The influence of the Absorbent Mind, and the Sensitive Periods on the child's development of movement, language and social skills.

At the age of 4-7 the child reaches the, ?Intuitive?, stage, at this stage the child has some concept of differences i.e. the child can distinguish between the size and colour of different coloured bricks. However the child is still what Piaget called, ?Egocentric?, unable to see things from another?s point of view.

Through her observations, Montessori held that a child will pass through several ‘sensitive periods’ during the Absorbent Mind, where he/she has an intrinsic sensibility to acquiring particular skills beneficial to his/her development (Montessori, 2007a). He/she is drawn to particular activities that will match the particular sensitivity – such as a sensitivity to order or small objects for example. It is for these reasons that Montessori saw the need to develop an environment that would enable every possibility for the child to fulfill all of these needs and that failure to do so could result in physical, social and mental instability. “The more the young are placed in

“That which at first was but a vital impulse (horme) has become a deliberate act. The child's first movements where instinctive. Now he acts consciously and voluntarily and with this comes the awakening of the spirit.” (Montessori, 1988, p.231)

During the first phase, from birth to three years old, the young child unknowingly or unconsciously acquires his basic abilities. She called it the period of unconscious creation or the unconscious absorbent mind. The child 's work during this period is to become independent from the adult for his basic human functions. Mneme is a supreme type of memory, which unconsciously stores impressions, which then become part of the child’s personality.

Three physical changes the infant undergoes includes (1) going from using basic reflexes to learning complex motor skills (e.g. how to crawl and walk); (textbook p. 142; Chapter 4), (2) developing fine motor skills (e.g. precisely reaching and grasping for a toy); (p. 185; Chapter 5), and (3) developing vision, specifically depth perception and pattern perception (e.g. developing the ability to recognize); (pp. 189-193, Chapter 5). These are examples of the dynamic systems theory of motor development as the infant progresses in a sequence.

By this time a number of words and smiled connect its meaning, pay attention to the figure come in a short time taught associated with that name baby picture. Repeat this on the learning and memory is called the hippocampus helps the brain development of children. Exit discover the similarities and differences of different objects using Start, olfactory, auditory, tactile, gustatory children. Children and use this sense to object or even a person, I want also to receive a sensory stimulus for the like children. You know that change over time, and that this preference is dependent on many different factors. Children exit from the environment to elicit a positive response to the learning experience and use all your senses every day to discover things actively. Saw the baby Crawl on all fours position. The things by hand, use your thumb to be able to pick up things with your thumb and index finger. You can throw stuff. Being able to throw the thing is that you can use to remove the wrist, hand, and fingers as an important development. This is a development that is a little more elaborate cerebellar development indicators. The cerebellum and thalamus as development is desired and it is possible to undesired inhibit. You can turn your body into a sitting

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.

Of course we now that these stages are general and all children develop on their own timeline, but the exposure to such activities is essential in children’s development. Therefore we allow our children or students to manipulate games, objects and tool that will help them develop gradually their strength, control, hand-eye coordination, and manipulation of their arms, risks, hands and fingers, legs, and feet. Not to mention the importance that Physical development has in all the other areas of development. Physical Development addresses any change in the body, including how children grow, how they move, and how they perceive their environment. But it also connects to cognitive development pertains to the mental processes (e.g., language, memory, problem solving) that children use to acquire and use knowledge. As well as to emotional and social development from how children handle relationships with

The theory states that cognitive development goes through stages for all children. The way that they look at the world is mediated by the ways that they can use their brains.”Conditioning and implicit memory form the sensory experiences that make up an infant's burgeoning understanding of the

Successful levels and stages of development are majorly associated with the increasing efficiency and memory capacity. These explain a progression to higher stages and individual differences which increases by same age persons and cognitive performance. Research indicates that the performance of children at a given age is changeable from domain to domain such as the understanding of social, mathematical, and spatial concepts that it is impossible to place the child in a single stage. This level involves processes that define the volume and kind of information that the individual child can process. For example, reflexes arise before birth and are still present in newborns. Sometimes, prenatal development and birth complications may also be connected to neurodevelopmental disorders. Young children react to various motivations in various ways (Damon & Lerner, 2006). For example infants’ sight blurry in early stages improves over time.

In infancy and toddlerhood, individuals’ development are in the sensorimotor stage of development. They learn and respond to things by utilizing their senses, or seeing, hearing, touching, tasting, and feeling. Developing motor skills and sensory abilities are also important at this stage of development. This is also a crucial time when the bonds formed between the children and their primary caregivers can affect the development of their brains. Another important factor at this stage is their physical development.

Some of the highlights obtained about the infant’s cognitive development include how psychological processes are involved in the development of thinking and knowing in young children. The cognitive development of children shows how infants acquire information through the senses of sound, sight, touch, smell, taste, and language. Regarding social and emotional development, it shows how infants learn to interact and control their emotions. Interesting theorists such as Piaget provided a basis for the observation of children’s behavior in motor and intellectual development. Also, Erik Erikson is notable for his interests in the emotional development of children (Newman and Newman). Notable milestones in cognitive development include the sensorimotor

The Sensorimotor is Piaget’s first stage, which happens between the ages of 0-2. Children's perception and the way they explore is based on their senses, therefore it is limited to the motor reflexes such as sucking, feeling and listening. A child develops through simple activities to a wider range by realising they are in control of their own actions. By knowing this, they also learn what actions are appropriate and the ability to communicate through sounds. Egocentrism occurs as the infant cannot distinguish between its self and its environment, but begins to throughout this stage. General symbolic function is described when

“Absorbent mind” is an ability of the child’s mind to take in information from the environment without need their any efforts; it is like automatic absorbent when it occurred. "This unconscious absorbent mind occurs between the ages of birth and

According to Psychologist Erik Erikson, the social and personality development of the infant includes trust versus distrust. Throughout the first two years of life, an infant goes through the first stage: If an infant stands well-nurtured and loved, trust will develop as well as a feeling of security plus a positive outlook upon their lives. If they stand not well nurtured and loved, they convert towards self-doubting and acquires toward mistrust others (Personality Development, n.d.). Infants develop attachments toward their caregivers whether being parents, other relatives or nannies. If the caregiver responds positively towards the child, they sense a conscious of security that the parent will provide encouragement when required. Insecure