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Infant Development Process Analysis

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In part 4 we talk about the physical development and advancement in outset. Examining the example of development or the cephalocaudal design which is the grouping in which development continues through and through and the proximodistal design is the arrangement in which development begins at the focal point of the body and moves towards the furthest points. Moving into stature and weight it is said that the normal infant is 20 inches long and measures 7 pounds.newborns grown an inch each month in the principal year and triple their weight by their birthday. The most emotional change that an infant experiences is the adjustment in the cerebrum in the initial two years of life. After birth, the inflowing stream of sight, sounds, smells, touches, …show more content…

As indicated by this hypothesis, engine aptitudes are the consequences of many meeting factors, for example, the improvement of the sensory system, the body physical properties and its development potential outcomes, these are the objectives that the kid needs to go after the abilities. The reflexes administer the infant's conduct, net engine abilities include extensive muscle exercises, and fine engine includes finely tuned developments. In observation, nature advocates are alluded to as nativists and nature defenders are called empiricists. Piaget's constructivist see inclines toward an empiricist approach, underscoring that numerous perceptual achievements must anticipate the improvement of subjective stages in early …show more content…

Kids effectively develop their own subjective universes, building mental structures to adjust to their reality and through associations kids assemble detached practices into higher request all the more easily working psychological framework. As kids encounter psychological clash in endeavoring to comprehend the world they utilize osmosis and facilities to achieve harmony. Consideration is the concentrate of mental assets on select data and in early stages consideration is firmly connected with habituation. Inside the main year of birth a great part of the consideration is situating yet managed consideration likewise winds up plainly critical. Memory is the maintenance of data after some time. Babies as youthful as 2 to a half year of age can hold data about perceptual engine activities. The hippocampus and frontal projections of the cerebrum are engaged with advancement of unequivocal memory in early stages. Mandler contends that it isn't until around 7 to 9 months of age that newborn children frame calculated classifications, despite the fact that we don't know accurately when ideas development

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In Piaget’s cognitive stage, children from birth to the age of two go through this stage. In this stage, infants are developing the ability to coordinate their sensory input with there motor skills. An example would be, when kids are playing with toys and put the toys in their month and feel with their mouth. Infants also develop object Permanence. The object Permanence is when a child recognizes that objects continue to exist even when they are no longer visible.

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Piaget’s theory of cognitive development Piaget asserts, children are born with inherited scripts, called schema, these schema are building blocks for cognitive development. As a child grows, he acquires more of these building blocks; moreover, these building blocks become more complex as the child progresses through different stages in development (Huitt, Hummel 2003). Piaget’s 4 stages of cognitive development are as follows. First, The sensorimotor stage where an infant has rudimentary motor skills, and can eventually

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800 Words | 4 Pages

One of the first ways that an infant contributes to its own cognitive development is through their looking preferences and visual observation. In fact, research indicates that newborn infants are able to discriminate their mother’s face from that of a stranger shortly after birth (Field, 1984). It is through the work of Robert Fantz that the preferential-looking technique was discovered (Siegler et al., 2014, p. 174). Research employing Fantz preferential-looking technique indicates that infants prefer to look at objects rather than blank fields and moving objects rather than stationary (Siegler et al., 2014, p. 642).

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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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At five years old the child is in the preoperational stage of cognitive thinking. At this age children are limited by egocentrism, and are sometimes confused with appearance verse reality (Kail and Cavanaugh, 2013). Their memory is also in the early stages of cognitive thinking, and can be confused easily when events happen

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1497 Words | 6 Pages

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,

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1280 Words | 6 Pages

Traditionally assumed that the declarative memory system develops after the first year of life along with the maturation of hippocampus, leading to a dramatic shift in memory processing at such system (Bachevalier & Mishkin, 1984). However, a research found that six-month-old infants are likely to show retention in the puppet task for 24 hours (Barr et al, 1996). In fact that they could remember the person, the object and the context in which learning occurs. The results suggest that infants may have as initial mental structures necessary for encoding, storing and retrieving declarative memory. Unlike the

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871 Words | 4 Pages

Jean Piaget, unlike most people at the time, did not believe that children’s brains were just small version of adults’ brains, but that they develop with age. As he studied children, he began to theorize that development occurs not only sequentially, but in a cumulative fashion. 6-year-olds are capable of refined motor control that toddlers are not, but they’re incapable of logical and abstract thinking utilized by adults on a daily basis. Because of this, Piaget ascertained that children develop schemas, or frameworks for organizing and interpreting information, and modify them throughout their lives. While this theory explains why development is cumulative and becomes more complex with experience, development does not always fit into such a structured path.

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The shaping process of an infant is an extremely complicated and lovely process that last around 40 weeks sometime shorter or longer than the 40 week with the early fertilization of the egg and completion with the birth of the child. This occurs in three (3) main stages which are the: Germinal, Embryonic and fetal stage. Throughout each of these stages important development occurs. I will be explaining each of these stages describing what takes place during each stage and the time frame of when it occurs.

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According to this theory children undergo various stage series of cognitive development such as formal operational periods, sensory motor, concrete operational, and pre-operational (Doherty and Hughes, 2009). The child clearly displays that he is currently at the sensory motor stage that happen from birth to 2 years of age. Children at this stage understand the world through adopting their actions and senses through trial and error (Piaget & Cook, 1952). This is particularly interesting because he curiously puts things in his mouth and also like to feels things. For example, he will taste accessories such as earphones, phones covers and even one time he tried to put a razor blade in his mouth.

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1025 Words | 5 Pages

The development of skills is decisive for the child. The achievements of the skills open doors to the experimentation and learning of the environment, as well as in the development of the child intelligence. The child's learning is exposes to a variety of changes, passing through moments of accelerated progress and other times manifests frustrating delays, which is part of the natural cycle of development and learning. The development of a child occurs sequentially and progressively. All parts of the nervous system act in a coordinated manner to facilitate development of the skills, interacting with each other so that an orderly evolution of the skills occurs.

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1353 Words | 6 Pages

Throughout this whole semester there has been many important concepts about the development of life and how we can analyze the growth of one’s mind after birth. Psychologists make these observations closely in order to have a better understanding of how individual’s mindsets process information. In the textbook “Life-Span Development, 15th Edition” by John W. Santrock, he elaborates on how the brain works in different stages of life. For each stage of life there are different components to how the brain and the human body function properly. In chapter five of the book it talks about the cognitive development in infancy and how through this stage infants are starting to explore.

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802 Words | 4 Pages

Piaget developed a stage theory of intellectual development that included four distinct stages: the sensorimotor stage, from birth to age 2; the preoperational stage, from age 2 to about age 7; the concrete operational stage, from age 7 to 11; and the formal operational stage, which begins in adolescence and spans into adulthood. He believed that there were four necessary ingredients for cognitive development which included: “maturation of the nervous system, experiences gained through interaction with physical world, social environment, and child’s active participation in adapting to environment & constructing knowledge from experience.” (Sullivan, 2014, Slide 3) The sensorimotor stage occurs between birth and age 2. Infants and toddlers acquire knowledge through sensory experiences and handling objects.

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1368 Words | 6 Pages

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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1359 Words | 6 Pages

The development brain determines progress in capacity development physical, cognitive, social and emotional on the children. A child who is enjoying the attention, care, patience, play, communication will be willing to learn quickly, to develop his relationships. When we observe child development we have to look after following children development skills: gross motors, fine motors, language, cognitive and social. When we talk about children physical development we have to look after gross and

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