Why Kids Don’t Get It The prefrontal cortex is often referred to as the “CEO of the brain”. Located just behind the forehead as part of the frontal lobe, this region of the brain is responsible for cognitive analysis and equability of correct behavior in different situations. The prefrontal cortex is one of the last regions of the brain to fully mature, and an undeveloped prefrontal cortex cause children of young ages to react to situations in an inferior notion. The video “Why Kids Don’t Get It” captures several experiments of children reactions to particular games which are designed to aid the understanding of the phenomenon of brain maturity. The first experiment consists of three phases based on a memory game.
792-810. Summary: A take home point of this article is how age plays a role in event-based prospect memory in young children. Prospective memory refers to the processes associated with the task of carrying out delayed intentions. In three experiments, young pre-school and early school children were asked to identify objects pictured on cards, and also to remember to put cards with animals on them into a box. Asking the children to identify these objects represented the ongoing task.
Infancy was characterized by extreme egocentrism, which means that the child has no understanding of the world other than their own thoughts. Jean Piaget wanted to investigate at what age children gained object permanence. He placed a ball under a blanket, whilst the child was watching, and he then observed whether or not the child searched for the ball. Searching for the ball was the key feature of object permanence. The results were that Piaget found that infants were searching for the ball at around 8 months.
The first stage of his cognitive development is the sensorimotor stage this happens between birth and two years old. In this stage he said that infants “think” by acting on the world with their eyes, ears, hands, and mouth. As a result they invent ways of solving sensorimotor problems such as pulling a lever to hear the sound of a music box, finding hidden toys, and putting objects in and taking them out of containers. The next stage in his developmental theory is preoperational which happens between two and seven years of age. In this stage Piaget said that preschool children use symbols to represent their earlier sensorimotor discoveries.
Although he believed in four stages, only one is directly related to early childhood development and this is the sensorimotor stage. This occurs from birth to age two, during which the child tries to gain motor control and learn about physical objects. This stage promotes thoughts based on actions. Piaget maintains that there are six sub-stages in the sensorimotor stage even though children pass through three major achievements. A part of Piaget’s theory of learning and thinking involves the participation of the child, who must construct and reconstruct knowledge.
The concept is to let the child ‘fill in the blanks’ when more than one imaginary creature, a ‘wug’, is introduced. There is evidence to suggest that language acquisition begins even before birth. Tests show that new-born infants prefer to listen to recordings of the language which had surrounded the mother throughout pregnancy, than to others. Whilst being in the womb, this evidence suggests that the infant has already been listening to the intonation and rhythm of its surrounding language. The stage order of which a child has been proven to learn language is as follows; cooing, babbling, one-word stage, two-word stage, At around two months, the infant begins ‘cooing’ whereas at about six months ‘babbling’ is produced.
CYP 3.1 2.3 Explain how the theories of development frameworks to support development influence current practice Researched from How Children Learn by Linda Pound Jean Piaget - Cognitive Piaget was interested in intellectual development. He identified 4 stages of development from birth through to adulthood. These are Sensorimotor Piaget called the first 2 years of a child's life the sensorimotor stage. This is when babies/toddlers knowledge and understanding are chiefly drawn from physical action and their sight, sound, taste, touch and smell (senses). Preoperational This is the stage from the age of 2 year up to the age of around 6 or 7 years old.
With this information, Bowlby realized that the current explanation from Freud that infants love their mother because of oral gratification was wrong. His new theory stated that infants are social from a very young age, 6 months to less than two years old. The infants become focused on a particular individual or a few individuals. Bowlby proposed that “patterns of relating acquired in the early parent-child relationship are internalized and form the basis for how an individual enters and subsequently maintains other close relationships” (Bretherton). Bowlby's aim was to discover the consequences of difficulties in forming attachments in childhood, and the effects this would have on an infant's later development.
It is evident that nurture has a larger impact on personality and behavioral development, based on studies on three different subjects; early childhood development; feral children and isolates; and knowledge and intelligence. The way a child is raised is a major contributor to the child’s personality as it ages. Children are born with a blank slate, known as “Tabula Rasa”, and the first few years of ones life are important to the development of personality. There are many different theories about this subject, but all point out that the child’s behavior is affected by nurture. Erik Erikson’s theory on the psychological development of children consists of eight stages.
The term object permanence is used to describe a child’s ability to know that objects continue to exist even though they can no longer be seen or heard. The concept of object permanence plays an important role in the theory of cognitive development created by psychologist Jean Piaget. In the sensorimotor stage of development, a period that lasts from birth to about age two, Piaget suggested that children understand the world through their motor abilities such as touch, vision, taste and movement (Baillargeon 1991). Piaget became interested in the relationship between a child’s ability had with the environment. He firstly observed his own children as they played.