© Goodheart-Willcox Co., Inc. 9 Intellectual Development of the Infant

© Goodheart-Willcox Co., Inc. Objective Describe how and what infants learn.

© Goodheart-Willcox Co., Inc. How Infants Learn Intellectual development also called mental and cognitive development Stimuli

© Goodheart-Willcox Co., Inc. Brain Development Supports Learning Motor center – development is a multi-year process – continued

© Goodheart-Willcox Co., Inc. Brain Development Supports Learning Vision center – approximately three months window of opportunity is brief – continued

© Goodheart-Willcox Co., Inc. Brain Development Supports Learning Binocular vision is necessary for continued Binocular Vision:

© Goodheart-Willcox Co., Inc. Brain Development Supports Learning Thinking and memory centers – continued

© Goodheart-Willcox Co., Inc. Brain Development Supports Learning – research suggests activity begins at – wiring continues for about –

© Goodheart-Willcox Co., Inc. Perception Perception involves Perception – how things are alike and different in size, color, shape, texture – Perceptual learning continued

© Goodheart-Willcox Co., Inc. Perception Changes in preferences

© Goodheart-Willcox Co., Inc. Cognition Theoretical foundation –

© Goodheart-Willcox Co., Inc. Piaget’s Sensorimotor Stage Infants explore with Sensorimotor stage begins at Sensorimotor stage – Sensorimotor Stage: continued

© Goodheart-Willcox Co., Inc. Piaget’s Sensorimotor Stage Cont. work through in 1 st year substages 1 and 2 involve substages 3 and 4 involve Basis for continued

© Goodheart-Willcox Co., Inc. Piaget’s Sensorimotor Stage Substage 1 ( Reflexes Substage 2 ( Reactions Substage 3 ( Reactions Substage 4 ( Reactions continued

© Goodheart-Willcox Co., Inc. Piaget’s Sensorimotor Stage Substage 1 – Substage 2 – continued

© Goodheart-Willcox Co., Inc. Piaget’s Sensorimotor Stage Substage 3 – Imitating: continued

© Goodheart-Willcox Co., Inc. Piaget’s Sensorimotor Stage Substage 4 – example: – example: – example:

© Goodheart-Willcox Co., Inc. Vygotsky’s Basic Theory Child’s culture and his or her social environment determine Children learn by Scaffolding – continued

© Goodheart-Willcox Co., Inc. Vygotsky’s Basic Theory Adults should continued

© Goodheart-Willcox Co., Inc. Vygotsky’s Basic Theory Adults must work in a child’s – shows respect for what the child is learning and for child’s interests following the child’s lead Adults must find the child’s –

© Goodheart-Willcox Co., Inc. What Would You Do? If you were advising a child care provider on infant development, how would you suggest scaffolding a nine-month-old child’s learning?  Give two specific examples.

© Goodheart-Willcox Co., Inc. What Infants Learn A concept is:concept continued

© Goodheart-Willcox Co., Inc. What Infants Learn Concepts change from – Concepts are During the first year, continued

© Goodheart-Willcox Co., Inc. Perceptual Concepts Object constancy is: Object constancy – begins during – not fully developed until continued

© Goodheart-Willcox Co., Inc. Perceptual Concepts Object concept is: Object concept continued

© Goodheart-Willcox Co., Inc. Perceptual Concepts Object concept has two parts – object identity is: object identity – object permanence is: object permanence begins to develop as early as continued

© Goodheart-Willcox Co., Inc. Perceptual Concepts Depth perception is: Depth perception Requires the development of Needed for Rather well developed by

© Goodheart-Willcox Co., Inc. Objective Explain how infants express what they know through language.

© Goodheart-Willcox Co., Inc. Language: Brain Development Research Language is closely related to Brain development research shows language wiring begins – continued

© Goodheart-Willcox Co., Inc. Language: Brain Development Research Sequence of brain development continued

© Goodheart-Willcox Co., Inc. Language: Brain Development Research Vocabulary: Vocabulary – infants speaking vocabularies Relationship between language and growth –

© Goodheart-Willcox Co., Inc. Objective Identify the order in which infants learn.

© Goodheart-Willcox Co., Inc. How Babies Communicate

© Goodheart-Willcox Co., Inc. Crying and Cooing Newborns do not have control over During first month, babies communicate by Between the, most babies begin to coocoo –

© Goodheart-Willcox Co., Inc. Babbling Babies babble by:babble continued

© Goodheart-Willcox Co., Inc. Babbling Important Practice all sounds of the world’s languages – Babies babbling is not monotone (at a single pitch), but with inflectionsmonotoneinflections –

© Goodheart-Willcox Co., Inc. Babbling Monotone – Sounds all in a single pitch Inflections – Changes of pitch

© Goodheart-Willcox Co., Inc. First Words Babies can begin to talk Same sounds must be used each time to refer to: Specific person Object Place Event – For it to be classified as a word continued

© Goodheart-Willcox Co., Inc. First Words Before talking, babies must – continued

© Goodheart-Willcox Co., Inc. First Words First words often come from Reduplication babbling is: Reduplication babbling

© Goodheart-Willcox Co., Inc. Passive Versus Active Vocabulary Passive vocabulary: Passive vocabulary Active vocabulary: Active vocabulary Babies’ passive vocabulary their active vocabulary

© Goodheart-Willcox Co., Inc. Baby Signing Baby Signs is – 100 plus gestures come from American Sign Language (or ASL, the sign language for people who are deaf) some baby-friendly modifications of ASL gestures Parents should begin signing when the baby is –

© Goodheart-Willcox Co., Inc. Did You Know? ASL is a complete language. You communicate using hand shapes, direction and motion of the hands, and facial expressions. ASL has its own grammar, word order, and sentence structure. You can share feelings, jokes, and complete ideas using ASL.

© Goodheart-Willcox Co., Inc. active vocabulary. Words a person uses in talking or writing. babble. Making a series of vowel sounds with consonant sounds slowly added to form syllables. binocular vision. Type of vision that involves fusing an image so it appears as one image using both eyes. cognition. Act or process of knowing or understanding. Glossary of Key Terms

© Goodheart-Willcox Co., Inc. concept. Idea formed by combining what is known about a person, object, place, quality, or event. coo. Light, happy sound babies begin to use to communicate between six and eight weeks after birth. depth perception. Ability to tell how far away something is. imitating. Copying the actions of someone else. inflections. Changes of pitch. Glossary of Key Terms

© Goodheart-Willcox Co., Inc. intellectual development. How people learn, what they learn, and how they express what they know through language. monotone. Sounds all in a single pitch. object concept. Ability to understand that an object, person, or event is separate from one’s interaction with it. Glossary of Key Terms

© Goodheart-Willcox Co., Inc. object constancy. Ability to understand that objects remain the same even if they appear different. object identity. Ability to understand that an object stays the same from one time to the next. object permanence. Ability to understand that people, objects, and places still exist even when they are no longer seen, felt, or heard. Glossary of Key Terms

© Goodheart-Willcox Co., Inc. passive vocabulary. Words a person understands, but does not say or write. perception. Organizing information that comes through the senses. perceptual learning. Term used to describe the process of developing mental images. reduplication babbling. Repeating the same syllable over and over again. Glossary of Key Terms

© Goodheart-Willcox Co., Inc. sensorimotor stage. First of Piaget’s stages of cognitive (intellectual) development in which children use their senses and motor skills to learn and communicate with others. stimuli. Changes in the environment, such as sound or light, that affect the sensory organs causing the person to react. vocabulary. Words a person understands and uses. Glossary of Key Terms