
noxious substances and thereby increasing the chances of survival typically noxious
odors and you know bad taste is a kind of closely related to things like say for example,
imagine the time when we were living in jungles you know the pre evolution era. It is
very common that if you are in the jungle things that taste extremely bitter, might be
poisonous things that kind of smell very bad, might be spoil food and you do not really
want to eat it because if you ingest it you might you know die of food poisoning.
Now, this enhanced the sense of you know this extremely developed sense of both taste
and smell is in that sense having a lot of evolutionarily, a evolutionary value that it has a
lot of adaptive or survival value.
(Refer Slide Time: 14:00)
Now let us talk about a different kind of ability, let us talk about motor abilities, now
motor abilities basically refer to the stages in which children acquire these motor skills
and this is their sequential stages which all the infants pass through as they acquire the
muscular control necessary for making coordinated movements.
So, they basically need to get that kind of muscular control developed in order to start
moving their hands or start moving there you know neck, the lower limbs, their torso for
11. that matter. Now the development of early motor skills you know once the child is born
generally is supposed to follow 2 kinds of rules, I list refer to these rules briefly the
proximodistal principle basically says that parts that are closer to the center of the infants
body, that is the torso will kind of you know the movement or the control of them
become comes much earlier in parts away from the body.
So, activities involving the trunks are mastered first before they can actually you know
start moving their arms and legs or they start getting a control over their arms and legs.
The other principle that is important is the cephalocaudal principle, now the
cephalocaudal principle says that parts of the body that are closer to the head develop
better, develop before or develop better control, before the parts of the body that are
further from the head. So, again the first thing that the child starts to move other than the
trunk is the neck, again the limb, limbs part you know basically comes is slightly later.
So, infants they can kind of lift their heads before they can start you know controlling
their trunks.
So, it is kind of 2 things 2 principles that are governing the, at early development this is a
chart basically borrowed from Atkinson Hilgaard’s books, Susan Molen Hoeksema’s
book.
(Refer Slide Time: 15:40)
And this kind of shows the chronology or the pattern with which the child is acquiring
the motor skills.
12. So, you can see that you know by the amount of 2 and half, 3 2 and half to 4, 4 and half
months children develops you know children can roll over they have developed the
control of the trunk months later the child can kind of you know it can bear some weight
on legs and start you know if you hold the child it can kind of start putting the legs you
know in a particular fashion or move a little bit more move to 5 and 8 months the child
can start sitting without support move to close to you know starting from 5 to 9 to 10
months the child start can stand up holding to furniture and so on and so forth.
So, again you see that these milestones which I am referring to are not kind of situated at
just one age point they are not situated in just one month they kind of span say for
example, rolling over is can happen anywhere between 2 and a half to 5 months or say
for example, sitting with our support can have a happen anywhere between 5 months to
10 months.
Now, this is basically the standard deviation with respect to which these abilities might
be achieved by different children depending on other kinds of environmentally and
physical nutritional and environmental features, but if the child is kind of missing this
then there is that there can be a talk of you know whether the child has missed that
developmental milestone.
(Refer Slide Time: 17:10)
Now let us move slightly further let us start talking about some other aspects of
development beginning with talking about cognitive development and one of the most
13. influential theorists who have talked about cognitive development was the Swiss
psychologist Jean Piaget and for those people who have done any course in psychology
earlier if you even if you have done first year course in psychology or if you have just
held a book of introduction to psychology in your hands you will find Jean Piaget name
there.
And Jean Piaget is one of the persons who has you know extensively worked over you
know he is kind of worked by observing children over long periods of time and he is
kind of worked over different aspects of children’s development I will talk to you about
will Piaget work today. Now Jean Piaget basically he focused on the interaction between
the child’s naturally measuring abilities you know, the biological part that we have been
talking about and also his or her interactions with the environment.
Say for example, when the child is growing up see for example, we are talking about the
motor development part, at different ages when the child is you know acquiring these
different motor skills. The nature of the child’s interaction with the environment also
changes till the point that the child can only roll over the child can only reach out to
particular places and you know the entire thing is just limited to that by the time that the
child starts controlling limbs where the child can reach out to things hold things etcetera.
