1. © Goodheart-Willcox Co., Inc.

2. 9 Intellectual Development of the Infant

3. © Goodheart-Willcox Co., Inc. Key Terms intellectual development stimuli binocular vision perception perceptual learning cognition sensorimotor stage imitating concept object constancy object concept continued

4. © Goodheart-Willcox Co., Inc. Key Terms object identity object permanence depth perception vocabulary coo babble monotone inflections reduplication babbling passive vocabulary active vocabulary

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

6. © Goodheart-Willcox Co., Inc. How Infants Learn Intellectual development is how people learn, what they learn, and how they express what they know through language Intellectual development – also called mental and cognitive development Stimuli are changes in the environment that affect sensory organs causing a person to react Stimuli

7. © Goodheart-Willcox Co., Inc. Brain Development Supports Learning Motor center – wiring begins at about two months development is a multi-year process – learning of voluntary gross-motor movements begins – wiring for fine-motor movements begins at two or three months continued

8. © Goodheart-Willcox Co., Inc. Brain Development Supports Learning Vision center – very active in early infancy – see objects at many distances very clearly by two or three months – binocular vision is the goal binocular vision approximately three months window of opportunity is brief – activity in vision center peaks at eight months continued

9. © Goodheart-Willcox Co., Inc. Brain Development Supports Learning Binocular vision is necessary for recognizing how far away an object is continued

10. © Goodheart-Willcox Co., Inc. Brain Development Supports Learning Thinking and memory centers – infants make sense of what is happening and then attempt to make something happen themselves continued

11. © Goodheart-Willcox Co., Inc. Brain Development Supports Learning – research suggests activity begins at six months – wiring continues for about 10 years – need a rich environment for optimal development

12. © Goodheart-Willcox Co., Inc. What Do You Think? Brain development research has provided information suggesting a rich environment is needed to stimulate thinking and memory centers of babies’ brains. What are some examples of a rich environment for babies?

13. © Goodheart-Willcox Co., Inc. Perception Perception involves organizing information that comes through the senses Perception – how things are alike and different in size, color, shape, texture – speed of organization – reaction to different sensory experiences Perceptual learning is the process of developing mental images Perceptual learning continued

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

15. © Goodheart-Willcox Co., Inc. Cognition Cognition is the act or process of knowing or understanding Cognition Piecing together perceptions Theoretical foundation – Jean Piaget – Lev Vygotsky

16. © Goodheart-Willcox Co., Inc. Piaget’s Sensorimotor Stage Infants explore with their senses and motor actions Sensorimotor stage begins at birth, most children complete it in two years Sensorimotor stage – work through four substages in first year substages 1 and 2 involve baby’s own body substages 3 and 4 involve people and objects Basis for future mental development continued

17. © Goodheart-Willcox Co., Inc. Piaget’s Sensorimotor Stage Substage 1 (birth to 1 month) Practicing Reflexes Substage 2 (1 to 4 months) Primary Circular Reactions Substage 3 (4 to 8 months) Secondary Circular Reactions Substage 4 (8 to 12 months) Coordination of Secondary Circular Reactions continued

18. © Goodheart-Willcox Co., Inc. Piaget’s Sensorimotor Stage Substage 1 – find stimulation through inborn reflexes – practices reflexes making them strong and more efficient Substage 2 – uses voluntary actions from reflexes – adapt basic actions continued

19. © Goodheart-Willcox Co., Inc. Piaget’s Sensorimotor Stage Substage 3 – notice responses to actions – practice action/response sequences – begin imitating actions of othersimitating continued

20. © Goodheart-Willcox Co., Inc. Piaget’s Sensorimotor Stage Substage 4 – begin to have goals example: want to hear a rattle make noise – problem-solve by combining two or more actions example: pick up rattle, shake it – use tools to attain goals example: use handle of rattle, pull closer

21. © Goodheart-Willcox Co., Inc. Vygotsky’s Basic Theory Child’s culture and his or her social environment determine how a child will think Children learn by imitating and/or working on projects with an adult or more accomplished peer – scaffolding continued

22. © Goodheart-Willcox Co., Inc. Vygotsky’s Basic Theory Adults should follow lead of children continued

23. © Goodheart-Willcox Co., Inc. Vygotsky’s Basic Theory Adults must work in a child’s zone of proximal development (ZPD) – shows respect for what the child is learning and for child’s interests following the child’s lead Adults must find the child’s ZPD – children can be challenged, without feeling overwhelmed finding the match

24. © 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.

