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hg&d > Infant Cognitive Development > Flashcards

Infant Cognitive Development Flashcards

1
Q

What is cognitive development?

A

The development of thinking across the lifespan. It’s a crucial aspect of overall growth and involves changes in thinking, problem-solving, and understanding the world around them

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2
Q

What influences cognitive development?

A

Genetic and environmental factors, occurring through a combination of assimilation and accommodation - children integrating new information to existing mental frameworks, adjusting their understanding

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3
Q

How large does the brain develop at birth until 12 months?

A

At birth, it’s a quarter the size of an adult’s brain. By the end of the first year, this doubles in size

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4
Q

What controls most of a baby’s behaviour at birth?

A

The brain stem

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5
Q

What does the brain stem control in babies?

A

Breathing, sleeping, swallowing

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6
Q

What is object permanence?

A

The understanding that objects continue to exist even when they are not seen, heard, or touched

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7
Q

Which of the baby’s senses are least developed at birth?

A

Eyesight, they can only see about 20cm to 30cm away

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8
Q

When do babies see almost as well as an adult?

A

9 months

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9
Q

How do you help an infant’s brain develop?

A

Respond with sounds and gestures in a back-and-forth process called ‘serve and return’. It helps wiring the baby’s brain with positive connections

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10
Q

What are the cognitive development skills required for newborns to 3 months?

A

Sensory exploration

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11
Q

What are the cognitive development skills required for children aged 3 months to 6 months?

A

Early cause-and-effect unsderstanding

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12
Q

What are the cognitive development skills required for children aged 6 months to 9 months?

A
  • Basic problem solving
  • Object permanence begins to develop
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13
Q

What are the cognitive development skills required for children aged 9 months to 12 months?

A
  • Advanced object permanence
  • Simple understanding of functional relationships among objects
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14
Q

What are the cognitive development skills required for children aged 1 year to 2 years?

A
  • Symbolic thought emerges
  • Imitation and pretend play
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15
Q

What are the cognitive development skills required for children aged 2 years to 3 years?

A
  • Solves problems through trial and error
  • Understands more complex commands
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16
Q

What are the cognitive development skills required for children aged 3 years to 4 years?

A
  • Imaginative play becomes more complex
  • Understands the concept of ‘now’ ‘ soon’ ‘later’
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17
Q

What are the cognitive development skills required for children aged 4 years to 5 years?

A
  • Grasps the concept of time
  • Begins to understand numbers and counting
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18
Q

What are the cognitive development skills required for children aged 5 years to 6 years?

A
  • Understands the concept of right and wrong
  • Basic math skills
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19
Q

What are the important milestones required for newborns to 3 months?

A
  • Begins to follow objects with eyes
  • Recognises familiar objects and people at a distance
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20
Q

What are the important milestones required for children aged 3 months to 6 months?

A
  • Responds to familiar faces
  • Explores with hands and mouth
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21
Q

What are the important milestones required for children aged 6 months to 9 months?

A
  • Looks for partially hidden objects
  • Begins to understand that objects still exist even when not visible
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22
Q

What are the important milestones required for children aged 9 months to 12 months?

A
  • Completes simple goals with purpose (eg: using a tool to get a toy)
  • Looks for hidden objects actively
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23
Q

What are the important milestones required for children aged 1 year to 2 years?

A
  • Begins to use objects correctly (eg: drinking from a cup)
  • Recognises names of familiar people and objects
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24
Q

What are the important milestones required for children aged 2 years to 3 years?

A
  • Begins to engage in simple make believe play
  • Can sort objects by shape and colour
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25
Q

What are the important milestones required for children aged 3 years to 4 years?

A
  • Can complete puzzles with 3 or 4 pieces
  • Understands everyday concepts (eg: food and money)
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26
Q

What are the important milestones required for children aged 4 years to 5 years?

A
  • Can count to at least 10
  • Recognises some letters and may write their name
  • Follows a series of three commands
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27
Q

What are the important milestones required for children aged 5 years to 6 years?

A
  • Can count beyond 10 and starts to add and subtract
  • Recognises and writes letters and numbers
  • Begins to read simple words
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28
Q

What’s the language development for children aged 12 months to 18 months?

A

Singular word use often resembling exact words (eg: dada: dad)
Towards the end of 18 months, a child will be able to follow simple instructions (eg: sit down, get up)

29
Q

What’s the language development for children aged 18 months to 2 years?

A

Two word sentences
A child can understand what familiar say and vice versa. Unfamiliar people understand about half

30
Q

What’s the language development for children aged 2 years to 3 years?

A
  • Use of three to four words with more accuracy
  • Play is combined with talking
31
Q

What’s the language development for children aged 3 years to 5 years?

A
  • Will illustrate abstract thought
  • Show their thoughts and feelings through more complex conversations
  • Ability to discuss many topics at least by the end of 5 years old
  • Understanding of basic grammar and stories
32
Q

What’s the language development for children aged 5 years to 8 years?

A
  • Becoming good at storytelling and putting together words and sentences creatively
  • Can share opinions
  • Adult-style conversations by the end of 8 years old
33
Q

What types of theories are there in cognitive development?

A
  • Stage theories (Jean Piaget)
  • Sociocultural theories (Lev Vygotsky)
  • Information processing theories (David Klahr)
34
Q

How do nature and nurture interact to produce cognitive development?

A

it’s a dynamic and complex process that emphasises how genetic predispositions & environmental influences come together to shape a child’s cognitive abilities & behaviors

35
Q

How do genetic predispositions affect cognitive abilities?

A

Certain cognitive abilities are influenced by genetic factors (eg: a child might inherit a predisposition for high verbal intelligence or excellent memory skills)

36
Q

How are temperament and learning styles influenced by genetics?