By the time that the child you know has started to stand then our started to work then the
entire the scope of activity is completely changes, also during these interactions the child
is learning a lot about the world, the child is kind of elaborate on that in a bit.
So, Piaget basically and the whole point of the example that I was giving was that Piaget
basically sees the child he views the child as an active participant in his environment the
child is an active participant in his environment and is also an active role player in the
entire developmental process it is not that the child is just you know a passive recipient
of whatever biological development is happening and whatever the external stimuli is are
teaching external stimuli are teaching the child.
14. (Refer Slide Time: 19:21)
So, according to Piaget and that is a very interesting thought children are ‘inquiring
scientists’ who are constantly experimenting with objects and events in their environment
you will see when children are growing up they say for example, they will they will do a
lot of hit and trial they will you know do something observe very keenly what is
happening, how is the environment changing.
Suppose for example, you touch something you know if you touch something you like
the texture you will touch it again and again you know furry objects soft objects that
children you know develop a likeness to or if the child touches a texture that is you know
slightly uncomfortable it is thorny picky or something like that which I will not try and
touch it again the child learns this is a texture that I can prefer this is a texture that I
would not prefer.
Now, Piaget says these experiments or interactions that the child is carrying out these are
used to construct what are called schemas. Now schemas are small schemes there are
small theories about the world you know about how this works, do not touch the cup it is
hot, do not you know do touch the soft why because it is soft and you like it. So, these
kind of schemas are developed and they are being developed constantly as the child is
growing up they are basically coming from the interaction of the child with the
environment.
15. So, it is not like somebody is coming and telling the child you know it is it is not coming
from the god given thing that, you know this these things you are going to prefer these
things you are not going to prefer it is basically coming out from the child’s interaction it
itself.
(Refer Slide Time: 21:00)
Now upon encountering a novel object or a novel event you know if something is done
what will happen or a novel object how do I interact with this object, the child attempts
to assimilate it that is understand it in terms of a pre existing schema.
So, for example, it could be a case of a child say for example, you know child has a pet
at home and the child kind of pats this pet, plays with this pet and you know gain some
information about. So, dogs say for example, dog you know is a child as a pet dog child
would know dogs are harmless creatures and it is fine to pet dogs hold their tail move
around with the dog etcetera, but if the child kind of comes across a new object you
know a different kind of a dog you know it goes to somebody at someplace else and kind
of encounters a different dog.
Now, what would happen is then the child will try and aacha, this is a dog. This probably
is very similar to the dog I have at home. So, it is kind of trying to understand it in terms
of a pre existing schema for the most part it could turn out in the same way the dog also
responds by place and you kind of you know to start developing a theory about how to
interact with dogs.
16. Now Piaget said that if the new experience does not fit the existing schema what the
child will do is it will engage in what is called accommodation, accommodation basically
is modifying a schema to fit new information thereby extending the child’s theory of the
world you know. This is what happens in the world and the child is constantly doing
these experiments and you know gaining or grass or kind of garnering evidence in order
to move ahead in life.
So, for example, the child knows that you know dogs are friendly creatures, they can be
patted they can be moved around and their tail can be held etcetera, etcetera, but then the
child goes outside and it is kind of you know trying to do the same to a stray dog or
trying to do the same to a dog that you know that is probably not as friendly as the dog
that child is known. Now what will happen is that the child will learn the fact that not all
dogs are needed to be fed, if the dog kind of barks on, kind of you know growl. So, the
child milling is get afraid, start crying get back and make a note mental note that this is
not what supposed to be done.
So, you cannot pet all dogs you can actually very easily you know fit this example that I
was trying to make assimilation and accommodation to things like say for example, the
child is reaching out for a cup, the cup has hot milk and then the child learns you know
accommodates at not or all cups need to be touched because you need to wait and check
whether the liquid there is hot or not.
So, these are some of the things there are some examples which can demonstrate what
Piaget was really thinking and how Piaget was viewing this process of development.
