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Infant Development Assignment

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Do infants aged six months or younger know that an object, which has been hidden from view, still continues to exist? Jean Piaget is one of the most influential developmental psychologists of the twentieth century, and he published highly debated theories of infant development in 1950s. In his publication, The Origins of Intelligence in Children (1952), Piaget divided development into four stages: sensorimotor, pre-operations, concrete operations, and formal operations. The first one – the sensorimotor period lasts from birth to approximately 2 years of age (Piaget, 1952). Piaget believed that an infant has no innate knowledge about the concept of object permanence “the object is a mere image that re-enters the void as soon as it vanishes, …show more content…

Four-month-old infants looked at a broken one longer as a novel object and this suggests that infants perceived the visible parts and connected them behind the occluder to one object. This result indicates that infants are able to perceive the unity of an object even under partial occlusion. Kellman & Spelke (1983) claim that infants can represent the existence of hidden objects. Spelke et al (1992) carried out the experiment - Rolling Ball Study. During this experiment infants watched a ball that rolled slowly on the surface with the vertical obstacle blocking the way. 2.5 months old and four-month-old infants were tested and again they looked at the impossible outcome – when rolling ball appeared at a familiar position behind the barrier than at an outcome, in which the ball appeared at a novel position, was stopped by a barrier. Spelke et al (1990) carried out another experiment with infants in the fourth month. The infants were presented with a ball falling behind the screen and through the gap on a lower surface. The experiment used balls smaller (consistent) and larger (inconsistent) than the gap. The findings were clear that infants looked longer at the event with the large ball. This preference suggests that infants infer that a hidden object maintains its constant size and shape. Spelke et al (1992) claimed that infants understood the principle of solidity and could represent and reason about hidden objects. The results agreed with the studies by Baillargeon et al (1985) and even extended the findings to younger infants. These results show that 2.5-month-old infants are able to understand continuity and

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In this week’s Ted Talk, Alison Gopnik focused on the thought process of babies. In the past, people believed that babies could not perceive another individual’s thoughts, however with the passage of time these believes have changed. To help us understand what babies could be thinking and if they acknowledge other people’s thoughts, Gopnik explained how she and one of her students tested this idea by using broccoli and crackers. The student gave 15 and 18 month-old babies two bowls, one with broccoli and the other one with crackers, and the babies showed more preference for the one with the crackers. The student, on the other hand, tasted the food from both bowls in front of the babies and acted as if she loved the broccoli and dislike the

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Stage 1: The Sensori Motor Stage Birth to about 2years. In this stage the babies aren’t sure what happens to objects when they move from sight. This explains why babies are so surprised when they play peek-a-boo with an adult. During their first year they learn the concept of object permanence. In the video Baby Simon makes a classic mistake of looking for the toy plane where he last found it and not where he watched them hide it.

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According to the cognitive developmental theory of Swiss psychologist Jean Piaget, object permanence develops at the Fourth Substage of the Sensorimotor Stage. This is the

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From the moment the infant starts interacting with the outer world, he is engaged “in testing his phantasies in a reality

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Piaget and Maslow: Teaching the whole child Exceptional educators keep their fingers on the pulse of what their students need, in order to teach them effectively. Examining Piaget and Maslow’s theories, and applying them to the classroom will facilitate achieving this goal. Considering Piaget’s focus on development, and Maslow’s prioritization of human needs, one can integrate these ideas into classrooms and lesson plans that are optimized for student success.

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This theme addresses the question of whether or not children shape their own development. It is evident that the active child theme applies to the subject of infant cognitive development, as infants contribute to their development through the use of visual preferences and observation, interaction with the environment, and through the use of play. The bountiful research in the field of infant cognitive development serves as a confirmation that infants are not as inactive as they were once thought to be. Infants are the pioneers of their minds and they are able to gain a great deal of knowledge through their observation of the world

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During this developmental interview, I chose to conduct an observation/interview study with my one of my cousin’s child. This child is a 4 year old girl and will be identified as “child K” in relation to her first name. Her parents had no problem letting me interview her, but I had them stay in the same room as us. The purpose of this interview was to observe the child’s physical, cognitive, and socioemotional development. I observed her behavior and gave her several tests to show how well she has progressed.

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Cognitive abilities enable children to process the sensory information that they collect from the environment. According to Wood, Smith and Grossniklaus (2012), Piaget defined cognitive development as the progressive reorganization of the mental processes that results in biological experience and maturation. As numerous researchers have explained, children normally undergo many changes from birth to adolescents, most of them being growth related. According to Cook (2005), the changes in thinking is what researchers call cognitive development. In toddlers, cognitive development is observed through the early use of tools and objects, the child’s behavior when objects are moved in front of them and their understanding when objects and when people are in their environment.

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However there has been various studies that have carried out these experiments on younger infants and have argued with this statement. This essay will aim to look at different types of false belief tasks which include, change-of-location test, in which an object is moved in the absence of a story character (e.g., the ‘‘Sally–Anne’’ test; (Baron-Cohen, Leslie, & Frith, 1985; Wimmer & Perner, 1983), and the unexpected-contents test, in which a box does not contain what it is supposed to contain (the ‘‘Smarties’’ test; Hogrefe, Wimmer, & Perner, 1986; Perner, Leekam, & Wimmer,1987). Different studies will also be presented which include a negative argument towards the strength of the false belief task

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In this process the baby is aware of its existence with the help of discrete senses and feelings;

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This is the stage of object permanence. Toddlers learn how to grasp at objects. Piaget used his daughter and

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Brief History Jean Piaget was a Twentieth century Swiss psychologist and was the first psychologist to systematically study the cognitive development of children. Thomas (2005) wrote that early in Piaget’s career he worked with children and his observations and interactions with the students led him to the theory that a young person's cognitive processes are inherently different from those of adults (pp. 188-9). According to Ahmad, et al. (2005) , Piaget showed that when compared to adults, young children think in differently and he then came to the conclusion that cognitive development was an ongoing process which occurred due to maturation and interaction with the environment (p. 72).

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and it begins with the sensorimotor stage, a child from birth to the age of 2 years old learns and thinks by doing and figuring out how something works. The second stage is the preoperational stage and in this stage children from ages 2 through 7 years are developing their language and they do pretend play (Berk, 2005, p.20). Concrete operational is the third stage and children ages 7 to 11 years old lack abstract but have more logic than they did when they were younger. The last stage is formal

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