A

Inherent personality traits and predispositions can influence how children approach learning and problem solving. impacting their cognitive development over time

37
Q

How do early experiences affect cognitive abilities?

A

The environment a child is exposed to in the early years. Including the quality of parental interaction, educational opportunities, and exposure to language

38
Q

How does cultural context affect a child’s cognitive abilities?

A

The values, beliefs, and practices of a child’s culture teach specific cognitive skills and shape the way children perceive and interact with their world

39
Q

How do social interactions affect a child’s cognitive abilities?

A

Peer & adult interactions provide models for cognitive abilities and introduce diverse perspectives that challenge and refine thinking

40
Q

What are Jean Piaget’s stages of cognitive development?

A
  • Sensorimotor stage (Birth to 2 years)
  • Preoperational stage (2 to 7 years)
  • Concrete operational stage (7 to 11 years)
  • Formal operational stage (12 years and above)
41
Q

What happens at the sensorimotor stage? (birth to 2 years)

A
  • Learn about the world through their senses and actions
  • Engages in behaviors such as looking, sucking, grasping, and listening
  • Developed object permanence
42
Q

What happens at the preoperational stage? (2 years to 7 years)

A
  • Start to use language to explore and understand their words
  • Begin to engage in symbolic play and learn to manipulate symbols
  • Don’t understand concrete logic
  • Egocentrism characteristic
  • Still struggles to understand conservation
43
Q

What is egocentrism?

A

Where children have difficulty seeing things from perspectives other than their own

44
Q

What is conservation?

A

The understanding that certain properties of objects or substances remain the same despite changes in their appearance or arrangement

45
Q

What happens at the concrete operational stage? (7 years to 11 years)

A
  • Begin thinking logically about concrete situations
  • Begin understanding conservation
  • Begin categorising objects hierarchically, and grasping basic mathematical concepts
  • May find abstract or hypothetical ideas challenging.
46
Q

What happens at the formal operational stage? (12 years and above)

A
  • Become capable of abstract and hypothetical thinking
  • Can reason about situations not personally experienced
  • Can think about future possibilities and use deductive logic
  • Ability to think about moral, philosophical, political and social issues
47
Q

What are the important cognitive development concepts?

A

1) Schemas
2) Accommodation
3) Assimilation
4) Equilibration

48
Q

What is object permanence important for?

A
  • Memory development
  • Social and emotional development
  • Exploratory behaviour
49
Q

Why is object permanence important for social and emotional development?

A

It helps infants develop attachments and understand that people, like objects, continue to exist even when not visible

50
Q

How does object permanence encourage exploratory behaviour?

A

It encourages problem-solving skills and curiosity, leading to more complex interactions with their environment

51
Q

What is schemas?

A

Mental structures that help children organise and interpret information. They develop through experiences and interactions and help children to understand the world around them

52
Q

What is accommodation in schemas?

A

Modifying existing schemas or creating new ones in response to new information that doesn’t fit in their existing schemas

53
Q

What is assimilation in schemas?

A

The absorption of new information into their existing cognitive structures and understanding it in terms of what is already known

54
Q

What is equilibrium in schemas?

A

A state of balance where all pieces of information fit in the schemas an individual has developed

55
Q

What is Lev Vygotsky’s sociocultural theory?

A

It emphasizes the influence of social interactions and cultural constructs on a person’s cognitive development

56
Q

What is Zone of Proximal Development? (ZPD)

A

The difference between what a child can do independently and what a child can achieve with guidance and support. It emphasises the importance of providing appropriate levels of support and guidance to learners

57
Q

What is Vygotsky’s theory of the relationship between language and thought?

A

He suggested that these two develop independently then merge around the age of three, when children begin to internalise their language and use it to guide their behavior and thinking

58
Q

What did Vygotsky distinguish between lower mental functions and higher mental functions?

A
  • Lower mental functions: More instinctual and shared with animals
  • Higher mental functions: Uniquely human and developed through social interaction and the internalization of culture
59
Q

What is the information processing theory?

A

This theory likens the mind to a computer, suggesting that cognitive processes involve receiving input, processing it through various mental operations, storing it in memory, and producing output. It highlights improvements in the efficiency of information processing as a key aspect of cognitive development

60
Q

What are the key components and principles of this theory?

A
  • Input
  • Processing
  • Storage (Sensory, short-term or working, longer term)
  • Output
  • Executive Functioning
61
Q

What are the types of information processing theory?

A
  • Serial processing theory
  • Parallel processing theory
  • Hierarchical processing theory
62
Q

What is the serial processing theory?

A

This theory proposes that information is processed one step at a time in the order received. Each piece is held in short-term memory until the next piece comes in, and then transferred to long-term memory or discarded if no longer relevant

63
Q

What is the parallel processing theory?

A

This theory suggests that multiple pieces of information can be processed simultaneously instead of sequentially

64
Q

What is the hierarchical processing theory?

A

This suggests that different levels of complexity exist within cognitive processes, with higher-level tasks requiring more complex mental operations than lower-level tasks

65
Q

What is sensory memory?

A

The initial stage of memory processing, holding temporary sensory information from the environment, including iconic memory for visual stimuli and echoic memory for auditory stimuli, with only a fraction of information selected for further processing in short-term memory

66
Q

How does one encode information into long-term memory?

A
  • Break up information into smaller parts
  • Make it meaningful
  • Connect the dots
  • Consistently repeat
67
Q

What is the theory of mind?

A

The ability to attribute beliefs, intents, emotions, knowledge to oneself and others; understanding that other people have thoughts, feelings and perspectives that are different from one’s own

68
Q

Why is the theory of mind important?

A

It’s vital for social interaction, to tailor communication, and for moral development - to understand the intentions and motivations behind others’ actions

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