...Social Cognition ECE: 353 Cognitive Development of Infants and Young Children Instructor: Sandi Levinson August 14, 2012 Social Cognition Social cognition refers to the awareness of one’s own and other people’s mental states (i.e., acquiring a theory of mind), including emotions, motives, desires and feelings. Socio-cognitive skills, such as the ability to understand, describe and predict people’s mental states, allow children to develop a strong social cognition (Moore, 2010). Developing social and cognitive awareness is especially important during infancy to prepare children to interact properly with the social world prior to school entry. For example, it is through group activities that children gradually learn the importance of sharing. This crucial ability originates from children’s understanding that other children may have a desire to play with the same toys (Moore,2010). Along the same line, recent evidence indicates that children’s socio-cognitive skills may have a direct impact on the quality of their relationships and school success. Children with a more developed social cognition tend to be better communicators, socially competent, popular with peers, happier at school, and academically more advanced. In contrast, those with poor social cognition are more likely to have difficulty making the transition to school, to react more violently in face of harsh parenting, and to experience difficulties in school that may be misread as conduct problems...
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...210-B16 Liberty University Abstract According to Berger (2011), early childhood is defined as the ages two through six. During this time the child does what he/she knows best and learns through the act of playing. However, what happens when a child accidentally commits a crime can cause controversy. The purpose of this case study is to determine at what age is a child held criminally responsible. The law states that children under the age of seven are not considered criminally responsible for committing a criminal act. Within this case study, we will explore and support why developmental factors within this age group support the legal system. Criminal Responsibility within Children In Michigan, a child at the age of six stole a weapon from his home and accidentally murdered a fellow student that he had argued in the past. When the child was questioned about the crime, he stated it was an accident and he was only trying to scare her. What role does development play in the decision making process at this age? According to Berger (2011), a child at the age of six lacks the brain maturation and development that would allow to purposefully commit a criminal act. The pre-frontal cortex is responsible for the brain’s decisions. This includes proper planning, selecting, and coordinating. Maturation of the prefrontal cortex plays a major part in the development of children. Older children can think before they act, while children between the ages of...
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...psychologists who concentrated on the systematic analysis of cognitive development. Jean Piaget contributed in the field of learning by developing a theory of cognitive development in children. His detailed and close observational studies of children’s cognition in addition to administering ingenious tests to children revealed varying cognitive abilities. Piaget’s drive to study the cognitive development in children was informed by the psychological assumption that children have reduced or less thinking competency that adults. As such, Piaget made observations that children have a different mode of thinking compared to adult members of the society. Piaget established that children have innate and basic genetically inherited and evolved mental structures upon which later knowledge and learning stems from (Piaget, 1936). The cognitive theory developed by Piaget contributes to the understanding of cognitive development in children. Cognitive development theory by Piaget concentrates more on the cognitive development and does not argue about learning and acquiring information on given behaviors. Cognitive theory details elaborate stages of cognitive development that differ from one another. As such, the cognitive theory contributes to the field of cognition by explaining processes and systems by which children and infants develop to become people who are able to reason and think (Piaget, 1936). Cognitive development theory by Piaget established the process of progressive mental processes...
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...Developmental Profile (Typical) Introduction Human development is the process of growth from a one-celled zygote through to a mature adult human being. Development occurs in the physical, cognitive and psychosocial realms and can be influenced by heredity, environment and maturation (Papalia et al., 2009). During childhood, typical physical development involves the acquisition of the fine and gross motor skills including coordination, control, movement and manipulation. Typical physical development during adolescence involves pubescent changes as the body develops and matures sexually. During young adulthood, physical development involves one’s organs and systems operating at peak efficiency. As an individual moves through to late adulthood, these systems slowly deteriorate along with overall health, stamina and strength. In terms of cognition, thinking and problem solving skills, conceptual understandings, information processing ability and overall intelligence develop throughout an individual’s lifespan. With respect to psychosocial, this includes how a person’s mind, emotions, and maturity levels evolve. In terms of this assignment, the purpose is to present a profile of a typical thirty-two year old male and to analyse his development through theoretical perspectives. My individual is named Andrew; he is single but dates regularly, Caucasian from North America, is university educated and works as an accountant for a bank. Andrew grew up in the suburbs...
