Field Research Paper Education during Infancy
The most important stages in an individual’s life begins at the early development stage through infancy. During this stage, cognitive and emotional development body, along with physical growth during this process. Cognition development is necessary through this phase as it gathers information and deciphers it correctly. During this phase, the person focuses on detail and attempts to describe person, place, or object. The infant observes and portrays information within his or her environment. During this interesting stage, they examine the environment to find answers. Exposure to different surroundings is also important during the early cognitive development stage. The ability to capture new
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The Merchandise marketed has one goal, to establish cognition within the toddler brain known to provide stimulus for active learning (Berk, 2010)
Product Analysis
There are several hundred learning toys available in stores that inspire parents and caregivers to purchase. The companies insist the items sold will support the toddler to read books studied for this purpose. There is a product sold on Amazon that has a reputation to help a toddler to read. The company that created "Baby Read Set" says to increase the toddler to read with a step-by-step process that provides simple clear words the child can read. Also, there are other marketed items that claim to increase cognitive development for an infant. There are different DVD sets said to help in reading for early development stages, and extra DVD sets that provide extra gaming tools for promoting faster reading and learning. Amazon sells these products.
The "Baby Read Set" comes with extra materials for listening on DVD sets for capturing pronounced word for mimicking said to help in reading during infancy. The "Baby Read Set" has the components that make it feasible for infants to participate in; the toddlers enjoy the different sounds, music, and different colors witnessed from the start of the program. The child 's visual and
Once babies are grown in test tubes, there would be no need for parents and therefore vanish the incredible bond between the mother, father, and child. The childhood of a child that was grown in a test tube would be completely unconventional, since that child would not have loving parents to teach them anything. Adults raised this way would grow up to be unusual as a result of not knowing what love is since people first know about love because of the love between them and their parents. The adults grown from test tubes would most likely be independent and isolated from the rest of the world because they would not have created a bond with anyone or even interacted with anyone as a child.
Gender socialization is learning expected behaviors about one’s own sex based on society norms. Gender socialization has great impact on the health of both men and women. In our society, the assigned gender roles when adhered strictly can be detrimental to the overall mental and physical of health status of people. If males and females has to live within the society construct of what the roles of the genders should be, then there is great danger of not living a fulfil lives if one deviates from the assigned roles that the society demands.
Chapter two discusses various theorists that helped to mold and shape early childhood education to where it is today. There are several different theorists that contributed to the development of early childhood education. Some of these theorists include Alfred Adler, Jean Piaget, Lev Vygotsky, and John Dewey. Each theorist developed a unique theory that has caused early childhood guidance and education to flourish like it has today. Without learning and building on these theories, early childhood guidance and education would never develop or change. The chapter explains how some theories may seem strange to the contemporary families, but these theories are the foundation of how early childhood education got to where it is today. The book goes
Author note: This paper was prepared for the American Federation of Teachers by Louisa C. Moats, project director, Washington D.C. site of the National Institute of Child Health and Human Development (NICHD) Early Interventions Project, and clinical associate professor of pediatrics, University of Texas, Houston, Health Sciences Center. Her work is supported in part by grant HD30995, “Early Interventions for Children with Reading Problems,”
During my observation at the preschool here at Harper, I looked around and realized a lot of similarities and differences it has; compared to other daycare and preschool centers. The age of children in the room I observed was ages 3-5 with one lead teacher, and depending on the ratio of how many kids showed up on that day, about three or four helping teachers. The program was set up to a very open, happy and overwhelming setting. Every furniture and object in the room had a sign saying what it was, and then underneath the typed out word was the children’s way of writing what the object was. For example, a book shelf was in the corner of the room; on the book shelf was the word printed out “Book
Reading to an infant and toddler is very important for early development. However, reading to an infant is different than reading to a young child. In terms of an infant, you frequently do not get through the entire book. An infant won’t be able to fully comprehend what is being read. Infants may want to hold the book and chew on it or try turning pages themselves. All of these actions are appropriate and help your child become well-known with books and how to handle them. Reading out loud to your baby is an ac activity that can enhance their vocabulary among other skills.
