Augustine Joshua Palacios Diaz Child Development ED 205 Sec 02 Ms. Rosaline Cepeda February 25 th, 2013

Chapter 6: Cognitive Development in Infancy and Toddlerhood  Bell-work: Suppose you were seeking a child-care setting for your baby. What would you want it to be like and why?

S.L.O.’s:  Students will be able to…  Explain how Vygotsky’s concept of the zone of proximal development expands our understanding of early cognitive development.  Describe the mental testing approach, the meaning of intelligence test scores, and the extent to which infant tests predict later performance.

S.L.O.’s con’t:  Discuss environmental influences on early mental development, including home, child care, and early intervention for at-risk infants and toddlers.  Describe major milestones in language development in the first two years, individual differences, and ways adults can support infants’ and toddlers’ emerging capacities.

Norms: Be Prepared Participate Respect Each Other Give me 5! (eyes on me, ears listening, hands free, be silent, be still) Have fun and enjoy my first presentation.

The Social Context of Early Cognitive Development  Vygotsky believed that children master tasks within the zone of proximal development.  Tasks that the child cannot yet handle alone but can do with the help of more skilled partners.  Cultural variations in social experiences can affect mental strategies within the first year.

Individual Differences in Early Mental Development  The mental testing approach measures intellectual development in an effort to predict future performance.  Intelligence quotient or IQ compares an individual’s performance with a standardization or same age individuals, whose performances form a normal distribution.  Developmental quotients or DQs are used rather than IQs since infant tests predict later performances poorly.

Individual Differences in Early Mental Development Research with the Home Observation for Measurement of the Environment (HOME) shows that an organized, stimulating home environment and parental affection, involvement, and encouragement of new skills repeatedly predict higher mental test scores. Standards for developmentally appropriate practice specify program characteristics that meet young children’s developmental needs. Early interventions can prevent the gradual declines in intelligence and the poor academic performance in infancy through childhood.

Language Development  Getting Ready to Talk- infants begin cooing at 2 months and babbling around 6 months. At 10 – 11 months, babies’ skill at establishing joint attention improves, and by 12 months they actively engage in turn-taking games and use preverbal gestures.  First Words-Around 12 months, toddlers say their first word. Young children often make errors of underextension and overextension.  The Two Word Utterances -telegraphic speech occurs once vocabulary reaches about 200 words. Focuses on high- content words, omitting smaller, less important ones.

Language Development-cont.  Language comprehension develops ahead of production.  Individual and Cultural Differences:  Most toddlers use referential style of learning in which early words consist largely of names for objects.  A few use an expressive style, in which social formulas and pronouns are common and vocabulary grows more slowly  Supporting Early Language Development  child-directed speech(CDS) is a simplified form of language that is well suited to young children.  Adults in many cultures tend to speak this way with younger children.

 Warm-up Activity – Crossword Puzzle Identify and answer the following Definitions relating to Cognitive Development in Infancy and Toddlerhood.  Break into 3 Groups.  Fill in the Crossword Puzzle, up and down.  The first group to complete activity will receive a reward!

 Activity #1: Fill in the Blanks Game  Break into 2 Groups – Count in twos  Get into Groups  Group will have a runner up and a listener.  Fill in the blanks is displayed with images group is to guess the word. First group to get the word, runner must go up to listener, listener can’t give answer till group says “Meow”.

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COGNITIVE

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VYGOTSKY

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TELEGRAPHIC

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HOME

 Conclusion or Assessment: Share what you’ve learned! Hacky Sack Pass.