Now Piaget was basically before he you know became his own person and became he is
you know is started his own individual work he was working as a intelligence tester you
might have heard of the name heard of the name of Alfred Binet who was designed a
famous intelligence skills.
So, he was working as an intelligence tester for Alfred Binet and work he used to do was
he used to you know get these children conduct these intelligence tests on them and in
you know one of the things he wondered a lot was why are these children making errors,
what kind of errors they are making, what kind of you know ways that they can be
actually taught not to do these errors.
17. So, he was convinced during his experience being an intelligence tester is that children’s
ability to think and reason progresses through a series of qualitatively distinct stages. So,
he thought that this cognitive development, this development of intelligence is basically
going through you know a variety of qualitatively distinct stages you know in one say
something else is happening in the other one something else is happening and so on.
(Refer Slide Time: 24:44)
So, he divided this cognitive development of the child into 4 major stages, I will just talk
to you briefly about what these stages are and you know there could be some stages sub
stages as well the first stage that Piaget basically talks about again you know the first
year of the child is the you know is the sensorimotor stage.
During this stage the infants interact with and learn about their environments you know
be it about dogs or hot cups and stuff like that, the kind of you know are gaining more
and more information about the environment by relating their sensory experiences to
their actions I like to touch this, I will touch this again and again till there is you know
reason not to do it.
So, what they are doing is they are interacting with their environment using their limbs
using their you know physical senses and the kind of the experience that they are getting
is determining whether their actions will continue on it they will change. So, this is the
sensorimotor stage movement and sensory interactions are involved, during this stage
there are interesting things that the child cannot do things like object permanence.
18. (Refer Slide Time: 25:50)
The object permanence basically refers to the understanding that objects or events
continue to exist, even if they cannot no longer be interacted with suppose; now this is
again something that a lot of people do which in you show them a toy and then you hide
the toy behind your back. You will notice that very very young children stop searching
for the toy as soon as you kind of you know take it away from them, one of the reasons
that Piaget said is that children have not really developed this concept of object
permanence.
Very young children in the first stage of development they do not really have this concept
if they if the object is not perceptible, it is not there for them to see they would not have
the sense of that object still exist because if they one they once they develop this sense
that this object still exists they will try to look for and search for the object and will try to
ask you to bring that object because they know that it is there somewhere and you see
how this behavior changes when the child is growing up.
Now, so this concept of object permanence develops slowly over a period of about 9
months and by the end of the sensory motor stage an infant will now start searching for
the object, you know they will start looking for the lost disappeared objects indicating
that this sense of object permanence is now fully developed.
19. (Refer Slide Time: 27:08)
You can see this example here again from Nolen Hoeksema’s book that you know if you
hide the toy using a particular kind of screen the child is not really looking for the toy
anymore because there is no sense that this object actually you know exists more than
there.
(Refer Slide Time: 27:25)
The next stage is the preoperational stage; the preoperational stage is the second of
Piaget’s developmental stages, during this stage, children learn start learning to use using
symbols such as words or mental images to solve problems. So, there are 2 kinds of
20. interesting problems that you know Piaget gave the children to solve and kind of thought
how they are going to develop this first is this problem of conservation.
Now, conservation basically refers to the fact that even though the shape of some object
or substance is changed the total amount remains the same suppose for example, I am
kind of lined up if I think I will show you the example now.
(Refer Slide Time: 28:04)
If the concept of conservation suppose here you look there are 3 glasses you can see that
the amount of the liquid is the same when you look at the shorter glasses, but if you kind
of put liquid from one of the glasses into this taller, but more slender glass the level will
rise up. Then when you ask this 4 year old child that which of these things which of these
glasses hold more liquid the child is just going to look at the level and tell you that the
taller and slender glass has more liquid even though already you seen that this is the
same amount of liquid across there.
21. (Refer Slide Time: 28:38)
So, this concept of conservation is not there another example again borrowed from Nolen
Hoeksema’s book you see here that you can see for example, the you know when 2 lines
of these kind of plastic coins there and you are kind of asking the children that you know
which of the 2 lines has more coins and the first instance the child is kind of confused
because it is; obviously, the same number of coins and they are no structural differences.
