Cognitive Development In Infancy Week 7
Investigate Development: Cognitive Development in Infancy.
MAKE A DECISION: Is Russell at risk for developmental delay?
Yes
No
Why? Give reasons for why you chose the way you did. Consider the following factors in your reasons:
Cognitive development
Language development
Environment
Be sure to review the attached rubric for this assignment to ensure you cover all points appropriately.
Please see attachment for instructions
Jean Piaget (1952) found that infants between the ages of 4 to 8 months repeat actions to make interesting events last longer, even though the action may not have caused the event to occur.
According to Piaget (1952), infants learn to apply previously learned “action schemas” to new objects by 8 to 12 months of age.
The Denver Developmental Screening Test II is a commonly used screening tool to identify young children who may be at risk for developmental delay. However, the test should only be used to identify children in need of further evaluation, rather than as the sole means of evaluation (Frankenburg, 2002). The test covers four major areas of development: personal-social, fine motor-adaptive, language, and gross motor.
Language Development
Early communication in infancy can take the form of both gestures and sounds. Both are important in the development of language, even though gestures are not typically thought of as being part of language. This is because gestures and sounds can both serve as symbols for the infant to communicate, even if they do not have universal meaning or even a meaning to the parents (Newman & Sachs, 2013).
It takes some time for the parts of the body to develop that enable certain speech sounds to be produced. Infants will often use “protowords,” or speech sounds that hold a particular meaning to the infant but not to anyone else, except for those familiar with the child who understand what the infant means when he uses these protowords (Newman & Sachs, 2013).
Between 6 and 10 months of age, infants typically begin to start using pointing to direct an adult’s attention to something in the environment. Between 9 and 12 months, infants typically respond to pointing gestures of adults by shifting their attention to the location in which the adult is pointing, indicating that they understand what the pointing gesture means (Masur, 1983).
The MacArthur-Bates Communicative Development Inventory (CDI) is a measure from parental report on the words that an infant can comprehend or say; it also asks other questions about the infant’s communication skills. The infant version includes a checklist on the early vocabulary that a child understands (receptive vocabulary) and can produce (expressive vocabulary), which can be compared to the established norms for other children of that infant’s age in months (Fenson et al., 2007).
Environment
An infant’s environment can play a determining role in how well the infant develops, including his home environment (Bradley, Caldwell, & Corwyn, 2003), daycare environment (NICHD, 2006), as well as health and nutritional factors (Levine & Munsch, 2016). Cognitive Development In Infancy Week 7
The Home Observation for Measurement of the Environment (HOME) is a screening tool for measuring the quality and quantity of stimulation in a child’s home environment, which have been shown to relate to cognitive development. The various components of the measure are strongly related to infant scores on intelligence tests and other cognitive measures later in childhood. The indicators of a stimulating and supportive environment include Parental Responsivity, Acceptance of Child, Organization of the Environment, Learning Materials, Parental Involvement, and Variety in Experience (Bradley, Caldwell, & Corwyn, 2003).
In a large-scale longitudinal study on the effects of childcare on young children’s development, the NICHD (2006) found that high quality nonmaternal childcare was related to several cognitive and social outcomes later in childhood. Exclusive maternal care, on the other hand, was not related to any of the measured outcomes, except a small effect of exclusive maternal care on one cognitive measure. The conclusion was that nonmaternal care is not necessarily detrimental to children’s outcomes, and can actually have a positive impact compared to sole care by the mother if the quality of care is high.
The American Academy of Pediatrics (2011) issued a policy statement that television viewing should be discouraged for children under the age of 2. This was due to the documented negative effects that watching television can have on physical health, attention span, language delays, and other aspects of development.
Early intervention can prevent at-risk infants from developing problems later in life. Kitzman et al. (2010) found that infants who have high-risk parents (parents who are young, unmarried, and have low income) but who were visited by nurses in infancy scored higher on tests of reading and math skills at age 12.
Denver Developmental Screening Test
One part of the Denver Developmental Screening Test II involves playing with blocks to screen for issues with the child’s fine motor – adaptive development. According to Frankenburg, Dodds, Archer, Shapiro, and Bresnick (1992), some or most infants are able to do the following at 12 months of age (in order of the age at which most infants can accomplish them, from oldest to youngest):
Put cube in cup (most difficult)
Bang 2 cubes held in hands (moderately difficult)
Take 2 cubes (moderately difficult)
Pass cube (least difficult)
Next would be pictures of Russell doing the following with the cubes:
First Picture—Examiner hands Russell two cubes, but he only takes one at a time.
