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Cognitive Development
We conducted our research on a male toddler, aged 12 months, whose mother is 25. The boy was born premature and with Down's syndrome. We believe that the birth defects may have been due to the mother having engaged in the following behaviors while pregnant: smoking commercial cigarettes, about a pack a day; smoking marijuana occasionally, and drinking alcohol occasionally. The mother also did not eat a balanced diet while pregnant. Because of the mother's habits while pregnant and because she is not yet financially self-sufficient, the grandparents of the baby will assume all legal and actual parental responsibilities. It is likely that the mother will soon go away for school and possibly substance abuse rehabilitation, based on her interview.
The effects of the mother's lifestyle on her child are evident in his birth abnormalities, especially having Down's syndrome and being born underdeveloped. It is widely known in the research that children with Down's syndrome develop their cognitive abilities slower than their counterparts who do not have Down's syndrome. However, the young boy makes many gestures in order to communicate, such as waving his hands and arms. We perceive his ability to communicate as indicating a relatively high level of awareness of the world around him, and a knowledge that he can and should interact with other people. He also responds to hearing his first name being spoken and can tell the difference between the sound of his mother and grandmother's voice and the voice of other women.
When he is with other children in the same room, he plays and has a smile on his face. Because he is only 12 months old, he probably would have developed only the most rudimentary of language skills if he did not have Down's syndrome. The boy seemed to develop attachments to certain toys and was clearly uninterested in others. He had a strong preference for plush toys and did not attempt to build towers out of building blocks, as some of the other children did. On one occasion, our subject hit another kid, but we believe he felt threatened and was acting in self-defense because he had a smile on his face. In general, we feel it may be too early to note any cognitive developmental disabilities in this subject, even if his physical appearance clearly indicates that the child has Down's syndrome.
Cognitive Development may appear to be a unified discipline or organic cooperation among several disciplines; however, the research shows chasms between fields devoted to the study of human development. The four reviewed articles show differing approaches to developmental studies, with varying degrees of effectiveness. The level of effectiveness appears to hinge on the scholar's willingness to use a generous number of approaches to the analysis of human development. Harris, J.L., Brownell,
This will present a break from the norm set by most researchers who concentrate on studying the relationship between a child's ability and development, and the actions and environment surrounding the child. For instance, the study conducted by Berger and Adolph just considers how changing the size of the bridge makes a child to adopt a different strategy (using the handrail) in crossing the bridge but does not asses
Their research again points to superior cognitive skills in children -- this time in the mathematical realm. However, their research only targeted a small sample of children from the same cultural background. I would like to extend to a cross-cultural sample from actual different countries. If my research supports that of Levine and Huttenlocher, as I predict it to be ramifications include the fact that differences in mathematical ability
Abstract This paper explores two fundamental theories that are considered to be worthy guides and reference points in different discourses of early childhood cognitive development and education. Scientists and scholars world over hold the principles established in the two theories in high esteem. However, the theories, though explicably analyzed the behaviors and learning abilities at each developmental stage of early childhood, but have divergent opinions on how those behaviors early are
Children's Drawing Ability and Cognitive Development There is scarcely a refrigerator door in America in homes with children that does not have one or more pictures attached to it with magnets providing proof positive that these young learners are expressing themselves in healthy ways. Over time, these pictorial representations typically increase in complexity and begin to actually resemble the things they are intended to represent, and most parents accept this
Decision Making, Impulse Control, And Cognitive Development Cognitive development entails the development in children with respect to processing of information, conceptual resources, skills in perception, learning the language and development of the brain. Piaget and Vygotsky advance theories explain cognitive development in children. These theories are similar in some aspects, yet they still differ about issues (Nakagaki, 2011). Piaget gives four stages to explain cognitive development whereby he advances that each