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...Abstract Child development is an ongoing progressive process. The child development process is stages which every child must go through in their growth. It encompasses learning and mastering of abilities like walking, talking, sitting, standing, etc. Children acquire these developmental milestones during periods in their lives as they grow. A child must develop in one area before progressing to another. In development stages, children experience, cognitive development, social and emotional development, language development, and gross motor skills development. Developmental milestones are talents or skills that children obtain through particular moments in time. Children develop these milestones in a chronological order. One skill must be developed before another skill can be learned or mastered. In normal circumstances, a child normally successfully achieves milestones at certain ages and stages in their lives. We all have our milestones past and future, personal and professional, individual and in common. (French 2012) Childhood Development Case Study Babies develop skills such as bonding mechanisms. They begin to recognize voices, imitate sounds. At about 6 months, they sit up alone, babble and begin making sounds. By toddler ages they walk, climb, and begin to repeat words. They begin to interact with other toddlers. As they grow they begin to develop other skills. By the time they are 4 years old, they develop...
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...psychologists who concentrated on the systematic analysis of cognitive development. Jean Piaget contributed in the field of learning by developing a theory of cognitive development in children. His detailed and close observational studies of children’s cognition in addition to administering ingenious tests to children revealed varying cognitive abilities. Piaget’s drive to study the cognitive development in children was informed by the psychological assumption that children have reduced or less thinking competency that adults. As such, Piaget made observations that children have a different mode of thinking compared to adult members of the society. Piaget established that children have innate and basic genetically inherited and evolved mental structures upon which later knowledge and learning stems from (Piaget, 1936). The cognitive theory developed by Piaget contributes to the understanding of cognitive development in children. Cognitive development theory by Piaget concentrates more on the cognitive development and does not argue about learning and acquiring information on given behaviors. Cognitive theory details elaborate stages of cognitive development that differ from one another. As such, the cognitive theory contributes to the field of cognition by explaining processes and systems by which children and infants develop to become people who are able to reason and think (Piaget, 1936). Cognitive development theory by Piaget established the process of progressive mental processes...
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...Cognitive Processes: Memory The human body is wired and created in a manner that various developments occur as one advances in age; for instance, it would be impossible to have a new born child who can speak. Most of the cognitive processes in human beings develop over time and, in fact, most of them get developed as a result of the various situations and experiences that one undergoes on a daily basis. Cognition is the intricate process through which a living being can decode and comprehend various aspects of the surrounding. For instance, it would be an aspect of cognition when one can identify that there has been a drop in temperature and it has, therefore, become cold. Cognition is not only unique to human beings as some animals also exhibit sufficient intelligence to understand the various cognitive processes (Schacter & Scarry, 2001). This paper shall evaluate these cognitive processes with particular regard to the aspect of memory as it develops with age and how the memory status of a child differs from that of a person with advanced age. The Idea of Memory Memory could be described in simple terms as the aspect and process through which living organisms are able to store, decipher and even retrieve information. Memory mainly deals with information and the manner of handling that information on a day to day basis. The intricate process and aspects of memory, however, seek to go beyond just storing and retrieving information; there is the idea of how one can interpret...
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...determined by sampling educated families from each of the selected State, local government, and villages in Southeast Nigeria. Forty six item questionnaires were used for data collection. Data collected were analyzed using frequency, and mean. The findings include: environmental factor, finance, parental practices among others are factors that determine child readiness and practices in southeast Nigeria; Recommendations on appropriate School Readiness Factor and Practice of Children in Families n southeast Nigeria were made based on the research findings. KEYWORDS: xraying, school readiness, practice, children, families Introduction (Background of the study) Readiness is a term used to describe preparation for what is next to take place. School readiness factor and practice of children are the preparation, practice and teaching to the individual child to be ready for school in the family, though according to experts, readiness has no single definition. Karoly,, Kilburn, Cannon (2005) experts identify that readiness is a multifaceted concept that goes beyond academic and cognitive skills to include physical, social, and emotional development, as well as approaches to learning. X-raying school readiness factor and practice of children in families (a case study of Southeast Nigeria) is a proper and careful extraction of how children...