Second Picture—Russell bangs both of the cubes together.
Third Picture—The examiner holds out a cup, and Russell puts the cube in the cup.
Fourth Picture—Examiner reaches out hands to take a cube, but Russell drops them instead of handing them over.
As will be apparent from the pictures, Russell can’t (or won’t) do the two easiest tasks but does the hardest two tasks easily. This could spark a discussion about how test behavior is not necessarily the same as actual day-to-day behavior, and how the screening tool is just a screening tool, and that more testing would be required to say that Russell is developmentally delayed or not. It would also lead to a less straight-forward decision about whether or not Russell is developmentally delayed.
Communicative Development Inventory
Following are the norms for a 12-month old’s receptive vocabulary size as assessed by the Communicative Development Inventory (CDI) and where Russell is compared to these norms (data taken from wordbank.stanford.edu). The further left the infant is from the peak of the normal curve (the black curved line in the chart), the more problematic his receptive language development is.
Explanation: This histogram shows the number of words that 12-month infants can understand, and where Russell is compared to these infants. It is clear from Russell’s place on the curve that his receptive language is delayed compared to normal children. Although this is relatively obvious, using this histogram shows students real data collected on language development and could spark a discussion on what is “normal,” how to interpret a histogram and normal distribution, and how we can tell that Russell’s receptive language is not merely below average but is actually quite atypical (Note: This chart was created with IBM SPSS). Cognitive Development In Infancy Week 7
Babies are born with an incredible ability to learn. In fact, they’re so smart that psychologists have found that infants’ brain development outpaces the rest of the body’s growth by around 40%. And while it’s true that your baby may not be able to talk yet, they still use a variety of cognitive processes — from attention and memory to language acquisition and problem solving — to help make sense of their world.
Cognitive processes are the mental activities that occur in the brain and are used to solve problems. They help you make sense of what you see, hear, feel and think about your world.
Cognitive development is all about building new skills that will help you grow as a person over time.
Attention is a mental process that helps us focus on specific things. The ability to pay attention is important for learning and memory.
Attention can be divided into two types: selective and sustained attention. Selective attention involves filtering out distractions while sustaining your focus on an object or task; this includes ignoring stimuli that you do not want to hear (e.g., car horns) or seeing more than one thing at once (e.g., looking at both sides of the road). Selective attention develops gradually over time through practice, such as when children learn how to navigate their way around obstacles while paying close attention to what they’re doing—and then repeating this process again later when they get older!
Memory is the ability to recall and retain information. It’s also a skill that can be improved through practice and used in many different ways.
Language is a major developmental milestone that occurs in the first year of life. This means that infants use language to communicate with their caretakers, express their needs and emotions, express wants and dislikes through vocalizations (e.g., crying), as well as imitate others’ speech patterns.
Infants learn how to talk by listening to adults talk to them and by watching television programs or movies that include made-up dialogue between characters who speak different languages (e.g., Japanese or English). As they begin talking themselves, they may not produce anything intelligible; however, they can understand what is being said even without being able yet themselves speak clearly enough for someone else’s attention!
In the first few months of life, infants are born with a mental map of their world. They use this map to make sense of their environment and other people’s bodies.
When an infant sees someone move their hand or feet, it can mean that there is something interesting happening in front of them (such as when I was trying on jeans). A baby may also use its mental map to help figure out why they’re not feeling well—after all, if you’re sick or injured then there’s probably something wrong with your body!
Infants use cognitive processes to make sense of the world around them.
Cognitive processes are used to make sense of their environment, which can include things like what they see or hear. For example, an infant may be looking at a toy that moves when it gets bumped by another toy. The infant has learned that when something moves on its own (like this toy did), it’s probably going somewhere else—so he/she might move away from it instead of towards it! If you put two toys next to each other and one started moving but the other didn’t—the first thing your baby would probably do is move away from both objects because he/she knows how these types of things work now—and this would explain why he/she moved his hand away from the moving object instead of towards it.”
We’ve covered a lot of ground in this article, and you may be wondering how all of this applies to your own infant. Well, the good news is that it doesn’t matter if your baby isn’t quite ready for the world yet—because they are developing their cognitive skills in ways that will allow them plenty of flexibility later on! What we want to emphasize here is that intelligence doesn’t stop at birth; it continues throughout life and can even continue into adulthood. And as parents, we need to create an environment where children are encouraged to explore their surroundings or think logically about problems they encounter throughout those years… because they will soon have so many more opportunities than we ever did!
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