But if you look at the next picture you just put the coins the red coins in a more spaced
manner then that is basically what is you know and when you ask the child the same
question again then the child says you know there are more red coins than the black
coins.
So, again this is something that conservation of number is it is really not their children
under age 6 or 7 would say you know that the original thing now contains the black one
now contains fewer coins.
22. (Refer Slide Time: 29:30)
One of the other important aspects of the preoperational stage is this aspect of egocentric
thinking. Now egocentric thinking basically refers to the fact you know it refers to seeing
and thinking of the world only from your own viewpoint and having difficulty
appreciating you know from someone else’s point of view. So, the idea is children you
know young children basically have this aspect that the kind of cannot understand the
other persons point of view.
Say for example, if you ask the child that you know if and there is a very neat experiment
that Piaget or you will find that in demonstrations you know there are 2 mountains you
draw to the child and you place the child towards the a smaller mountain and you are
towards the lower mountain. If you ask the child then you know which one of the 2 is
bigger and say suppose for example, the that one is kind of seeming bigger to the like the
child will continue saying and that one is bigger.
If you ask the child that you know what is bigger for me the child not be able to correctly
answer this question because at this stage children have not really acquired the ability.
So, to think about what others might be seeing and looking the world as I will talk about
this very this is a very interesting aspect of cognitive development will talk about that
very shortly in more detail.
23. (Refer Slide Time: 30:40)
The third stage of cognitive development as per Piaget was a concrete operational stage,
now the concrete operational stage is a third stage and during this stage, children can you
know they can start performing a number of logical mental operations and dealing with
concrete objects. Now this is the time that a child kind of crossed this concept of
classification. So, 2 things made from the same material into different shapes can be kind
of you know recognized as same, they will start they will have this understanding there.
Classification children can now classify material using categories such as shape and
color. Suppose you give children different kinds of shapes in a basket and ask them to
put all triangles together and all circles together they will start you know doing these
kinds of things at this stage.
24. (Refer Slide Time: 31:32)
Now the forth in the final stage of Piaget’s cognitive development theory is the formal
operation stage, this is from young you know from around very young age to a young
adulthood. During this stage adolescence and I am talking about adolescence here. So,
during this stage adolescents and adults develop the ability to think about and solve
abstract problems in a more logical manner. In this formal operation say the children will
learn to solve abstract problems in a systematical manner they can be asked questions
about good, bad, right, wrong those kinds of things.
So, all of these basic biological and other conceptual developments have happened now
the child can start appreciating abstract things you know happiness, sadness, earlier it is
just about you know if you if there is a desired outcome the child is happy there is a
undesired outcome the child is sad, but at this stage formal operational stage the child is
starting to grasp more abstract concepts things you know that things can be right or
wrong, good or those kind of things those appreciation is appreciation of those concepts
are there.
25. (Refer Slide Time: 32:36)
Now, let us talk a little bit about you know criticisms of Piaget’s theory. So, there are
some of the major criticisms of Piaget’s theory say for example, while Piaget’s theory
was a major milestone in developmental psychology the newer methods that followed
him, newer methods that kind of brought to them new ways of testing in the intellectual
abilities of the child they showed that Piaget probably underestimated children’s ability.
Say for example, you know this case of object permanence it was shown, but Piaget
underestimated the children’s abilities regarding the same. So, he said that you know
object permanence is not developed until the end of the sensorimotor stage by around 8
to a 9 months, but newer methods newer testing methods have shown that you know
these kind of things or hints of object permanence ability start happening much earlier
than what Piaget estimated.
26. (Refer Slide Time: 33:31)
So, that is one also if you look at Piaget’s you know developmental stages and as he is
kind of said these are not really you know development does not really happened in such
a rigid ways you know. So, these stages are not really found to be as rigid as he had
originally proposed them for example, preoperational children can also start solving
some abstract problems such as taller or shorter comparisons as you know because
caches suppose that this will happen slightly later.
