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Infants Intellectual Development & Learning 01/2014 Chapter 9 Study of the Brain • We are born with all of the neurons we will have! -Neurons are nerve cells in the brain. • Babies’ intellectual skills grow faster in the first year than any other time. • How the brain develops in a baby’s first year of life has profound effects on the baby’s whole life. • Babies’ increased brain function is tied to the quantity and quality of stimulating experiences that a baby has. How It Works… • At birth, the brain has billions of nerve cells called neurons. • In response to experiences, the brain immediately begin to develop “links” between these neurons. – For example: as caregivers hold, play with and talk to an infant, the baby uses these experiences to develop more links. • These “links” wire the brain so that it can control different body functions and thinking processes. – For example: 4 day old babies can distinguish between their parents’ voices and other voices due to the linkages in the brain that the baby formed in the first few days. Learning in the First Year A baby’s brain is fed by what it experiences through the perception. Perception= learning through sensory information. Jean Piaget’s sensorimotor period (birth- 2) – Infants learn through their SENSES and their OWN ACTIONS Sensory Play http://www.youtub e.com/watch?v=a o5bdkHwGh4 Intellectual Abilities in the First Year (Develop these to show their growing intellectual abilities) • Remembering experiences. – May stop crying when someone comes in because they know they will be picked up • Making associations – Baby associates a caregiver with comfort • Understanding cause and effect – Sucking causes milk to flow • Paying attention or attention span – The length of time a person can concentrate on a task without getting bored grows longer • Object Permanence – 10 months they are able to know an object still exists even if it is not seen • Part of Sensorimotor period Concept Development Concept development = the ability to organize information received from your senses. Learned through 3 principles: 1. Children begin by thinking labels are for whole objects and not just parts. Example: when a child’s parent points to a dog, the child associates the label with the entire animal and not just his nose or ears Concepts continued… 2. Children believe that labels apply to the group to which objects belong. Example: Child thinks any four legged animal is a “dog.” 3. Children tend to believe that an object only has one label. Example: “dog” is only one size, shape, and color. Not different breeds. Developing Communication • Babies communicate long before they can talk! – Develop different cries for different problems – Send messages with movements & gestures – Makes special sounds: giggles & cooing • Before learning to speak, infants must learn to associate meanings with words! – Caregivers must talk to infant to help them learn • Use simple words and speak clearly • Avoid “baby talk” • Babies get ready for speech by babbling (repeating syllables & sounds). Ex: “babababa” Importance of play Play=Intellectual development Toys are the tools for learning and strengthens their muscles, refines motor skills, and learn about the world. Age Appropriate Toys Birth to 3 months: Bright colors, moving objects, & interesting sounds. Mobile above the crib, bright colored tummy mat, and mirrors Age Appropriate Toys 4 - 6 months Sense of touch is especially important. Touch, handle, bang, shake, suck, and chew Teething rings, cups, rattles, stuffed animals, & toys that make noise. Toys with different textures. Age Appropriate Toys 7 - 9 months Toys that provide opportunities to pound, shake, rattle, and roll. Anything that makes noise!!! Blocks, balls, and safe household items. Age Appropriate Toys 10 - 12 months Toys to crawl after Toys they can push and pull Things they can manipulate Dump and fill boxes and bins Picture books Apply What You Learned... PART ONE: Summarize your notes in (3) sentences. PART TWO: On Page 286, identify the (6) different tips to stimulate brain development in an infant. For each tip given, provide (2) examples on how you can specifically do that with an infant.