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...important facet of theory of mind is the individual’s ability to comprehend the subjectivity of mental states and the comprehension that other individuals also have desires, beliefs and intentions that notably differ from that of our own. This understanding is highly significant to human functioning according to Baren-Cohen (1995). Premack & Woodruff (1978) stated that theory of mind is particularly important for social cognition and that being able to comprehend the world through another’s eyes and to appreciate their emotions and points of view will make it possible to predict what their behaviour and actions may be in certain situations. It has also been researched how deficits and impairments in the development of theory of mind can relate to autistic spectrum conditions. Research into cognitive development mainly begins with Piaget (1962) who claimed that children usually begin development by being cognitively egocentric. However despite Piaget’s (1962) early understanding of the mind, which looked at young children’s play and cognitive development most theorists agree that children in fact acquire many of the abilities at an earlier age than Piaget (1962) originally supposed. Research into theory of mind has found that children aged 4-5 have a relatively...
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...Mind innate? Critically discuss with reference to genetic, social and cultural evidence. Theory of mind refers to an individual’s ability to understand the mental states of others (Baron-Cohen, 1989b). According to Buttelmann et al. (2008) over the years; psychological practice has seen an increase in research, debating whether theory of mind is innate. This apparent increase stems from controversial standard false-belief tasks and its influence on a person’s ability to have an operative theory of mind (Chandler, Fritz & Hala 1989). The connotations of these standard false-belief tasks act as an indicator for specific age boundaries, in which children are meant to start attributing mental states to others, through their understanding of false belief (Perner and Ruffman, 2005; Fodor, 1992; Mitchell,1996). The implications of these standard false-belief tasks will steer this discussion to focus on the extent at which theory of mind can be considered as innate with reference to genetic, social and cultural evidence. According to Whiten, (1993 pg. 3) “a theory of mind remains one of the quintessential abilities that makes us human” .Yet prior to Baron-Cohen’s (1989a) study, the traditional view held by most child developmental psychologists, (Piaget, 1983) was based on the idea that, any understanding of what goes on in another person’s mind has to be a calculated and difficult thing (Appleton and Reddy, 1996). Hence, in order to work out this complicated concept...
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...ACQUISTIION AND DEAFNESS Assignment 1 INTRODUCTION The first 0 – 4 years are the most important years of the learning process of a child’s life. It is generally expressed that a child’s brain can perform like a sponge in early education, and that it can soak up a wealth of information which is retained for most of its life. Much of our knowledge could be described as being acquired in a mechanical or programmed sort of way during these early years, whereby a child learns to crawl, sit, stand, walk or talk without being shown or forced to do so. However, with regard to language acquisition, according to the ‘Behaviourist’ Perception (B.F. Skinner) children learn through training and start from scratch. This theory bases its beliefs on everything being determined through the environment, whereby “’conditioning’ that is through imitation” Singleton, D (1989:122) and habit development forms the basis of language acquisition. On the other hand the ‘Nativist’ approach (N. Chomsky) contradicts this line of thought. This theory argues that there is a ‘poverty of stimulus’ in earliest environmental existence and that the child is born with an innate biological language faculty which steers and forms language acquisition, and that humans are equipped with a language acquisition device (LAD). Singleton (1989). The “argument here is age related having to do with the early emergence of language in the young child”. Singleton (1989:188). While each writer has his particular view on...
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...Young Children and Drawing Complexity: An Examination of the Effect of Age-related Cognition and Gender Understanding the way children develop cognitively plays an important role in psychological research. Part of the ongoing research has been in the area of evaluating the drawings of young children (Cherney, Seiwert, & Dickey, & Flichtbail, 2006). It has been suggested that these drawings provide a valuable insight into the emotional and social development of children and are often used for assessing cognitive maturation ( Golomb, 2012). Lucquet (1913, 1927) as cited in Anning and Ring (2007), was an early observer of this approach and noted that drawing stages in a child’s development exist. Picard and Durand (2005) suggest children five to seven years old evolve fundamentally from a period where they draw “what they know” about life around them to a period in which their drawings are “what they see”. The research conducted by Cox and Ralph (1996) involving children aged, five, seven and nine showed differences in abilities to children to adapt their drawings to cover different profiles of a modelled human figure. The five year old children were found to be less discrete and less successful . However, the older children were able to display a considerable amount of ability in adapting their models, in particular the nine year old children were able to include more facial details and draw the running model with “bent arms and legs”. Cox and Ralph concluded that...