But you know even I mean he would say that these things would happen only in the
concrete operational stage, but it has been shown with newer a testing methods and with
different ways of looking at how children perform that some of these operations that
again as object permanence I was saying. So, these things might be happening slightly
earlier than what Piaget would have estimated another and this is the major aspect why I
think that you know this theories and Piaget’s theory falls short is that this is a theory that
talks more about description than explanation.
So, if you look at how Piaget kind of draws the, you know this typology of development
draws this whole sequence thing these stages are more descriptive in nature. They will
tell you what the child will be able to do in this stage, what the child will be able to do in
this stage and what the child will be able to do in the third stage, but the idea is that
Piaget does not really talk at length about how and why these things are happening at
these stages, he is not really attempting to answer the causality question.
27. He is not attempting answer how these processes are happening, when they are
happening and you know in what manner that is again these 3 of the points that I pointed
out 4 of the points could be you know valid criticisms of Piaget, but again certainly this
is one of the most influential theories of cognitive development, development of children
that we have and it is one of the earliest you know such broad theories of development
and in that sense it kind of you know deserves adequate credit and adequate you know
place.
(Refer Slide Time: 35:35)
Now, ever since that time a lot of alternatives to Piaget’s theory of development have
been offered things like developmental psychologists you know generally agree that
Piaget must you know must have underestimated children’s ability and that his theory
has been and you know can be challenged on. So, many different grounds, but we have
kind of come with different alternatives and not all of them have really worked out so
well.
28. (Refer Slide Time: 35:51)
So, first kind of alternative that comes up in response to Piaget’s theory of development
is coming from the information processing approaches. Now, information processing
approaches basically believe that you know children are good at gathering specifically
specific skills and they are basically you know learning to analyze specific information
coming from the environment and react accordingly. So, they think that the standard
Piagetian task and one of the things, they you know emphasize is that the standard
Piagetian task you know conservation of number, object permanence those kind of
things.
They fail to separate the skills from the skill that the task is supposed to assess they were
saying that a lot of things that that Piaget was asking these children to do could be done
by so many different skills. So, the explanation could be you know could be varied and
in that sense it does not really tease apart the skill that you are actually focusing at. So,
this is one of the things that they point out and so, they are saying is that you should look
at development as the process of gathering and analyzing information.
29. (Refer Slide Time: 36:56)
So, children’s development is more about them collecting information from the
environment and analyzing that information and reacting you know accordingly, another
point of disagreement and there is this disagreement between the information theorists
information processing theories is that whether development should be understood as a
series of consequential and series of a consecutive qualitatively distinct stages or you
could look at you know development as a continuous a process as a continuous process
of change.
So, because Piaget is kind of putting these rigid boundaries you know all of this happens
in this stage, all of this happen is in the second, all of this happens in the third, and the
fourth stages. Now the information processing approach is basically say that all of this is
a cumulative process say for example, if the child develops a particular skill that
development of that skill might be a cumulative you know outcome of whatever
information processing things that the child has learned over the years.
A good example for that is you know this development of language when the child has
said it is first word it is not that you know suddenly at a particular age the child kind of
you know starts speaking. You have seen in the you know language acquisition chapter
that there are so many abilities you know starting from 3 months before the child is
actually born there are so many things that the child is acquiring prosodic appreciation
30. the disagreement between you know a speech and non speech sounds, the non native
contrast the you know the preference for a native language.
So, many things that the child is learning and then at a particular age you know one and
half 2 years that child speaks the first word. So, this is one of the, it is kindly a more
tenable approach when you are talking about development. The other kinds of
approaches that have come across are referred to as the knowledge acquisition
approaches.
(Refer Slide Time: 38:53)
Knowledge acquisition approach ability so, some researchers assume that the only
difference between children and adults is that adults have a more extensive knowledge
base, they have a larger collection of facts they know a lot more about the world, but
they also have a deeper understanding about how facts in a particular domain are
organized you know.
So, the adults know that how things function, but why they are functioning like that it is
also what the adults have and children basically have to kind of gain both these pieces of
information. An example of a knowledge acquisition approach is a Siegler’s overlapping
waves theory of cognitive development. So, according to a Siegler’s theory children have
access to multiple ways of solving problems at any one time you know with, but with age
and experience some strategies become more frequent while others become less frequent.
