 Intelligence- the ability to interpret or understand everyday situations and to use that experience when faced with new situations or problems.  A child's intelligence is shaped by heredity and the environment.  The individuals potential of intelligence is actually developed by one’s personal environment.

 Incidental learning- unplanned  Trial-and-error- takes place when a child tries several solutions before finding one that works  Imitation- learning by watching and copying others  Directed learning- learning that results from being taught

 Concepts- general categories of objects and information  Concepts can range from categories like “fruit” and color, shape or abstract ideas such as time.  As children learn to think, young children begin to organize the information they receive from their senses.

 This is what children develop throughout life:  Attention  Memory  Perception  Reasoning  Imagination  Creativity  Curiousity

 At this age they have short attention spans, but they start to be able to focus on one activity for a lot longer of a time.  As they grow they develop the ability to ignore most of the information their sense provide and to concentrate on one item of interests.

 As children develop they are able to react to a situation by remembering similar experiences in the past.  By age two toddlers have a fairly good memory.

 Newborn babies learn about the world through perception  Caregivers play a key role in toddler’s and preschoolers development of perception.

 This is the basic ability to solve problems and make decisions.  Babies show the beginning of simple problem-solving ability about four to six months of age.

 No one knows if babies have an imagination or not.  It becomes more apparent in children at around the age of 2.  They use it to connect to what they see and hear.  Always respect a child’s imagination

 This is usually the object that others can see, such as finger painting.  Sometimes the creative product isn’t objects, they can be daydreams or dramatic play.

 They are curious about the world around them  Curiosity causes children to try new things  When parents are dealing with this, they need to remember to have patience and a healthy dose of humor.

 Children only learn a new skill when they are physically and intellectually ready.

 Suggestions to help them learn:  Give time and attention  Take advantage of simple learning opportunities  Allow time for thinking  Give only as much help as the child needs  Encourage them to make their own conclusion  Show hoe to solve problems  Maintain a positive attitude  Keep explanations simple and at child’s level  Allow children to discover and explore  Help the children understand the world and how it works

 Evaluating toys: are they safe for that age group?  Flammable:  Easily burns  Is it well made and durable?  Will it be easy to care for?  Will it encourage the use of imagination?  Is it colorful?  Will it be easy for the child to handle?

 One to Two yrs:  Metal pans, stuffed animals, plastic containers, swings, riding toys  Two to Three yrs:  Child size broom, small shovel, plastic or wooden tools, play dishes, crayons and clay  Three to Four yrs:  Cars, trucks and dolls

 Speech difficulties  Number of reasons: late in development, ESL  Speech-language pathologist- a person who studies disorders that affect speech and language. They can work in schools and hospitals

 I need different groups:  You are going to think of a game for each of the following developments: attention, memory, perception, reasoning, imagination, creativity, curiosity.  That means you need to have 7 different games. You can make them up if needed.  Put on poster paper and draw a picture for each one to illustrate the developments.