Cognitive Development During Early Childhood Development

Cognitive development is a term that describes the growth of a person’s ability to think and reason. This growth happens in stages. To understand this development from adolescence to the early adulthood, two theories are important in our understanding of this process. In this write-up, the adolescence development theory called formal operations which is the last stage of Jean Piaget’s stages of cognitive development and Kramer’s (1983, 1989) three stages of cognitive progression beginning with absolutist reasoning marking early adulthood are summarized.

However, not just the mere presence of a father is enough to make a difference in a child’s development. Research has shown that a child’s development is affected by both the quantity and quality of father involvement (Wilson & Prior, 2010). Being an involved father means not only investing economic resources into a child, but also time. Wilson and Prior (2010) found that high levels of father involvement was associated with significant and highly desirable children’s developmental outcomes. Similarly, Bronte-Tinkew, Carrano, Horowitz, and Kinukawa (2008) used data from the Early Childhood Longitudinal Study–Birth Cohort to investigate whether or not a fathers involvement would play role in infant cognitive outcomes. They found that high father involvement reduces the likelihood of infant cognitive delay. Further they found that this was especially true for male infants and infants with disabilities.

Even though some people think studying child development is worthless, the way children reason is critical for teachers and caregivers to recognize. Over the summer I watched a child age three to four. Caregiving over summer is the reason, I choose age three to four. For this paper the child will be called Grace. Grace was similar to a little sister because my family has cared for her five days a week since she was two months old. This year she started attending preschool. We miss not seeing her five days a week but know she needs to transition into preschool. I studied human development during the summer. I learned about social cognition observable in in theory of mind, classification and

The 1970 's was my era of middle childhood development. This was still a time of turmoil and racial inequality. Being a black child gave me few advantages growing up during this time. I attended decent schools, lived in a middle class neighborhood, and was socially active. I was a nerd, but not in the best sense of the word. I was smart but I was lazy. School was boring to me. I knew the work, but I did not want to do the work. This fact was related back to my parents via my teachers ( grades 6th-8th). My nickname was Tony but I was pinned as the Professor by my family. Like I said, I knew the work I just did not do the work. The nickname made me feel good and bad at the same time. I liked the acknowledgement that I was being recognized for being smart but I hated the fact that I was also expected to live up to the nickname. This was also the beginning of a state of confusion and asserting my independence. Discovering just who I was and in what direction my life was going. (Erikson, 1968) Today I don 't consider myself the same way. I pat myself on the back when I do a good job, but when I do poorly I kick myself in the butt. The difference now is I care one way or the other about the outcome. I was brought up in an authoritative environment, that is to say I did as I was told and did not question why.It is

This paper is going to carry out a literature review on cognitive development in infants. The paper will review cognitive development in infants at different stages. Effects of early experience on mental development in infants will also be discussed. The research question and the hypothesis of the research will also be given.

Fast forwarding, the myriad benefits to children of having a positively involved father is now well documented. According to Kyle Pruett of Yale University, when fathers are engaged, preschool children are more likely to explore their environment and to try new things, they are more “patient, curious, and confident” when they show up for school, and they demonstrate “substantially higher cognitive skills.” Pruett goes on to say that research now shows “beyond a shadow of a doubt” the vital role that fathers play in the healthy development of children and that “the closer the connection between father and child, the better off they both are . . .“ (2000, pp.

For the last two years, I had the incredible opportunity to work as a research assistant with Dr. Pat Levitt at Children’s Hospital Los Angeles. Dr. Levitt is a renowned figure in the field of neuroscience research and serves as the Science Director of The National Scientific Council on the Developing Child. This council consists of a diverse group of distinguished scientists who are working to translate research on early brain development into a language that is understandable, scientifically accurate, and useful for public decision makers. They have started a conversation about the importance of providing a healthy environment for all young children. The combination of genetics and early childhood experiences ultimately affect the development of a child’s brain architecture, which serves as the foundation for future learning, behavior, and health.