I believe that reading is an important way for children to learn. However, there has to be a combination of everything. The primary goal of language and literacy during the infant and toddler years is to help children hear and distinguish the sounds of language in their environment (p.44). I believe that children need to play in order to develop their fine, gross, and other skills. The need to explore and the experience will help them to self-regulate their emotions. According to the article, the most effective ways to prepare your baby for reading involve playing games and sharing book, and repeating words.
I think the answer to this question depends on your definition of reading. One who believes reading is being able to say written words, might say that babies can be taught to read. However, someone who believes reading is being able to say written words and be able to understand their meaning individually and as a whole, may say babies cannot learn to read. I do not think babies can learn to read, because the are not truly comprehending. Like the article, and the video, I think babies who are "being taught to read" using these products are simply being taught memorization. They see the same words on the flashcards provided over and over again. They are not aware of the sounds that make up the words they are saying, therefore they cannot use
At eight to twelve months, infants can now focus on a goal-oriented task; such as, locating a hidden object after watching someone place it under a blanket. During this stage, infants are using things they have witnessed and past experiences to complete a task. Using goal-centered techniques at this age ensures the development of processing information throughout the stages to come. Tertiary circular reactions stage is number four in Piaget’s sensorimotor stages and includes infants from twelve to eighteen months. On the verge of walking, infants move around and explore how objects work in their environment. Also, they are beginning to develop independence and individual characteristics. Just like in the previous stage, babies enjoy taking objects apart. However, in the tertiary circular reactions stage infants now enjoy using trial-and-error to piece them back together. Trial-and-error techniques and other processes help infants transition into their final stage, mental representation. Eighteen months to two years make up mental representation. For the duration of this stage infants are able to provide immediate answers to problems, participate in make-believe play, and find hidden objects out of their sight. Having a larger grasp on the world, infants are now able to view items that are not there. For example, a mother asks her child would they like ice
Infant learning and brain development is fragile and contingent upon numerous intrinsic and extrinsic factors. The most critical time frame for infant brain development is from the second trimester to the first three months of life (Marshall, 2011). During this time, neural pathways are forming, areas of the brain are maturing, and brain development is rapid. From infancy until the age of 3 years, neural pathways are still being formed in response to stimulation and for this reason, it is extremely important for caregivers and parents to be aware of the many factors that can influence brain development in infants (Marshall, 2011).
Children can take more than one of these steps at the same time. This list of steps, though, gives you a general idea of how your child will progress toward reading.” (Helping your child become a reader) While these ideas may seem structured, it is also important to allow children to be creative and use their imagination. Although reading is imperative, too many arrangements and rules can turn a child off and lead to feelings of resentment, anger, and resistance. Reading should be set to the tone and pace of the child.
Reading to a newborn infant is the best way to help a child learn to read in the future. It is important to recognize that what is most important is providing a language-rich environment for children.
Learning to read is a valuable and important skill that children acquire from a very early age. Children gain an understanding of the different sounds in our spoken language from a wide range of different experiences and social interaction with their environment. For example, singing and saying rhymes, sharing books, making and listening to music, pretend play, listening to adults and joining in conversations etc ect. as mentioned by Vygotsky (1978)
Families are often encouraged to provide a variety of reading material for their children, especially at an early age, to give children plenty of options when learning how to read. When children are provided with a variety of reading material at home, they see that a high value is placed on reading. If parents value reading at home, children tend to value it also, and the more a child is encouraged to read at home, the more they will want to engage in reading in general. By being involved in their child’s reading development, parents can give their children a firm foundation to reading prior to entering grade school which will lead to a lifetime of reading enjoyment and
Reading to a child has a tremendous impact on their language development. The more a child is read to the more connections are made in the brain. Rereading the same book helps the child make connections between the way the words look and sound.