Presentation on theme: "12 Contents Chapter Section 12.1 Brain Development from One to Three"— Presentation transcript:
1 12 Contents Chapter Section 12.1 Brain Development from One to Three Intellectual Development from One to ThreeContentsSection 12.1 Brain Development from One to ThreeSection 12.2 Encouraging Learning from One to Three
2 Section 12.1 Brain Development from One to Three Both heredity and environment play major roles in the development of a child’s intelligence.Intellectual activity becomes increasingly complex.
4 Brain DevelopmentThe brain plays a major role in directing behavior and determining intelligence.intelligenceThe ability to interpret and understand everyday situations and to use prior experiences when faced with new situations or problems.4
5 Brain DevelopmentNeuroscience has expanded the knowledge of how a child’s brain develops.Children learn concepts and words for those concepts in stages.neuroscienceThe modern study of the brain.5
6 Methods of LearningMuch of what children learn comes from everyday experiences and play.According to Piaget, between the ages of one and three years, toddlers progress from the sensorimotor to the preoperational period.What can children learn by helping a parent sort laundry?6
7 Methods of LearningThere are four methods of learning that children use:incidentaltrial-and-errorimitationdirectedtrial-and-error learningLearning that takes place when a child tries several solutions to find one that works.Incidental learningUnplanned Learning.7
8 Methods of LearningThere are four methods of learning that children use:incidentaltrial-and-errorimitationdirectedimitationLearning by watching and copying othersdirected learningLearning that results from being taught, often by parents, other caregivers, teachers, or older siblings.
9 Intellectual Activity Areas The seven areas of intellectual activity develop throughout life:attentionmemoryperceptionreasoningimaginationcreativitycuriositycreativityA mental ability that involves using the imagination to produce original ideas.9
11 Section 12.2 Encouraging Learning from One to Three Children need to have certain skills before they are ready to read or learn basic math concepts.During this time, their language skills grow rapidly.Toys play an important developmental role.
12 Content Vocabulary Academic Vocabulary reading readiness math readinessarticulationstutteringunstructureddecipher
13 Readiness for Learning Children need to have acquired certain skills before they are ready to read or learn basic math concepts.There are many ways parents and caregivers can help guide a child’s learning.
14 Readiness for Learning Parents and caregivers can encourage reading readiness and math readiness during play and everyday activities.reading readinessLearning the skills necessary for reading, including letter recognition and the understanding that letters of the alphabet combine to form words on a page.math readinessThe level of knowledge of basic math concepts, such as number recognition, needed for learning math.
15 Language AbilitiesThere are several parts of language that children have an inborn ability to decipher:Children may experience speech difficulties.soundswordssentencesgrammardecipherTo interpret; to study something until it can be understood.
16 Play Activities and Toys Toys play an important role in the development of one-to three-year-olds:Toys encourage motor skills to develop.Toys can encourage social skills such as sharing and cooperating with others.How do you think some of your favorite childhood toys helped develop your motor skills?
17 Play Activities and Toys Parents and caregivers should know how to evaluate toys for young children.
18 Brain Development from One to Three Chapter SummarySection 12.1Brain Development from One to ThreeIntelligence is determined by both heredity and environment.Children learn concepts and the words for those concepts in stages.Learning methods include incidental, trial-and-error, imitation, and directed learning.There are seven areas of intellectual activity.18
19 Encouraging Learning from One to Three Chapter SummarySection 11.2Encouraging Learning from One to ThreeChildren’s learning can be guided by adults.Caregivers should encourage reading and math readiness during play and everyday activities.Toys should be safe, appealing, and appropriate to a child’s age.Speech difficulties include problems with articulation and stuttering.19
20 ReviewDo you remember the vocabulary terms from this chapter? Use the following slides to check your knowledge of the definitions.The slides in this section include both English and Spanish terms and definitions.Start
21 neuroscience neurociencia The modern study of the brain. El estudio moderno del cerebro.Show Definition
22 intelligence inteligencia The ability to interpret and understand everyday situations and to use prior experiences when faced with new situations or problems.La habilidad de interpretar y entender situaciones cotidianas y de usar experiencias anteriores al enfrentar situaciones o problemas nuevos.Show Definition
23 aprendizaje incidental incidental learning Unplanned learning.Aprendizaje no planeado.Show Definition
24 trial-and-error learning aprendizaje por ensayo y error Learning that takes place when a child tries several solutions to find one that works.Aprendizaje que sucede cuando un niño prueba varias soluciones para encontrar la que funciona.Show Definition
25 Learning by watching and copying others. imitationimitaciónLearning by watching and copying others.Aprender por medio de observar e imitar o copiar a otros.Show Definition
26 aprendizaje dirigido directed learning Learning that results from being taught, often by parents, other caregivers, teachers, or older siblings.Conocimientos que se adquieren mediante la enseñanza, ya sea de maestros, padres, hermanos mayores u otras personas a cargo de cuidar al niño.Show Definition
27 creativity creatividad A mental ability that involves using the imagination to produce original ideas.Habilidad mental que involucra utilizar la imaginación para crear ideas originales.Show Definition
28 preparación para la lectura reading readiness Learning the skills necessary for reading, including letter recognition and the understanding that letters of the alphabet combine to form words on a page.Aprender las habilidades necesarias para leer, incluyendo el reconocimiento de las letras del alfabeto y la comprensión de que éstas se combinan para formar palabras en una página.Show Definition
29 preparación para las matemáticas math readiness The level of knowledge of basic math concepts, such as number recognition, needed for learning math.Nivel de conocimiento de conceptos básicos necesarios para aprender matemáticas, como por ejemplo, reconocer los números.Show Definition
30 articulation articulación The ability to use clear, distinct speech. Habilidad para hablar de manera clara.Show Definition
31 When a person speaks with sporadic repetition or prolonged sounds. stutteringtartamudeoWhen a person speaks with sporadic repetition or prolonged sounds.Cuando una persona habla con repeticiones esporádicas o sonidos prolongados.Show Definition
32 elicitprovocarTo bring forth; to produce some sort of reaction or response.Generar una reacción o respuesta.Show Definition
33 To suppress, or prevent the development of something. stiflereprimirTo suppress, or prevent the development of something.Contener, o evitar el desarrollo de algo.Show Definition
34 Lacking formal organization. Que no tiene organización formal. unstructuredno estructuradoLacking formal organization.Que no tiene organización formal.Show Definition
35 To interpret; to study something until it can be understood. decipherautodisciplinaTo interpret; to study something until it can be understood.Interpretar; estudiar algo hasta entenderlo.Show Definition
36 Intellectual Development from One to Three End ofChapter 12Intellectual Development from One to Threehomeglencoe.com