According to Sarah Allen, PhD and Kerry Daly, PhD in May 2007 the main idea about this subject is “The Effects of Father Involvement”. Infants with fathers that are highly involved in their lives are better problem solvers as toddlers and have a higher IQs by age three. “School aged children of involved fathers are also better academic

The early childhood issue of concern I chose to focus on was father involvement. The article, Father Involvement During Early Childhood and Its Association with Children’s Early Learning: A Meta Analysis, focuses on the increasing concern of the importance of a fathers’ influence on children’s development. A father’s involvement includes the quantity of partaking in positive activities, such as reading and playing outside, and characteristics of parenting quality (McWayne et al., 2013). Within early childhood, ages three to eight, young children are faced with various developmental encounters that involve social, emotional and cognitive experiences within their school and home environment (2013). The article describes a study based on how a

The importance of the father’s interaction and influence on the development of infants has become more and more popular in the developmental psychology over the past 10 years (Garfield, Yogman 2016). Although a lot of developmental research focuses on mother-child relationships, recent research is showing that father-child relations have a big impact on infancy development (Rempel 2017). The study has shifted from how “deadbeat dads” effect child development, to how fathers contributing a lot in their family’s effects children. The father’s involvement in a child’s life is most likely determined by marital status (Garfield, et al, 2016). Nonresidential fathers tend to have less contact, or involvement with their children and tends to lead to infant temperament. But research shows that residential fathers, and nonresidential fathers who take part in nontraditional forms of positive father involvement have been associated with children’s academic achievement, emotional well-being, and behavioral adjustment.

It remains to be fully determined whether this distinction it due to gender or due to the father’s stereotypical role as a secondary caregiver after the mother. In one study (Zauche et al., 2016), results showed that children who rated average for language development were five times more likely than children who scored below average to have a father who displayed positive affect and was responsive in interactions. Another studied reference by Zauche (et al., 2016) high involvement from the father correlated with an average increase of 6 IQ points in children. In two studies looking at father’s responsiveness to toddlers, high responsiveness was able to predict higher communicative skills and more advanced cognitive and language abilities (Tamis-LeMonda et al., 2014). This positive influence can come through in multiple ways, including direct contact with the child or providing resources, as the father is often equated to the main source of income, to facilitate language learning, such as books and opportunities for a good education. Many studies show similarities between mothers and fathers in the number of turns in interactions, use of infant directed speech, length of utterance, topics discussed (Tamis-LeMonda, Baumwell & Cabrera, 2013). In an experiment including 12 mother-father-child triads (Golinkoff & Ames, 1979), the three way free play interactions showed the mothers taking twice as many turns to speak as the fathers. However, during one on one free play interactions with their child, mothers and fathers produced equal amounts of speech. Infant directed speech was also utilized by each parent in both

Relatives and the parents are the environment and first set of people that newborn and children have contact and interact with. They learn first few things from siblings and caregiver. Most times, due to the economic situation of the family, children spend less time with parents due to education or employment. Most times, children are raised by relative or caregiver because parents have to work. Child development starts from when their cognitive skills are developed. Time spent by caregivers and Parents and their literacy level are important in early child development. Belsky et al.(2007) research on effect of early child care on children’s showed that parenting was a stronger and more consistent predictor of children’s development than early childcare experience while higher quality care predicted higher vocabulary scores. According to Susanna et al. (2004), Children display stronger social development when providers have education beyond high school. Children with high literate guardian are more likely to participate in children's home literacy activities. Magnuson and Waldfogel , (2005) stated that Children who attend center care or preschool programs enter school more ready to learn, but both the share of children enrolled in these programs and the quality of care they receive differ

Young children are not only growing physically but also mentally during early childhood. Children continue to advance their skills in observing and interacting with the environment around them for cognitive development in the early childhood. This paper answers questions regarding cognitive development in early childhood.

Cognitive processes can enable all other learning to take place, as well as children’s knowledge of the social and physical world. Strengthening children's cognitive development can be done through practicing cognitive skills and those concepts and skills in a variety of subjects such as, Mathematics, Social Studies and Science. Early cognitive skills include memory, thought, reasoning, and problem solving. Children will begin to show signs of memory when when they begin to reenact a series of events that they have observed at an earlier time. This is often seen when a young girl takes care of a babydoll the same way her mother does with younger siblings. By doing that the girl is learning to “recreate complex ideas, events, and situations

There are many different things that shape the cognitive development of children. To begin with cognitive development is when a child develops how to process, solve problems, and start making decisions. Once they have learned this they take everything they have learned into their adolescence. An example, of what can shape the cognitive development of a child can be an educational game. Educational games can be very useful in shaping a child’s development because they are having fun while learning at the same time and what kid doesn’t like to play games, the fact that it is even educational makes it even better for them. Not only are they having fun but there are many different games that help in different categories of development in