ESSENTIAL QUESTION: HOW DOES AN INFANT’S BRAIN DEVELOP AND WHAT CAN CAREGIVERS DO TO PROMOTE DEVELOPMENT? Chapter 9: Intellectual Development in Infants

ESSENTIAL QUESTION: HOW MIGHT YOU PROMOTE BRAIN DEVELOPMENT IN AN INFANT? HOW IS BRAIN DEVELOPMENT RELATED TO OTHER FORMS OF DEVELOPMENT IN INFANTS? Section 9-1: Early Brain Development

A NEURON is: Links between neurons are called: A nerve cell in the brain Neural pathways Created quickly Formed continuously during early years Reach peak at age 10

Newborns learn about the world through their senses touch taste smell hearing sight

LEARNED RESPONSES REFLEXES Present at birth No control Deliberate action Skills that result from brain’s ability to direct body’s actions

LOOK AT YOUR OTHER CLASS HANDOUT FOR DIAGRAMS OF 1.THE PARTS OF THE BRAIN, AND 2. HOW NEURONS WORK.

Dendrites Receives information from other neurons and passes it to the body of the nerve cell. PARTS OF A NEURON

Dendrites Processes information Cell Body PARTS OF A NEURON

Dendrites Carries information from cell body to dendrites Cell Body Axon PARTS OF A NEURON

Dendrites Coating on axon that makes transmissions easier Cell Body Axon Myelin PARTS OF A NEURON

Dendrites Gap between dendrites of different neurons Cell Body Axon Myelin Synapse PARTS OF A NEURON

Dendrites Chemical released by the axon. Looks for a dendrite to attach to. Cell Body Axon Myelin Synapse PARTS OF A NEURON Neurotransmitter

=== Building the Brain This increase in connections is a direct result of: Therefore: More dendrites grow More linksMore neural pathways More brain power More tasks More actions More flexibility Sensory input The more interaction baby has with the world The more complex the brain’s wiring

Each child’s brain becomes organized in a unique way. Makes the brain work faster!! Based on child’s experiences Skills increase due to more pathways Child continues to learn and refine skills Connections are not permanent Brain can be reorganized Myelin

How can you stimulate brain development? Keep it simple and natural Match the experience to the child’s ability Practice Actively involve baby Provide variety – don’t overload Avoid pushing the child

ESSENTIAL QUESTION: HOW DOES INCREASED MOBILITY IN A CHILD’S FIRST YEAR CONTRIBUTE TO THE CHILD’S INTELLECTUAL DEVELOPMENT? Section 9-2: Intellectual Development During the First Year

Perception is: Baby’s ability to learn from sensory information Perception improves as experiences are repeated.

4 Signs of Intellectual Development in Infants Remembering Experiences Making Associations Paying Attention Understanding Cause and Effect

YESNO Because… X Television can’t take the place of live interaction. Interaction includes looks, gestures & reactions directed specifically at the child.

JEAN PIAGET Swiss Psychologist He had a large influence on what is known about how children learn. Observed infants and children Identified 4 major learning stages in children Children who don’t have opportunities to apply skills at each stage may not reach their full potential. Children must learn one skill before they move on to another. Ages vary – Stages are average ages.

Piaget’s Four Periods of Learning Sensorimotor Period Preoperational Period Concrete Operations Period Formal Operations Period Age: CHARACTERISTICSCHARACTERISTICS Learn through senses & actions Birth Adult Children learn through their own actions Can think logically, but still learn best through experience Capable of abstract thinking

The concept that objects continue to exist even when they are out of sight is: Babies understand this usually at about 10 months. Object Permanence

IMAGINATIVE PLAY Possible at 18 – 24 months. SYMBOLIC THINKING Possible at 18 – 24 months. ♦ Pretending ♦ Make-believe ♦ Dramatic play The use of words and numbers to stand for ideas

CONCEPTS Can form at 1-3 years. General categories of objects and information

How Children Learn Words and Concepts They understand that labels are for whole objects, not parts. Example: Children believe labels apply to the group to which the object belongs, not to the particular object. Example: Young children believe that an object can have only one label. Example: As a child matures, concepts become more accurate. The word “dog” means the whole thing – not just a nose or tail. Name vs. using pronouns. “Susie wants to go” not “I want to go.” Everything with 4 legs and a tail is a dog.

ESSENTIAL QUESTION: HOW DOES PARENTS’ LOVE FOR THEIR INFANT AFFECT THEIR RESPONSIVENESS TO THEIR INFANT? HOW DOES RESPONSIVENESS AFFECT LEARNING IN INFANTS? HOW DOES PLAY AFFECT LEARNING IN AN INFANT? Section 9-3: Helping Infants Learn

Ways Parents and Caregivers Can Encourage Learning Learn about child development… understand what is age appropriate Give baby time and attention. Provide positive feedback Express love Talk! Talk! Talk!

Childproofing your home: ♦ Allows a child to explore safely ♦ Allows a child more mobility than a playpen

PLAY Is essential to intellectual development Is necessary for physical development Infants learn language skills from listening to and interacting with others Moving around strengthens muscles which allows them to walk.

Birth – 3 Months4 – 6 Months7 – 9 Months Months What toys would you recommend for each age group?

DEVELOPING COMMUNICATION Automatic CryingDifferentiated CryingPattern Crying Movements and GesturesSpecial Sounds COMMUNICATING WITHOUT WORDS Communicates any type of discomfort Cry followed by a pause to listen for reactions, then more crying. Different tone for different needs. Fussy cry, hungry cry, etc. First used to communicate Later used to reinforce spoken words Giggles, coos

LEARNING TO SPEAK Baby associates meanings with words. This is a gradual process. It depends on the caregiver talking to the baby. Use simple words, not baby talk.

Random Babbling Newborn is physically unable to speak. Physical Progression of Speech: Specific Babbling Simple Words Muscles and vocal cords don’t work well together. Babababa Preparing to say words. Comes close to real words. Reinforced by caregiver. Mama Dada Bye

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