Transcript Intellectual Development in Infants

Intellectual
Development in Infants
Chapter 9
Early Brain Development
• Neurons – nerve cells in brain
• Neural pathways – links between
neurons – wire the brain for thinking
processes
• Link development reach peak at age
10
Brain structure
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Cerebrum
Thalamus
Cerebellum
Pituitary Gland
Brain Stem
Spinal Cord
How the Brain Works
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Axons
Myelin
Dendrites
Synapses
Neurotransmitters
Stimulate Brain
Development
• Keep it simple and natural
• Match experiences to child’s mental
abilities.
• Practice makes perfect
• Actively involve the baby
• Provide variety , but avoid overload
• Avoid pushing the child. See page 286
Intellectual Development
in the First Year
• Key terms
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Perception
Attention span
Sensorimotor period
Object permanence
Imaginative play
Symbolic thinking
Concepts
Signs of Intellectual
Development
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Remembering experiences
Making associations
Understanding cause and effect
Paying attention
Piaget’s Learning
Theories
• Sensorimotor – 0-2 years – learn thru
senses and actions.
• Preoperational – 2-7 years – in the moment
– own activities and perceptions
• Concrete operations – 7-11 years – think
logically, learn best thru experiences
• Formal operations – 11-adult – capable of
abstract thinking
Sensory Play
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Learning to move hands and feet
Crawling and walking – opens up world
Seeing, touching smelling, listening
Everything goes in mouth
Need to provide objects and toys
that stimulate child’s senses
Concept Development
• Concepts – general categories of
objects and information
– Think that labels are for whole objects,
not parts
– Think that labels apply to the group that
the objects belong in
– Believe that an objects can only have
one label.
Helping Infants Learn
• Understand Age Appropriate for
each child
• Give child time and attention
• Positive feedback
• Express love
• Talk, talk, talk
• Keep environment safe – child proof
Different Toys for
Different Ages
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Birth to 3 mos.
4-6 mos.
7-9 mos.
10-12 mos.
Toys
• The word “Toy” comes from an old English
term that means :TOOL
• Toys are TOOLS for a child.
• With these tools, children are allowed to
use their senses, fine and gross motor
skills, and their imaginations.
• Cognitive and social skills are also
increased as a child plays with toys.
• Toys are valuable TEACHING tools.
Toy Selection
• Make sure the toy is DAP
– Toys for age-appropriate development of the child
• Soft & Cuddling Toys
– Dolls, stuffed animals, etc.
• Manipulation/Small Motor Skill Toys
– Blocks, puzzles, snap, gears, games, etc.
• Large Motor Skill Toys
– Tricycles/bikes, balls, jump ropes, scooters, etc.
• Dramatic Play
– Dress-up clothes, furniture and accessories, etc.
Safety Issues
• SIZE of toy and pieces
• Larger than the child’s two fists
• No SHARP edges or points
• Broken toys should be fixed or thrown away
• NON-TOXIC materials
• Avoid all painted toys for babies & toddlers
• DURABLE, WASHABLE and CLEAN
• Toy’s that won’t break easily
• Toys that can be cleaned easily
Child Protection and
Safety Act
• SIZE of toy and pieces
• Larger than the child’s two fists
• No SHARP edges or points
• Broken toys should be fixed or thrown away
• NON-TOXIC materials
• Avoid all painted toys for babies & toddlers
• DURABLE, WASHABLE and CLEAN
• Toy’s that won’t break easily
• Toys that can be cleaned easily
Toys should be …
• AGE- APPROPRIATE (DAP)
– Check the suggested age on the packaging
• SAFE
– This applies to new and used toys
• TEACH a Skill or Concept
– Aide in one of the 5 areas of Child
Development
• FUN - FUN - FUN!!!
The End
• For more fun view Classic Toys
PowerPoint