Article Review : Toddlers Infer Higher Order Relational Principles On Causal Learning

Jean Piaget is a key figure for development, focusing on cognitive constructivism – that being that we must learn from experience and development, building on knowledge that has already been developed. The strengths and weaknesses of Piaget 's cognitive development theory will be discussed.

Constructivist Learning Theory exists under the focus of cognitive learning and has substructures of the concepts of self- efficacy, self- regulation, and metacognition as it defines how adults learn (Billings & Halstead, 2012, p. 211). Billings & Halstead (2012) explains that learning is considered a transformation in a person from personal experience. It is a continued process that encompasses understanding, clarifying, and applying meanings of knowledge that is developed. The learning theory, constructivism embraces that learning is a development. A learner constructs new knowledge by building on existing information through a process

Cognitive Development refers to the construction of the thought process that includes problem solving, remembering and the ability to make decisions, from childhood up to the adulthood stage. Cognitive/Intellectual Development is the ability to learn, reason, and analyze the fact that a process begins from infancy and progresses as the individual (Educational Psychology). Cognitive Development contains events that are logical, like thinking and remembering. Some factors remain the same throughout many of the theories on cognitive development. All theorists agree that people go through specific steps and/or

The childhood development of the individual followed the normal development patterns that are expected. In the childhood stage the individual development changed rapidly and their ability to be active and learn new skills improves on a daily basis. During childhood a child will grow steadier compared to an infant. A child’s body and organs size grows at a steady pace. By the age of 6 a child’s head will be 90% of a full adult size even though the rest of a child’s body has a lot more to grow and to develop. Until a child reaches late childhood, and entering adolescence, an individual’s reproductive organs are still not fully developed. Infants and children can suffer from delayed development. This could cause potential effects

Laura Schulz’s presentation, The Surprisingly Logical Minds of Babies, explores the idea of how babies and young children are able to learn so much in such a short span of time. In Schulz’s presentation, the viewers see multiple video experiments where she introduces babies to different balls and toys that make noises. I choose to explain and break down the first experiment, that she discusses. In the first experiment Schulz has a colleague reach into a bucket with mostly blue balls and a few yellow balls. The colleague pulls out three of the balls and when she takes each ball out she squeaks them. The colleague then pulls out a yellow ball and hands it to the baby. The child copies what Schulz’s colleague has done, but however the

I previously watched a video called, “What do Babies Think?” In the video, there was a lady named Alison Gopnik. In her video she explained how babies are continually are processing probabilities in their head. Alison also explained an experiment on how a four year old thinks or process things in the brain. In the experiment, she had a four year old boy try to use blocks to make a light come on. The boy tried five different hypothesis, and finally ended up finding the correct way after trial and error. By using the experiment with the child, she showed how a four year olds mind thinks/understands processes.

This week’s article by MacQuarrie, Nugent and Warden (2015) looks at nature-based learning across several countries. It highlights key aspects and concerns of nature-based learning voiced by the participants of the study. When reading this article I took the stance that relationships are an important element when learning with nature and with others (MacQuarrie et al., 2015). I took this stance, as I believe that relationships within early learning are the key foundation to building a supportive and engaging learning environment that includes children, families, communities and educators.

An experiment was performed to examine the age at which infants recognize certain outcomes as impossible. Five-month old infants were tested in the procedure depicted in Figure 1. 3a. According to Figure 1, the first step in the experimental procedure is that two identical objects are to be placed into a case or box, these objects are primarily toys that would capture an infant’s attention. The infant would be roughly 5-months old, and the next step of the experimental would consist that the screen that is hanging from the case or box is to be lifted up and cover the two objects from the 5-month old infants vision. Within the third step the empty hand of the researcher doing the experiment would come in from the same hole that it first came through when it first placed the two objects in the case. The forth step of the experiment would consist of the hand taking one of the two objects from the case which may or may not be seen being removed. In the fourth step an object could also be added, which again can be hidden behind the screen or be completely seen by the 5-month old infant. The fifth step of the experiment in turn would result in two ways, the first being that the case that contained the two objects is now revealed to contain one. Now the second result can end up in which the 5-month old infant is left to wonder and think as two why there may still be two objects when there was clearly a hand that came in to take one object away. 3b. There are two conditions that