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...CHILD DEVELOPMENT Principles & Perspectives © 2005 Joan Littlefield Cook Greg Cook 0-205-40028-0 Exam Copy ISBN 0-205-31411-2 Bookstore ISBN Visit www.ablongman.com/replocator to contact your local Allyn & Bacon/Longman representative. s a m p l e c h a p t e r The pages of this Sample Chapter may have slight variations in final published form. Allyn & Bacon 75 Arlington St., Suite 300 Boston, MA 02116 www.ablongman.com Cognitive Development Piagetian and Sociocultural Views CHAPTER PREVIEW Piaget’s Constructivist View of Cognitive Development Vygotsky’s Sociocultural View of Cognitive Development • Piaget as a Child Prodigy • Constructivism and Interaction with the Environment Piaget’s Stages of Cognitive Development • Vygotsky’s Background: The Sociocultural Context for a New Theory • The Role of Speech and Language • Mediation: With a Little Help from Your Friends • The Zone of Proximal Development • Scaffolding: Support during Learning Recent Sociocultural Views of Cognitive Development • Stage 1: Sensorimotor Thought (Birth to 2 Years) • Stage 2: Preoperational Thought (2 to 7 Years) • Stage 3: Concrete Operational Thought (7 to 11 Years) • Stage 4: Formal Operational Thought (Approximately Age 12 and Above) • Evaluation of Piaget’s Theory • Piaget’s Legacy • Situated Cognition • Guided Participation • Thinking as Socially Shared Cognition: Two Heads Are Better than One “Maria wants to pick the best school for her sons, so she...
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...our thoughts are formed by our language. And yet a greater miracle than language itself is the development of language in a young child. Experts still disagree on how exactly language is developed but there are universal truths about the process. As early childhood professionals it is our job to promote the growth and development of language skills at this important phase of life. There are many activities that while are not centered around a book or reading, can effectively promote language skills such as: listening, comprehension, letter and word recognition and early speech formation. Language and cognitive development go hand in hand, as children learn about their world they also learn how to talk and communicate with themselves as well as others. Therefore early language activities should focus on building cognition. In the class I am part of our teacher has built an amazing curriculum based on the advancement of a child’s ability. Taking from her I have created a list of activities. Morning Greeting would be the first activity. During this time students will be encouraged to use language and socialize with each other. All students will address each other by name or at least be addressed by the teacher. This process will be the opening of the day and promote social language the minute they enter the classroom Circle Time: A huge portion of language development will be done during circle time. Students learn a vast amount...
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...growth, or maintenance. We need six major nutrients, which can be organized into three categories. The first category, macronutrients, includes those three that we need in large supply (grams daily). The micronutrients are needed in smaller amounts (micrograms to milligrams). Finally, there is water, which does much more than keep us hydrated., Child Development. Child development is the continuous process of growth of a child from birth until adulthood. The positive experiences children have in their early years are critical for progress in all domains of development, including cognition, emotion, language, motor skills, and social abilities. A child’s development can be measured by observing when the child reaches milestones in each of these areas. For instance, in the motor skills area, a young child often begins to walk at approximately 12–14 months, but it is not unusual for a child to begin as early as 9 months or as late as 18 months. Intellectual Development 0-2 years of age Children at this age learn by exploring with their hands and mouth. They bang, throw, drop, shake, and put items in their mouths. Physical Development 3-5 years of age children are Hopping, climbing, swinging, and doing somersaults begin at this stage. By age 5, many kids can stand on one foot for at least 10 seconds. Young teens ages 10-14 are going through such dramatic changes, it’s normal for them to swing from being happy to being sad or from feeling...
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