25. © Goodheart-Willcox Co., Inc. What Infants Learn A concept is an idea formed by combining what is known about a person, object, place, quality, or eventconcept continued

26. © Goodheart-Willcox Co., Inc. What Infants Learn Concepts change from – simple to complex – concrete to abstract – incorrect to correct Concepts are different for each person During the first year, infants form many concepts continued

27. © Goodheart-Willcox Co., Inc. Perceptual Concepts Object constancy is knowing that objects remain the same even if they appear different Object constancy – begins during the first year – not fully developed until the second or third year continued

28. © Goodheart-Willcox Co., Inc. Perceptual Concepts Object concept is the understanding that the world of objects, people, and events are separate from one’s interactions with them Object concept continued

29. © Goodheart-Willcox Co., Inc. Perceptual Concepts Object concept has two parts – object identity is knowing that an object stays the same from one time to the next object identity – object permanence is knowing that people, objects, and places still exist even when they are no longer seen, felt, or heard object permanence begins to develop as early as a month or two of age continued

30. © Goodheart-Willcox Co., Inc. Perceptual Concepts Depth perception is the ability to tell how far away something is Depth perception Requires the development of binocular vision Needed for safety purposes Rather well developed by seven to nine months of age

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

32. © Goodheart-Willcox Co., Inc. Language: Brain Development Research Language is closely related to mental development Brain development research shows language wiring begins at birth, if not before – first wiring has to do with sounds of language, which are needed to understand speech and to speak continued

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

34. © Goodheart-Willcox Co., Inc. Language: Brain Development Research Vocabulary consists of the words a person understands and uses Vocabulary – infants speaking vocabularies lag behind what they understand Relationship between language and social and emotional growth – language used to express feelings or emotions – before language is developed, infants express feelings physically

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

36. © Goodheart-Willcox Co., Inc. How Babies Communicate Crying and cooing Babbling First words

37. © Goodheart-Willcox Co., Inc. Crying and Cooing Newborns do not have control over the sounds they make During first month, babies communicate by crying Between the sixth and eighth week, most babies begin to coocoo – coo more when others talk to, smile at, and touch them

38. © Goodheart-Willcox Co., Inc. Babbling Babies babble by making a series of vowel sounds with consonant sounds slowly added to form syllablesbabble continued

39. © Goodheart-Willcox Co., Inc. Babbling Important pretalking skill Practice all sounds of the world’s languages – around one year, babies make only the sounds needed to speak languages they hear Babies babbling is not monotone (at a single pitch), but with inflectionsmonotoneinflections – express happiness, requests, commands, questions

40. © Goodheart-Willcox Co., Inc. First Words Babies can begin to talk within the last three months of the first year Same sounds must be used each time to refer to a specific person, object, place, or event to be classified as a word continued

41. © Goodheart-Willcox Co., Inc. First Words Before talking, babies must – understand object permanence – understand that people, objects, places, and events have names – remember words that go with people, objects, places, and events – have the ability to make sounds – realize that talking is important continued

42. © Goodheart-Willcox Co., Inc. First Words First words often come from babbling Reduplication babbling is the repetition of the same syllable over and over Reduplication babbling

43. © Goodheart-Willcox Co., Inc. Passive Versus Active Vocabulary Passive vocabulary includes the words that people understand, but cannot say or write Passive vocabulary Active vocabulary includes the words used in talking or writing Active vocabulary Babies’ passive vocabulary far exceeds their active vocabulary

44. © Goodheart-Willcox Co., Inc. Baby Signing Baby Signs is a formal sign language for hearing babies – 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 six or seven months old – babies begin signing about two months later

45. © 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.

46. © 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

47. © 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

48. © 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

49. © 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

50. © 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

51. © 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