Parthasarathy, A. (2013). Partha`s Fundamentals of Pediatrics. New Delhi, India: Jaypee Brothers Medical Publishers (P)

The studies chosen were published between the dates of 1985 and 2013 and only included human subjects. These studies had to meet a plethora of criteria including: maternal criteria, offspring criteria, methodology criteria, and study design criteria. After all the studies had undergone a full-text scrutiny, only a total of twenty-four studies met the specific criteria for inclusion in the research review. The data was extracted by two authors who worked independently to record information regarding the study’s methodology and design, associations reported, information on modifiers, sample characteristics, evidence of bias, and strengths and

What shocked me the most about how babies think is that they can actually make thoughtful, profound decisions based on very simple stimuli from their environment. (Gopnik, 2011). The difference between the 15-month-old babies and the 18-month-old babies was so distinct, despite both seeming very similar from an outsiders’ perspective. I would have never expected that the 18-month-old babies would determine their course of action on whether to give a “yucky” food or a “yummy” food to the person asking for a piece of food based on that persons’ previous reaction. (Gopnik, 2011) Some children cannot even speak by that age, so it seems pretty amazing that

The cognitive approach to development psychology; developed by Jean Piaget in 1934, deals with nature of knowledge, and how human intelligence is developed and utilized (Piaget, 1983, p. 46). In this theory, Piaget asserts that reality, which is defined in two conditions that explains change brought about by dynamic systems, involves states and transformations. Transformation refers to all kinds of changes a living organism undergoes and state is the condition in which the living organism can be found between the transformers. He further argues that humans should have functions to represent reality and the transformational process if their intelligence is to be adaptive.

Children are very interesting creatures, and continue to amaze adult’s everyday by their development. It continually inspires adults to keep their houses safer and to watch the children to see progress in their mental and physical development. In fact, younger kids have amazing brains and learn very quickly as their bodies continue to development. While it may be a surprise by how smart a child is, it is also a surprise to some adults the things these children do not actually understand. Even though a subject may be explained to a child numerous times, there is no guarantee that the child will accurately retain the information, if at all. Every child at one point or another through their life will misinterpret something their parents say or

“Cognition is the study of the thought processes or mental activity by which we acquire or deal with knowledge” (Thomas Keenan, Sabhadra Evans 2009:157). The first theorist to look into cognitive development systemically, and the man in which I am going to discuss in this essay is a Swiss psychologist called Jean Piajet (Drew Weston 1959:455). “Piajet viewed intelligence as the individual’s way of adapting to new information about the world” (Drew Weston 1959: 456). He believed that people used two processes to adapt to something new. These two processes are called assimilation and accommodation (Neil R Carlson, William Bukist and G Neil Martin 2000:408). “Assimilation is the process of incorporating new objects or situations into existing schemas. Accommodation is the process of altering existing schemas or creating new ones to deal with objects or experiences that don’t fit readily into existing schemas” (Jeffrey S Nevid 2009:354). Piajet believed that at different age’s people use a different logic to develop their thoughts. The stages of development introduced by Piajet are the Sensorimotor stage, the Preoperational stage, the Concrete operational stage and the Formal operational stage. The stage in which I am going to discuss in detail in this essay is the second stage of Piajet’s theory or the Preoperational stage, as I believe it will be the most relevant stage to myself in my future profession (Drew Weston 1959:457).

The external validity was satisfactory by including pediatric populations from eleven European countries. Moreover, the group range was adequate large taking in consideration children from 4 to 18 years of age. Consequently, the study mean age is 11 years old taking into consideration both genders, male and females. As for the location from which the information of this study was extracted included European health centers and clinics. This minimises the effects of research environments. However, the methodology utilized to collect the data was not clearly described in the study. The author only mentions the formation of a group of experts but fails to provide a definition of an expert.