31. Now, this is something you can observe in children that you know their behavior and
their way of interacting with the environment changes with age. So, they might say for
example, you know to get food from the mother the earlier thing was that you just cry
and their food is notice and you your demand is notice and you are given later, you can
just ask for it and stuff like and you know later you can get develop more nuanced ways
to ask for the same thing.
So, these strategies basically tell I mean these change over time and these effect how
children are acquiring an acquiring this knowledge and interacting how thing with the
environment you know they get this better and more specified theories about how things
work in this world.
(Refer Slide Time: 40:30)
Now the difference between facts and organization was demonstrated in a study where
there were 10 year old chess expert. So, children who were very good at playing chess
and they kind of were competing with college students who are amateurs at chess, but;
obviously, the college students they have more mental ability and you will expect them
to do better.
Now, when they were asked to memorize and recall lists of random numbers the college
students obviously, outperform the 10 year olds, but when they were tested on their
ability to recall the actual positions of the chess pieces the 10 year olds did it much better
as compared to the 18 year olds. So, as far as just the fact part just the ability your ability
32. part was concerned; obviously, the 18 year olds could do it better, but when organization
of this material is there then the you know these people the 10 year old children who
have had more practice with chess they; obviously, outperform the 19, 18 year old chess
amateurs.
So, this kind of demonstrates this distinction between, you know an approach which is
basically is resting of facts, but not only on facts, but organization of these factual
knowledge is well.
(Refer Slide Time: 41:38)
Now, we can move to socio cultural approaches, you know children’s intelligence does
not really develop or flower in isolation, it always is happening in response and in
context of a particular situation. So, while Piaget was emphasizing children’s interaction
with the environment the environment he was talking about was the physical
environment, this one is kind of ignoring the cultural context largely, but other
approaches the socio cultural context view of you know cognitive development.
It says that the child should not really be seen a only as a physical scientist, but also as a
newcomer to a culture you know say for example, you were born in a African family or
you are born in American family or born in Indian family within India there are so many
different cultures that are there whether you born to a Punjabi family or you know or
Tamil family or a Kashmiri family you know things like that.
33. So, the child has to also be seen as a newcomer to a particular culture and other than
what cognitive intellectual development the child will be doing, he will also be learning
how the culture operates and as a very important aspect and you know the culture
interacts with the kind of intelligence that the child is developing. So, this is something
so, children are also seeking to become a native by learning how to look at social reality
through the lens of that culture you know in my culture this is happening and you will
see children kind of pick up these aspects of their culture almost automatically.
(Refer Slide Time: 43:00)
So, cultural influences about you know upon children’s cognitive development can
manifest in a variety of ways children learn by observation, experience or at least
sometimes by hearing about an activity. A good example could be say for example; if
you talk about people living in the Kalahari Desert water is very scarce. So, if you try
and teach them this the concept of conservation by this you know the glass experiment
example that I was showing you recently they might not really be able to learn that, but
does that mean that these children are intellectually underdeveloped or they are challenge
or something maybe not.
They have their own special set of skills for example, they can at even that particular age
can succeed in finding and looking for water bearing roots because water is cursed you
have to find any source of water that might be there. So, that is also the kind of
34. intelligence that is more culturally entrenched that is more situated within the context
that the child is living in and that also needs to be emphasized adequately.
Now culture it might help in deciding or you know the frequency of certain activities for
example, traditional dancing is very common in the Balinese culture. So, children in the
born you know born and brought up in Bali might be very good at you know traditional
dancing and those kind of things they pick up very quickly, but say for example, in
Norway the culture involves a lot of skiing there is a lot of ice, it involves a lot of skiing
and skating.
So, same issue and here might develop skiing and skating a lot more than traditional
dancing you will see you cannot really say that you know this one is more cognitively
complex, this one is more cognitively simpler both are physical activities both are
basically within the cultural context that the child is born into Angeline kind of grasp
them accordingly.
