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By: BM. Intelligence is the ability to interpret and understand everyday situations and to use that experience when faced with new situations or problems.

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Presentation on theme: "By: BM. Intelligence is the ability to interpret and understand everyday situations and to use that experience when faced with new situations or problems."— Presentation transcript:

1 By: BM

2 Intelligence is the ability to interpret and understand everyday situations and to use that experience when faced with new situations or problems.

3  A persons intelligence is determined by heredity and environment.  During early period, the foundation for later learning is formed.  They are curious about everything and want to try it all.

4 Children learn on their own through everyday experiences and also through play.

5 Researchers made 4 groups of learning 1.Incidental Learning  Is unplanned learning  Children learn by doing things with their bodies 2.Trial and error learning  Is learning in which a child tries several solutions before finding out what works. Ex. Doing a puzzle 3.Imitation  Is learning by watching and copying others. Ex. Mimicking  Both skills and attitude is learned by imitation 4.Directed learning  Is learning from being taught, either formally or informally  Directed learning begins in the early years and continues throughout life

6 Children form concepts which are general categories of objects and information.

7  Children start to organize what they have learned into their senses.  As child's knowledge grows the concepts are more refined and accurate.  They also learn to categorize objects by color, size, and shape.  Concepts of life and time aren’t understandable yet at this age group.  They believe everything is alive.  Concepts of time are slowly improved during the third year.

8 Most basic element of intellectual are attention, memory, perception, reasoning, imagination, creativity and curiosity.

9  Aware of size, shape and colors.  As children mature they gradually develop the ability to ignore most of the info their senses provide and to concentrate on one item of interest.  1-3 years old can focus more then a one year old.

10  A child reacts to a situation by remembering similar experiences  If a one year old is frightened by a dog for an example then they will be scared of all animals, but as they grow up and become older they can remember the particular dog and can compare judge from others.  Earliest skill of memory is recognizing parents faces  By age 2 their memory grows incredibly

11  2-3 year olds are encouraged to learn by constantly asking “why?” “what is it?” and “how does it work?” that’s why people hear child say it so often  Commenting on the environment and answering questions helps improve a child's perception and helps there concept development.  The more you ignore their questions, the less motivation they have to learn

12  Babies at their first year intend to push away “toys” to get another, but as they grow up the child solves problems by trying more possible solutions by putting away toys  Enjoy playing with a box which you match the block shape into the box  Parents should give chances to make right decisions.  By letting them make decisions the child will learn how to focus on the choices and thoughtful decisions on their own.

13  It became noticeable at about two years of age that children where using their imagination more often.  Its important to learning.  Children use their imaginations to connect what they see and hear with themselves.  Till about age 5 children don’t understand where imagination ends and reality begins.

14  The use of imagination to produce something  Normally something others can see  Some ways a to promote creative  Encourage play activates that depend on exploration, imagination, and creativity.  The process of creating is more important than the product.  Parsing the child will encourage future creativity.

15  Is a source of learning and increases with age.  Parents sometimes smother a child’s curiosity by protecting them to much.  Young children seem to be into everything and this should be allowed

16 Children can only learn a new skill when they are physically and intellectually ready. It’s important to push children to learn skills, but even more important to avoid delaying skills that children are ready to learn.

17 Giving your time and attention:  Children learn best when there encouraged  Being their with them is very important Allow time for thinking:  Toddlers need time to consider choices and make decisions Give only as much help as the child needs:  Let the child do the most they can  If possible let the child do the final step in an task

18 Encourage children to draw their own conclusions:  Seeing and doing helps reinforce learning Showing how to solve problems:  Never take over a child's project  Watch and encourage a child Maintain a positive attitude:  Encourage learning by letting the child know you have confidence in it’s abilities.

19 Allow children to explore and discover:  Constantly saying “don’t do this” and “don’t touch that” inhibits sensor and motor experiences.  Children learn through all their senses and through play. Help Children understand the world and how it works:  Always bring children along on daily routines and errands and whatever possible.  Encourage children to participate at home

20 Playing with allows children to experience imaginary situations and act out different roles.

21  Also develop large and small motor skills  Share and cooperate with others  Non talking toys are usually better because it leads to the child using there imagination more.  Colorful toys are more desirable When picking toys for your kids to play with ask!  It’s the toy safe?  Is it well made and durable?  Will it be easy to care for?  It is colorful?  Will it be easy for the child to handle?  Is it appropriate for child’s age?

22 One to two years old:  A child practices body control and learns through exploration  The noise from toys help teach and entertain a child Two to three years:  Children become more coordinated and understanding  Is very inspired by what adults are doing  Toys which are great for this age group are child-sized broom, small shovel, plastic or wooden tools, play dishes, empty food containers, similar items to what parents are using. Three to Four years:  Continue to enjoy some toys as when two  Imagination and motor skills increase their interests  Love to paint with their hands  Love the tricycle and playground

23 Everyone learns to speak at their own speed and learn individual words.

24  Babies learn to say words by repeating the sounds they hear  During age 1 they use one word to express a thought  At age two children begin to combine words  At age three grammar starts to imply  Listening to others talk is a way children start to speak

25 Not all children are blessed with the ability to speak properly but some have difficulties that follow them through out life.

26  Parents shouldn’t be concerned if their child isn't talking lots before the age three.  Some children have trouble with certain sounds.  Stuttering is a serious speech difficulty  Child’s speaking and thinking abilities are still immature before age three  Some stutters aren't actually stutters but instead a child is trying to think  The child is always learning new words and ways to describe things so it sometimes takes a few seconds for the right word to come with some parents think is a stutter.  A speech therapist is commonly contacted if a child has a stutter or has trouble say some sounds.

27  Text Book- The Developing Child  By Holly E. Brisbaine  Google Images  best-toys-for-intellectual-development/  hill.com/sites/ /student_view0/unit4/chapter12/  cdg03.htm


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