Cognitive Development Four to Seven months

• Is the construction of thought processes • babies can recognize their names

• Remembering, problem solving & decision
Nine months
making
• Childhood- adolescence- adulthood • imitate gestures & actions
• experiment physical properties of objects
Refers to how a person perceives, thinks, and
gains an understanding of his or her world through • understand simple words “no,”
the interaction of genetic and learned factors. • understand that object still exist even they
cannot see it.
- Information processing, intelligence, • begin to test parental responses to their
reasoning, language development & memory. behavior; throwing food on the floor.
IQ- Intelligence quotient • Remember the reaction and test the parents
again to see if they get the same reactions.
Stanford Binet Intelligence Qoutient (IQ) test
12 months
- First adopted for use in the United States by
psychologist Lewis Terman (1877-1956) in • Can follow fast moving objects
1916 from a French model pioneered in 1905. • Can speak two to four words; “mama” “papa”
• Imitate animal sounds
IQ scoring • Associate names with objects
- Is based on the concept of “mental age” • Develop attachments to objects; toy or
according to which the scores of a child of blanket
average intelligence match his or her age. • Experience “separation anxiety” when away
from their parents.
Infancy
18 months (1 yr & 6 mos.)
• Infants begin learning to use their senses.
• Newborns can focus • Able to understand about 10-50 words
• follow moving objects, • Identify body parts
• distinguish pitch & volume of sound, • Feel a sense of ownership by usuing the word
• see colors & distinguish their hue and “my” with certain people or object.
brightness, • Can follow directions that involve two different
• start anticipating events; sucking at the task; picking up toys & putting them in a box.
sight of a nipples.

