This toy hits many of Piaget’s sensorimotor stages of development in a child beginning at age 6MO sub-stage 3 which was remarkable to me where one toy could assist with secondary circular reactions, coordination of secondary schemes, tertiary circular reaction and beginning of representational thought (Bee, Boyd, pg. 140). It is very easy to use for both small children and more advanced toddlers. I was impressed with the fact it is not a throw away toy after 6 months it can be used over several years and by multiple family members to assist with growth and development. After watching the video and reading information on this toy I would strongly recommend to parents who have children ranging in age 6MO to
Mr. Potato head is an amazing toy for children to work on different skills. For example, fine motor skill is an important part of early childhood. Fine motor includes every movements that is done with the fingers from pinching to grabbing. Another skill that is practiced using this toy is eye coordination. Eye coordination is simply being able to eyed something, pick it up and to relocate successful.
The toy I chose is called “Fisher-Price Little People See 'n Say Farmer Eddie Says” and is pictured above. The point of the toy is when the child points the farmer in the middle towards an animal the noise the animal makes is played out loud. The toy is recommended for children ages 1 1/2 to 5 years old.
For every subtest (except for part A of Subtest 6) each response is given a score of 3 when the response is correct, 2 when the response is partially correct, self-corrected, or correct but accompanied by irrelevant or tangential information, 1 when the response is an error, perseverated, or confabulated, or 0 when the response is denied or unintelligible, or no response is elicited. These scores are in conjunction with the diacritical notations so as to better describe the examinees performance.
“ CBS News suggest that parents choose toys for their toddlers and preschoolers that teach skills because a young child’s brain will grab hold of these permanent marks and carry through with them all the way to adulthood.” (Halter) These playthings not only teach skills, but confidence, because they learn to enjoy accomplishing any task they face. Many say educational toys are the best way to go because it stimulate tools a child will use throughout their schooling.
While some children were playing “house” others were taking part in constructive play. In this stage, toddlers have a deep understanding of what various objects can do and will now try to build things with the toys and everyday objects they find around them. One child had a box of blocks and was building a train track. Once he finished he assembled a line of trains to ride along the track he had just built. He repeatedly made noises that trains usually make such as “choo-choo.” Other children were interlocking Lego blocks and creating various structures while some were playing with play-dough and sculpting
Toys can be remarkably important aspects of a child’s growth. They truly do help shape us into how we function as adults. “Research has shown that children’s learning mainly happens through play – and what else is a toy for but to play? When children play with toys, they learn and develop various skills
Through play our learning and development extends. We discover new ways to achieve a goal such as, fitting differently shaped cubes into their correct holes. By twisting and turning the cubes children begin to understand that the shapes correspond to the holes on the ball.
What were the learning outcomes for the lesson? How did the learning outcomes meet the needs of individual students?
Successes are measured in a tangible format such as a puzzle block successfully nesting instead of a verbal praise. These concepts any child can more easily grasp and cognitively process, allowing for a firm grasp of the overall concept. Life skills such as cooking and being responsible for their own belongings are successfully taught at ages as young as three. The sense of accomplishment in and of itself providing the springboard for future exploration (Montessori 17).
When we ask the children to share their ideas orally using solid objects (teddies or animals), the teacher will be able to define their ideas and strategies. In addition, the children will have the opportunity to be involved in their learning process as part of their sense of agency.
In the nursery, I examined toys aimed at the sensorimotor stage of cognitive development. This stage includes actions based on reflexes and the transition to actions based on intentions. Actions that are satisfying are repeated by the child through a process called primary circular reactions. Soon after this first stage, the child moves on to the secondary circular reactions or actions that have an effect on the environment. After experiencing both of these kind of reactions, the child then advances into more intentional actions. The child begins to have goal-directed behavior and curiosity which leads to experimenting. Lastly, the child will begin to understand symbolic problem solving and object permanence.
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
Roland Barthes once said “Literature is the question minus the answer.” This means that there is no real answer to literature, there are just the questions. This is designed so you can incorporate and have different ideas about literature instead of there being a definite answer to what everything means. Shakespeare for example uses a certain language and his writings require you to think about what's happening and why he worded it the way he did. Other books such as the Invisible Man has a different meaning to the quote. At first I thought that this quote was referring to racism, but it was so much more than that. This quote is saying that there is no answer to life. There are just a bunch of questions followed by decisions but there is no