Sensitive Period and Absorbent Mind

The parents, in this case, are critical social agents to help the toddler learn how to develop. The third stage according to Erikson is the initiative stage where the child uses their imagination to fulfill ideas expressing themselves freely. They also imitate their parents, wanting to take responsibilities and to act as an adult. Being unable to fulfill the ideas creates a feeling of guilt, thus finding a balance is important for the successful advance of this stage. Erikson’s t 4th stage explains the confidence and difficulties of learning to read or write, things children wish to achieve but are insecure to do because they compare themselves with others. The process seems overwhelming but it is a natural process of learning that takes the time to master. Freud in this stages mentioned before explains the pleasure derived from urination in the anal stage, from stimulating genitals and from the attraction to others in the phallic stage. The latency stage described by Freud agrees more with the 4th stage since the child turns his attention to school work and

The third stage is the Concrete Operational Stage, which occurs around age seven to age eleven. This stage marks the beginning of logical or operational thoughts for the child. Their thinking becomes less egocentric, and the child can now understand that although the appearance of something changes, the “thing” itself does not. For example, if a child decided to spread out a pile of blocks, they know there are still as many blocks as there were before, even though it looks different.

From the age of seven to about eleven, children become capable of performing mental operations or working through problems and ideas in their minds. However, they can perform operations only on tangible objects and real events. Children also achieve conservation, reversibility, and decentration during this stage:

A child develops through its whole life. They can develop; physically, linguistically, intellectually, socially and behaviourally. “Physical development is the way in which the body increases in skill and becomes more complex in its performance” [Meggitt, 2000, Page 2]. Twenty five days after conception; the body of the chid has developed immensely from the small fertilised egg. Up to birth the foetus mainly develops physically however once the child is born the child then begins the long process of development. Not only do the gross motor skills and the fine motor skills develop on the baby, but the sensory development also widens on the child.

child’s spirit is like a child, you can never catch it by running after it; you

Difficulties. The development of the whole child. It reflects an understanding that children learn through active engagement and play,

Science tells us that from the moment of fertilization, a fetus is a human. Despite this, however, there is a swarm of controversy surrounding question, when does a fetus become a human? Many people believe that once a baby is conceived, it is considered a living human being. Many of these people believe that whether or not a fetus is a human is chiefly a scientific question. “The question as to when a human being begins is strictly a scientific question, and should be answered by human embryologists - not by philosophers, bioethicists, theologians, politicians, x-ray technicians, movie stars or obstetricians and gynecologists” (Irving). While Irving has a valid point in saying that whether or not a fetus is a human is a question mainly for

In this domain Piaget stated that the child who is still in the preoperational stage can’t conceptualize abstractly and needs concrete physical situations. They can’t mentally manipulate information. The child is able to form stable concepts as well as magical beliefs and their thinking is still egocentric, which means that the child has difficulty seeing the viewpoint of others. Piaget split this stage into the symbolic and intuitive thought substage. In the symbolic function stage children are able to understand, represent, remember, and picture objects in their mind without having the object in front of them. Vygotsky stated that children learn cognitive tasks through their interactions with older peers and adults. Not only do younger children watch and imitate older people or peers as they complete tasks, but these older guides also help younger children accomplish tasks they couldn’t accomplish on their own. He calls this the zone of proximal development which he describes what children can do alone and what they can do with assistance. Another theorist named Bandura coined the term observational learning which means people learn appropriate social behaviors by observing and modeling others. This type of learning is most effective during childhood. Vygotsky believed that the important part of the cognitive development is language. He observed that very young

During this process, children discover how people around them think and these social activities evolve into internal mental activities, also known as internalization. Vygotsky also discussed how children begin

Are babies prewired for survival? This is a question that has been researched and debated in the psychological world for decades. Standing on the side of nature in the ever going battle of nature vs. nurture, we will discover that babies possess cognitive skill, biological abilities, and physical characteristics that not only allow them to live but to survive in the world as we know it. Answering such questions as: Are newborns able to swim and why do newborns smile back at their parents or react to their mothers’ voice? Babies are born with exactly what it takes to live and communicate their various needs.

In Piaget's first stage of development, the sensorimotor period, which occurs from birth until the age of two, deals with infants discovering the world through their five senses; the infants learn also through applying their motor skills and polishing them. They can also only distinguish things that are present--which are able to be seen, touched, or heard--and ends when the infant can create mental representations in their minds of those objects.

Lastly, the principle and philosophy of Maria Montessori in early childhood education is absorbent mind. From the age 0-6 years old is what Montessori called the all-around formative period of the absorbent mind. At 0-3 years old, children are unconsciously absorbing what is around him and is more reactive than purposeful in his actions. Meanwhile at 3-6 years old, children begin to explore the outer environment through more purposeful movement and exercise.

The Absorbent Mind and the the Sensitive Period influence greatly on children 's development of movement. "Development is a series of re-births. There comes a time when one psychic personality ends, and another begins" (The Absorbent Mind, 2007. Maria Montessori . Page #17). The Horme (a Montessori term meaning 'instinct ' or 'unconscious will power ') is the dominant influence on the child in the first 3 years of life. All impressions are stored in the Mneme which is described as the recording by the subconscious memory of all sensations experienced by an individual. As the child develops into the second sub-phase of the First Plane of Development, the child’s will emerges and replaces the influence of the Horme. The first three years of life are crucial for a child’s development. Dr. Montessori explains how mental movement is connected with physical movement, and depends on it. Movement helps the development of the mind and improved expression in further movement and

0-3 years From the stages between 0-3 year’s children are learning their reflexes, about people around them, how to play alongside others etc. During this stage it is very important that all children get every type development without any problems as this may cause harsh conditions for them in the future.

Thus it is said that "The child is endowed with unknown powers which can guide us to a radiant future."(The Absorbent Mind ,P2)