Three months old Cognitive stages of development

• Infants can recognize faces Jean Piaget (1896-1980)
• imitate facial expressions; smiling &
frowning, - Most well-known and influential theory of
• respond similar words cognitive development, French psychologist.
- he envisioned a child’s knowledge as a
Six months old composed of schemas, basic units of
knowledge used to organize past
• babies are just beginning to understand
experiences and serve as a basis for
• imitate sounds
understanding new ones.
• enjoy hearing their own voice
- Schemas are continually being modifies by
• recognize parents
two complementary processes that Piaget
• fear strangers
termed assimilation & accommodation.
• distinguish between animate and inanimate • Assimilation –taking in new
objects information by incorporating it into an
• base distance of the size of an object existing schema.
• realize if they drop an object & pick it up again • Accommodation – happens when the
schema changes to gain knowledge.
1. Sensorimotor stage (infancy) Age Cognitive development: activity
- In this period which has sub-stages, 1 month - Watches person when spoken to.
intelligence is demonstrated through motor - Smiles at familiar person talking.
activity without the use of symbols. 2 months - Begins to follow moving person
- Knowledge of the world is limited, but with eyes.
developing because it is based on physical 5 months - Smiles at own image in mirror.
interactions and experiences. - Looks for fallen objects.
- Children acquire object permanence at about - Responds to own name.
seven months (memory). 7 months - tries to establish contact with a
➢ Physical development (mobility) person by cough or other noise.
allows the child to begin developing - Shows likes and dislikes.
new intellectual abilities. - May try to prevent face-washing
➢ Some symbolic (languages) abilities 9 months or other activity that is disliked.
are developed at the end of this stage. - Shows excitement and interest in
2. Pre- operational stage (toddlerhood & early foods or toys that are well-liked.
childhood)
- May understand some ‘where
- In this period, which has two sub-stages,
12 months is…? Question.
intelligence is demonstrated through the use
- May kiss on request.
of symbols, languages use matures, and
- Asks for objects by pointing.
memory and imagination are developed, but
15 months - Starting to feed self.
thinking is done in a non-logical, non-
- Negativism begins.
reversible manner. Egocentric thinking
- Points to familiar objects when
predominates.
asked “where is…?”
3. Concrete operational stage (elementary &
18 months - mimics familiar adult activities.
early adolescence)
- Know some body parts.
- In this stage, characterized by seven types
- Obeys two or three simple orders.
of conservation (number, length, liquid,
- Names several common objects.
mass, weight, area, and volume), intelligence
2 and a half - Begins to take interest in sex organs.
is demonstrated through logical and
years - Gives full names.
systematic manipulation of symbols related to
- Helps to put things away.
concrete objects.
- Peak of negativism
- Operational thinking develops (mental
actions that are reversible). Egocentric - Constantly ask questions.
thought diminishes. - May count to 10.
4. Formal operational stage (adolescence &
- Begins to draw specific objects.
adulthood) 3 years old - Dresses and undresses doll.
- In this stage, intelligence is demonstrated - Participates in cooperative play
through the logical use of symbols related to - Talks about things that have
abstract concepts. Early in the period, there happened.
is a return to egocentric thought. - May make up silly words and
- Only 35 percent of high school graduates in stories.
industrialized countries obtain formal - Beginning to draw pictures that
operations; many people do not think formally 4 years old represent familiar things.
during adulthood. - Pretends to read and write.
- May recognize a few common
words, cuch as own name.
- Can recognize and reproduce
many shapes, letters, and
numbers.
5 years old - Tells long stories.
- Begins to understand the
difference between real events
and make-believe ones.
 Common problems WHY IS SOCIAL DEVELOPMENT SO
IMPORTANT?
Cognitive impairment - is the general loss or lack
of development of cognitive abilities, particularly Social development can actually impact many of
austism and learning disabilities. the other forms of development a child
experiences. A child’s ability to interact in a heathy
The National Institutes of Mental Health (NIMH)
way with the people around her can impact
- Describes learning abilities as a disorder everything from learning new words as a toddler,
that affects people’s ability to either interpret to being to resist peer pressure as a high school
what they see and hear or to link information student, to successfully navigating the challenges
from different parts of the brain. of adulthood. Healthy social development can help
- These limitations can show up in many ways, your child:
such as specific difficulties with spoken and
Develop language skills
written language, coordination, self-control,
or attention. Such difficulties extend to An ability to interact with other children allows for
schoolwork and can impede learning to read more opportunities to practice and learn speech
or write or to do math. and language skills. This is a positive cycle,
because as a communication skills, a child is better
Parental concerns
to relate to and reacy to the people around him.
As of 2004, it is widely accepted that a child’s
Build self esteem
intellectual ability is determined by a combination
of heredity and environment. Thus although a Other children provide with some of her most
child’s genetic inheritance is unchangeable, there exciting and fun experiences. When a young child
are definite ways that parents can enhance their is unable to make friends it can be frustrating or
child’s intellectual development through even painful. A healthy circle of friends reinforces
environmental factors. They can provide a child’s comfort level with her own individuality.
stimulating learning materials and experiences
Strengthen learning skills
from an early age, read to and talk with their
children, and help children explore the world In addition to the impact of social development can
around them. As children mature, parents can have on general communication skills, many
both challenge and support the child’s talent. researchers believe that having healthy
relationships with peers (from preschool on up)
Social Development in Children
allows for adjustment to different school setting
- Refers to the process by which a child learns ang challenges. Studies show that children who
to interact with others around them. have a hard time getting along with classmates as
- They develop and perceive their own early as preschool are more likely to experience
individuality within their community, they also later academic difficulties.
gain skills to communicate with other people
Resolve conflict
and process their actions .
Stronger self-esteem and better language skills
Social development most often refers to how a
can ultimately lead to a better ability to resolve
child develops friendships and other
differences with peers
relationships, as well as how a child handles
conflict with peers. Establish positive attitudes
A child’s social development – her ability to A positive attitude ultimately leads to better
interact with other children and adults - is a critical relationships with others and higher levels of self
piece of the development puzzle. confidence.
HOW CAN PARENTS MAKE A DIFFERENCE
WHEN IT COMES TO SOCIAL DEVELOPMENT?

Studies show that everyday experience with

parents are fundamental to a child’s developing
social skill-set. Parents provide a child with their
very first opportunities to develop a relationship,
communicate and interact. As a parent, you also
model for your child every day how to interact with
people around you.

Because social development is not talked about as

some other developmental measures, it can be
hard for parents to understand the process and to
evaluate how their child is developing in this area.
There are some basic developmental milestones
at every age, as well as some helpful tips a parent
can support their child.

SOCIAL-EMOTIONAL DEVELOPMENT DOMAIN

Social-emotional development includes the

child’s experience, expression, and management
of emtions and the ability to establish positive and
rewading relationships with others (Cohen and
other 2005). It composes both intra- and
interpersonal processes.

The core features of emotional development

include the ability to identify and understand one’s
own feelings, to accurately read and comprehend
emotional states in others, to manage strong
emotions and their expressions in a constructive
manner, to regulate one’s own behavior, to develop
empathy for others, and to establish and maintain
relationships. (National Scientific Council on the
Developing Child 2004)

Health social-emotional development for infants

and toddlers unfolds in an interpersonal context,
namely that of positive ongoing relationships with
familiar, nurturing adults, young children are
particularly attuned to social and emotional
stimulations.