(Refer Slide Time: 44:50)
Culture also determines how children will relate to particular activities for example,
children born in particular cultures where pottery is concerned considered important they
will actually associate learning poetry a learning pottery as a very important function you
know they will interact with their parents they will contribute to making pots and they
will basically you know end up maybe selling pots in the market. That is there is a very
35. important social economic activity that the child is mastering at you know a very very
early age.
In cultures say for example, you know or in privileged cultures for that matter were
making pottery is just a hobby course children will not really attach that much
importance to pottery. So, these people the formal people for whom making pots is part
of their earning their livelihood, it is part of their social interaction they will learn pottery
making in much more nuanced ways as compared to these people for whom pottery is
just a hobby that you kind of learn to do and you know it pass it off pass it off, as just a
socially you know useful productive work kind of thing or you know just a nursery
school pass time.
So, you can see how these you know how the culture is playing a role in just
differentiating these different aspects of skill acquisition. By contrasting the child’s role
in the activity also cultures tells us a lot about how children will pick up something, for
example, in particular cultures meat is obtained in the supermarket and children and
adults really have no part in you know getting the meat to the table they just go to the
supermarket pick up the frozen meat pay the money and they are fine with it.
But in some other cultures say for example, tribal cultures etcetera that the meat basically
has to be hunted you know it has to be basically you have to trap the animal kill the
animals and prepare the animal that is the entire you know aspect of eating meat has all
of these 3 or 4 steps. So, for them getting meat on the table is much richer activity as
compared to our culture where just you have to go to the supermarket you know buy the
meat from the freezer and pay and come back.
So, different activities how much the child is involved in a particular activity will also
kind of determine how much you know what kind of intelligence, what kind of skill set,
what kind of understanding of those activities, that the child will kind of grasp. So, this is
again something where I am talking about this the role of culture.
36. (Refer Slide Time: 47:18)
Now this socio - cultural views of development of cognitive development basically they
borrow largely from the work of this Russian psychologist Lev Vygotsky. Vygotsky
believed that we develop understanding you know and expertise, but I merrily through
what is described as apprenticeship you know we are just we are just observing, we are
just looking at you know being guided by the situation that we are in, you know we are
guided by more knowledgeable individuals and these individuals help us in
understanding you know more and more about our world and you know they help us, in
grasping more and more skills for children for that matter parents are these you know
highly skilled individuals.
So, children are really getting most of their information from parents how do they
behave, how do they eat, how do they sleep, how do they walk, how do they talk, all of
those kind of things children are basically learning as being apprentices in the same
things you know if the child eventually does all of the things that the father or the mother
is going to do. All of the you know things that the child was skills are that the child will
acquire, but the child is observing through these more knowledgeable more skilled
people all of these aspects.
Finally, he you know Vygotsky kind of defined 2 levels of cognitive development the
first is the child’s actual level of development what the child can do at a given point in
37. time and the child’s level of potential development say for example, what the child can
do when taught and trained to do something.
(Refer Slide Time: 48:50)
So, Vygotsky basically says you know that if you really want to measure you know the
how the child is developing you basically need to take into account both the actual
development, whatever the actual things as a child can do and also potential development
you give the child some task see how you can help him do it and see how quickly is
picking up that task.
So, to talk about a particular child you have to take into account both of these things and
that will be you know giving a more better they will be giving a better measure of the
cognitive development and you know it will help you provide appropriate instruction to
the child. Vygotsky reviewed language as central to cognitive development he says that
you know language plays a very important role in developing the new skills and
knowledge.
Language is actually one of the things that as we have talked about in this entire course
that it plays a role in understanding thoughts it plays a role in communicating expressing
all those kind of things and so according to Vygotsky language is one of the central tenets
of how cognitive development really goes through.
38. He says that children use their language ability language ability to guide their own
actions and to practice the new skill I mean that is one of the things that children are
constantly using and that is something that contributes to their overall development.
(Refer Slide Time: 50:12)
So, that is all from my site about cognitive development and we talked a little bit about
how they are you know initial perceptual abilities of the child are and will continue
talking about various aspects of development in the next lecture.
Thank you.