Intellectual Development Chapter 14 Intellectual Development Toddlers are

Intellectual Development Chapter 14

Intellectual Development �Toddler’s are curious about their environment. ◦ Parents play an important role ◦ Parents’ enthusiasm is contagious ◦ Toddlers who see the world as an exciting place are more likely to explore

Piaget and Younger Toddlers �Last two stages of Sensorimotor stage and beginning of Preoperational stage. �Sensorimotor ◦ 1 E: Tertiary Circular Reactions ◦ 1 F: Mental Representation �Preoperational ◦ 2 A: Preconceptual Phase

�Tertiary Circular Reactions ◦ 12 -18 mos: Tries out new ideas by planning changes in their actions on objects to meet a goal �Example: they may tear, pinch and mash playdough to see what happens �This is different from Primary and Secondary Circular reactions this is the THIRD change in the child’s behavior toward objects… �in this stage the child repeats different actions over and over = circular response

Mental Representation � 18 mos: toddlers begin to have mental images ◦ This helps in problem solving ◦ Thinks about actions then results �Example: a toddler can mentally “turn” an object to put it through the shaped hole in a sorting box �This substage is the bridge to the next stage in which mental thinking replaces motor actions

Mental Representation contd �Two intellectual skills develop during this stage: ◦ 1. Object permanence is complete. �Example: toddlers look for a completely hidden object and even look in places they have never seen the object ◦ 2. Imitation �The ability to imitate takes a major leap �Increased memory capacity �Can imitate what they saw at an earlier time

Piaget and Older Toddlers �Preoperational Stage: the period before logical thought and is divided into 2 stages ◦ According to Piaget, 2 -4 year old children are in the first substage of preoperational thinking called the preconceptual phase �Despite toddlers’ intellectual ability, their concepts and reasoning are often illogical. �To show the difference between logical and confused concepts, Piaget referred to the toddlers’ concepts as preconcepts �Example: Toddlers get facts and the order of events mixed up when they try to retell a story

USE OF SYMBOLS �Symbols: represent objects (and eventually ideas) that are not present at the time ◦ WORDS ◦ ART ◦ PRETEND PLAY

Prelogical Thinking �Piaget focused on what older toddlers do not yet understand…. because toddler thinking is often illogical and irrational, Piaget called this thinking prelogical…Some examples include (see page 348 -349) ◦ Confusion about cause and effect ◦ Egocentrism: cannot see things from another’s perspective ◦ Animism: believe everything has a life ◦ Focus on the “bits and pieces”: can’t yet see the big picture

PIAGET HANDOUT �Please use Appendix B to complete chart and handout: ◦ Please COPY exactly as written. �Page 596 �STOP HERE

Part 2: Playtime Means Learning � Intellectual Development occurs through play in the toddler years � PHYSICAL PLAY ◦ Develop muscles and refine balance and coordination ◦ Use energy and build stamina ◦ Sets a good pattern for exercise that will maintain health � OBJECT PLAY: ◦ More interested in the activity then the outcome of the activity ◦ Empty and fill containers ◦ Pushing buttons ◦ Pouring ◦ Stacking blocks ◦ Learning the meaning of more, less, tall, short, and big and little ◦ Develops fine motor skills

Pretend Play �Toddlers’ mental images allow them to begin pretend play ◦ Between two and three years pretend play becomes based on imitation of others’ experiences. ◦ These imitations are usually short in duration �May say “hi” and “by” on the phone �May “sweep” the floor �Read a book

The PLAY Environment �NEED SAFE PLACES �NEED OPEN SPACES: to use large muscles �COZY AREAS: for object play and pretend play �Most toys should be Open Toys: allow children to use their imaginations and creativity ◦ examples? �Closed Toys: toys that work one way ◦ Examples?

Language Development �A child’s first spoken word is often said in infancy-typically by 11 or 12 months of age �Using words to name objects or people begins at 13 months �Before 18 mos. , most toddlers say a single word with expression and gestures to convey meaning �By 18 -22 mos. toddlers start combining two-word sentences �By the end of toddlerhood, their vocabularies may contain more than 500 words

Importance of Books �Books are VITAL to a child’s intellectual development and enjoyment of learning �Picture books are books that are predominately pictures BUT may have words and text. . such as the alphabet �Can begin reading books as early as you want, but most parents begin by 6 months

The Parents Role in Language Development �Match your interaction style with toddlers skills �Reduce language difficulty during early stages of development: “r” sound �Expanding language after 18 mos or two years: labeling �Respond to toddlers attempts at conversation �Try to understand what toddlers want or need based on nonverbal cues �Reading, singing and saying rhymes DAILY �Using dolls and stuffed animals to encourage talking �Playing “I spy” �Using positive, approving words with toddlers

Recognizing Language delay �Parents should seek professional help if their toddlers: �Do not babble with expression by 1 year �Do not say a few understandable words by 18 months �Show little understanding of words �Communicate only with gestures at 2 years �Cannot speak in short sentences after age 2 ◦ Up to 10 percent of toddlers have delays in language ◦ May be a sign of hearing loss or developmental delay

ACTIVITIES FOR TODDLERS