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Children Development
Differentiating between phenomena of Theory-Theory and Theory of Mind
The 'Theory of Mind' is a cognitive-based science that examines how humans develop and ascribe mental states to people around us and how such mental states are used to foretell one's behavior and actions. It delves into the process of mental abilities and mind reading (Marraffa). 'Theory -- Theory', on the other hand, focuses on the structure of concepts, how they are acquired and applied in real life. Theory-theory points out that concepts are woven around theories and that one must first learn the theories in order to acquire the concepts (Weiskopf)
Theory of mind grows over time. The intuitive social skills appear during the infancy stage while the reflective social cognition manifests during the preschool and the preceding toddler stages. Children aged three years understand that different people want and feel different things. Such mental stance is formidable by the time they are four or five years (Astington & Margaret 16). The theory-theory view postulates that children's cognitive growth follows a template like scheme that is rigid and universal. There is an equally fixed transition order that allows access to only one distinct form of thought before another creeps in; occurring on the same schedule across a range of domains...
Some of them have lasting relationship with such peers because they meet them at the point of birth (Hay 1-6). Although such interaction is common, it is not an assured premise. Sustained and coordinated friendship begins to form at the age of around 3 yrs. The quality and quantity of child-interaction change a lot at this stage. This is where social reputations emerge, social networks differentiate and friendship centrality increases (Hartup 257).
'Moving' affects children in different ways; depending on their age. Toddlers aged three and below do not experience significant change. Research, however shows that children aged between 12 and 17 experience psychological turmoil when parents have to move them. Children aged between 6 and 11 experience limited change and effect on mental health as a result of moving (Bond). Adolescents suffer more because of their attachment to peer groups. They lose their support and strength when such links are disrupted (Bond)
factors and potential consequences of maltreatment
According to clinicians, child neglect and abuse leads to psychological, physical, behavioral, and cognitive effects (National Research Council 208). The…
Works Cited
Astington, Janet Wilde, and Margaret J. Edward. "The development of theory of mind in early childhood." Social Cognition in Infancy* 5 (2010): 16.
BOND, ALLISON. "How Moving Effects Mental Health in Kids." Huffington Post. The Huffington Post, 17 Apr. 2014. Web. 14 Oct. 2016.
Hartup, Willard W. "Peer relations in early and middle childhood." Handbook of social development. Springer U.S., 1992. 257-281.
Hay, Dale F. "Early peer relations and their impact on children's development." Encyclopedia on early childhood development 1.1 (2005): 1-6.
Since we observe the responses of our peers and friends, we are very much attuned to how we interact with others, and how their succeed or fail. The theory of self-efficacy is fundamental to understanding social cognitive learning, because it implies that the process of using this theory creates greater confidence. Since individuals learn from their cultural environment, it is imperative to construct a positive enforcing messages through the
Social Cognition Influences on Social Cognition in Children and Adolescents Academic Institution Influences on Social Cognition in Children and Adolescents Child development is influenced by many factors. Some of the most important factors that affect the development of a child include heredity, nutrition, parental affection, and culture. Cognition refers to a general processes regarding the principles of thinking in humans, whereas social cognition refers to the study of how people process and use
This brainstorming would be an imaginative exercise, as well as encourage students to work together. Then, students could present their findings to the class in the form of a dialogue. The sharing of information in the form of a play would further spur social modeling and creativity. Requiring students to imagine 'what if' scenarios enables them to illustrate that they have truly assimilated the lesson material and comprehend its
I hypothesizes that children at what Piaget would call a preoperational stage do in fact perform complex analysis of numbers and situations, but that they approach this analysis is a tentative and relative way which is open to influence and negation from outside sources. More succinctly: children at early stages do perform conservation but consider it relative to mitigating factors and prone to correction. The following few pages will follow an
In order to decrease the risk of burnout, it is important to find ways to deal with stress. Learning to generate a division between ones work life and personal life is a significant first step. Practicing good stress management methods can also be very helpful (Pros and Cons of Being a Clinical Psychologist, 2012). Even though one establishes normal work hours during the day, as a psychologist they may find
The GEMS effort was to create a social environment that encouraged healthy eating and exercise, and expanded health literacy in a fun manner, and was accessible to young girls. It is easier to change health-related behaviors in the young, and the program tried to address the unique and often more acute problem of obesity in African-American young girls. The entire community and family units were incorporated into the program effort.