INTELLECTUAL DEVELOPMENT FROM AGES ONE TO THREE Chapter 13

Objectives: How do children learn? Explain children develop concepts? How do one to three year olds develop in several areas of intellectual activity?

ROLE OF INTELLIGENCE Intelligence is… the ability to interpret or understand everyday situations and to use that experience when faced with new situations or problems. Intelligence is shaped by heredity because….. Intelligence is shaped by environment because… Heredity because everyone is born with certain limits Environment because has a great influence because of interactions with family members, availability of plaything and encouragement. Toddlers and preschoolers form their attitudes toward learning that will last a life time. If curiosity is encouraged, the child develops a positive attitude toward learning

METHODS OF LEARNING Incidental Learning Through experience and play, children learn in one of four ways. Incidental Learning A child leans the cause and affect theory. If they push the red button, the toy makes a noise. They are not attempting to learn anything it just happens.

Trial and Error Learning METHODS OF LEARNING Trial and Error Learning Learning takes place when a child tries several solutions before finding one that works. Experimenting (touch cat, pick up cat, pull tail) Krista and brothers truck (pg409)

Imitation METHODS OF LEARNING Child watch others and copy what they are doing---good and bad

METHODS OF LEARNING Directed Learning Results from being taught (alphabet, body parts, name and address) Lasts for entire life.

CONCEPT DEVELOPMENT As children learn to think, they begin to organize information they receive from their senses. They begin to form concepts. Concepts develop in one of three ways: 1st they believe labels belong to whole groups not individual objects-----dog 2nd they learn to categorize by shape, color and size---size is the most difficult to learn Concepts are general categories of objects and information 3rd they learn the concept of time. Begin with before, after and soon. Much later comes today and tomorrow

Intellectual activity is broken down into 7 areas. THE MIND AT WORK Intellectual activity is broken down into 7 areas. All of these areas develop throughout life but are especially remarkable from years one to three.

ATTENTION What are your senses taking in right now? see pictures, read words, light in the room, neighbors reaction, smells, room temperature, people being rude and talking… You have learned to block a lot of this out, children cannot do that. They are easily distracted. This develops with age. A 3 year old has a longer attention span than a 1 year old has.

MEMORY Without memory, there would be no learning. As children age, their memory gets better. A one year old afraid of a dog may be afraid of all animals A two year old who’s father goes away for a week, will remember when he comes home. A three year old remembers simple requests or directions and can identify colors Memory increases with age.

A newborn learns about the world through perceptions. As children gain new information, their brain begins to organize itself. Talking to children and using descriptive words will help a child become more perceptive. Perceptions are information received through the senses. ‘LOOK AT THE BLUE COAT”---YOUR SHIRT IS BLUE---WHAT ELSE IS BLUE? Answering all the “why” questions will help to improve their perception.

When giving them choices, keep them limited and simple. REASONING This is basic to the ability to solve problems and make decisions. It is also important in recognizing relationships and forming concepts. Young toddlers reason through trial and error while older toddlers are less physical and more mental (shape sorter) When giving them choices, keep them limited and simple. Toddlers learn to make good decisions through practice---give them a chance!

IMAGINATION This becomes apparent at about 2 years—scientists are uncertain if babies have imaginations. Imagination is an important part of learning because it allows a child to try new things and be different people---in their imagination. Children use their imagination to connect what they see and hear with themselves. Until the age of 5, children don’t understand the difference between reality and imagination

CREATIVITY Imagination is used to produce creativity The end result is usually a product (painting..)

CURIOSITY Curiosity fuels the brain and development and learning occurs. This is what causes children to wonder WHY! Children begin to have new experiences and explore---they are curious. NEVER stifle a child’s ability to learn and explore.

READINESS TO LEARN Children can learn a new skill when they are physically and intellectually ready. This is another term for…. When children are pushed to learn things they are not ready for, they become frustrated and feel like they are failing. However, if you do not push children to learn things they are ready for, they will become “lazy” and not try. (shoes)

ENCOURAGING LEARNING FROM ONE TO THREE OBJECTIVES: HOW CAN PARENTS/CAREGIVERS ENOCUREAGE YOUNG CHILDREN TO LEARN? HOW DO YOU CHOOSE SAFE, APPROPRIATE TOYS THAT PROMOTE MENTAL, PHYSICAL AND SOCIAL SKILLS? HOW DOES SPEECH DEVELOP? WHAT ARE COMMON SPEECH PROBLEMS AND APPROACHES TO SOLVING THEM?

HELPING TO GUIDE LEARNING GIVE TIME AND ATTENTION TAKE ADVANTAGE OF SIMPLE LEANING ACTIVITIES ALLOW TIME FOR THINKING GIVE ONLY AS MUCH HELP AS THE CHILD NEEDS ENCOURAGE CHILDREN TO DRAW THEIR OWN CONCLUSIONS SHOW THEN HOW TO SOLVE PROBLEMS MAINTAIN A POSITIVE ATTITUDE KEEP EXPLAINATIONS SIMPLE AND ON CHILD’S LEVEL ALLOW CHILD TO EXPLORE AND DISCOVER HELP CHILDREN UNDERSTAND THE WORLD TAKE FREQUENT BREAKS

PLAY ACTIVITIES AND TOYS Toys are an important part of play. Toys allow children to use their imagination. Toys encourage development of large and small motor skills. Toys help children learn to share and cooperate.

EVALUATING TOYS FOR CHILDREN Is it safe? Flammable? Consumer Product Safety Commission Is it well made and durable? Will it encourage the use of imagination? Will it be easy to care for? Will it be easy for the child to handle? Is it colorful?

AGE APPROPRIATE TOYS 1-2 YEARS 3-4 years Emphasis on small motor skills Dressing dolls Cars/trucks Clay/color/paint Puzzles Tricycles Learn through exploration Household objects Swings Balls Riding toys Dolls Simple puzzles 2-3 years Child imitates adults Household toys (play kitchen…) Crayons Books Large blocks sandbox

SPEECH DEVELOPMENT Language abilities grow at a very rapid pace. Children vary greatly in their timing of speaking skills. The first 3 years of life are the “window of opportunity” for learning words. Children’s language development is strongly influenced by how caregivers and older children speak to them.

SPEECH DEVELOPMENT FOR ONE YEAR OLDS Speak in a clear, engaging way Encourage them to talk back Talk a lot FOR TWO YEAR OLDS They start combining words Make short sentences Use basic rules of grammar (pronouns) FOR THREE YEAR OLDS Use more words in sentences (3-6 words) They tend to add “s” to end of words (foots)

Speech language pathologist SPEECH DIFFICULTIES Some children are “late talkers”. If a child doesn’t understand what is being said or speaks very little they should be evaluated by a professional. Speech language pathologist It is important for children to be identified and helped as early as possible. Some common causes of speech problems are poor hearing, mental retardation, learning disabilities, and emotional problems.

Many children have problems with articulation. SPEECH PROBLEMS Many children have problems with articulation. It is common for some children to skip syllables of words or leave off endings of words. As a parent/caregiver, avoid constantly correcting a child’s speech problems. It makes the child feel more insecure. Articulation is the ability to use clear, distinct speech Stuttering is a more serious problem. This occurs because their speaking and thinking abilities are immature. Sometimes their mind goes faster than their mouth.

SPEECH PROBLEMS Cause of stuttering is not completely understood. Many stutter’s need to treatment with a SLP to overcome the problem. As a parent/caregiver, do not finish the word for the child. You may think you are being kind but you are not helping the child to speak better. Children with speech problems need extra love. Ridicule and correction only make the problem worse.