Laugh & Learn Smart Stages Puppy

The first of the four stages, sensorimotor, occurs from birth to the time the child is two years old. The preoperational stage begins when the child is about two years old and continues until the child is seven. The next stage, and also the stage in which Pelzer is in during a greater part of this memoir, is the concrete operational stage. This stage continues until the child is roughly eleven years old. The final stage lasts into adulthood. This stage is called formal

I believe that, to ensure a well-run program responsive that is to participant needs, developmentally-appropriate materials are of the utmost importance. All my activities are planned for the specific age group I work with and care for. The toys provided

The learning opportunities will advance as the child acquires knowledge through sensory experiences and manipulating objects while interacting with the plush puppy as they grow. The puppy is labeled with various body parts to help with hand, tummy, belly and foot recognition There is a cause and effect learning experience as the child associates the squeezing of the hand which in turn will initiate a response from the puppy. The squeezing technique the toy requires to further the child’s learning is also working on fine and gross motor development throughout the use of the toy.

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

CHARACTERISTICS- Abstract reasoning begins. Children can now manipulate ideas, can speculate about the possible, can reason deductively and formulate and test hypothesis.

The Child Study data I have gathered comes from the observation I have completed at Mission Bell Elementary School. Mission Bell Elementary School is a local school in Riverside. In the P.M preschool class there are 24 students, one teacher, and one assistant. The child I decided to observe is names Zoe. Zoe is 4 years and 10 months old. I immediately was drawn to Zoe because she had such a big personality, was very social, and smart. I am glad that I choose to observe Zoe because she was able to make my observation process smooth and easy. While observing her I had to pay close attention to her biosocial development, motor skills, cognitive skills, communication skills,

An explanation of the impact of current research into development and learning of babies and young children.

To start, Sherry mentions how smart toys have started to advance where it made children believe that the new innovation toys give sentiments like a genuine human being would. Due to the knowledge technology gadgets

This toy uses the cognitive development theories of both Piaget and Vygotsky by helping children learn through experience. When the child turns the farmer and sees him pointing to the picture of an animal and then hears the noise it makes, the experience helps the child to understand that the picture and sound are connected. Just like Piaget says, the hearing and seeing of the animal helps the child create a theory of how these animals in their minds. Vygotsky says that children are products of their culture so, if a child is in a culture where there are no farm animals they would have no idea how these animals sound without the experience. However, with this toy they can experience a farm culture without actually having to be there. A parent could help enhance their child’s cognitive development according

In order for a child to develop productive social skills, it is important to choose toys to enhance active, imaginative play, and discourage time at the computer or television. A game in which a child is encouraged to think for themselves rather than sit motionless staring at an electronic screen, is better for the development of the child’s social skills (Moore, 2). Time spent with other children, rather the child’s own age or older, will help develop necessary social skills that will stick with the child through adulthood (Roode, 1). From the day they are born, infants and children begin to form relationships, these relationships eventually deepen and enable them to handle future relationships with others outside their initial circle (Roode, 1). The ability for a person to build and further relationships, make moral judgments, etc. can be enhanced with games played with a group of children, stuffed animals, puppets or instruments (Roode, 1).

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

Next Steps, these are developed on from what the child is showing a particular interest in.

This study is performed on 2.5 year olds, and tests their ability to use their knowledge of the

“This study was based upon the principal of reinforcement. The purpose of the study was to define observable terminal behavior, the use of descriptive adjectives during play; defining an observable terminal behavior, devising a method to record and measure important categories of spontaneous verbal behavior and manipulating the consequences of the children’s use of language, the presentation of social reinforcement and access to materials contingent upon a specific form of verbal behavior”. (Hart & Risley, 1968).

By age four when children’s self-concepts start to emerge, they are often aware and proud to show off their skills and accomplishments. A child who mastered the art of referencing a fire truck as “red”, will start to show off their toy truck and say “red” to whomever they meet, or whoever is around. If the child draws a picture,