Section 12.1 Brain Development from One to Three

1. Section 12.1 Brain Development from One to Three • Both heredity and environment play major roles in the development of a child’s intelligence. • Intellectual activity becomes increasingly complex.

2. Brain Development The brain plays a major role in directing behavior and determining intelligence. intelligence The ability to interpret and understand everyday situations and to use prior experiences when faced with new situations or problems.

3. Brain Development Neuroscience has expanded the knowledge of how a child’s brain develops. Children learn concepts and words for those concepts in stages. neuroscience The modern study of the brain.

4. Methods of Learning Much of what children learn comes from everyday experiences and play. According to Piaget, between the ages of one and three years, toddlers progress from the sensorimotor to the preoperational period. What can children learn by helping a parent sort laundry?

5. Methods of Learning There are four methods of learning that children use: incidental trial-and-error imitation directed Incidental learning Unplanned Learning. trial-and-error learning Learning that takes place when a child tries several solutions to find one that works.

6. directed learning imitation Learning by watching and copying others Learning that results from being taught, often by parents, other caregivers, teachers, or older siblings. Methods of Learning • There are four methods of learning that children use: • incidental • trial-and-error • imitation • directed

7. Intellectual Activity Areas The seven areas of intellectual activity develop throughout life: attention memory perception reasoning imagination creativity curiosity creativity A mental ability that involves using the imagination to produce original ideas.

8. Intellectual Activity Areas Intellectual Developmental Milestones – Ages 1 - 3 Age Developmental Milestone

9. Section 12.2 Encouraging Learning from One to Three • Children need to have certain skills before they are ready to read or learn basic math concepts. • During this time, their language skills grow rapidly. • Toys play an important developmental role.

10. Readiness for Learning • Children need to have acquired certain skills before they are ready to read or learn basic math concepts. • There are many ways parents and caregivers can help guide a child’s learning.

11. Readiness for Learning Parents and caregivers can encourage reading readiness and math readiness during play and everyday activities. reading readiness math readiness Learning the skills necessary for reading, including letter recognition and the understanding that letters of the alphabet combine to form words on a page. The level of knowledge of basic math concepts, such as number recognition, needed for learning math.

12. Language Abilities There are several parts of language that children have an inborn ability to decipher: Children may experience speech difficulties. • sounds • words • sentences • grammar decipher To interpret; to study something until it can be understood.

13. Play Activities and Toys Toys play an important role in the development of one-to three-year-olds: Toys encourage motor skills to develop. Toys can encourage social skills such as sharing and cooperating with others. How do you think some of your favorite childhood toys helped develop your motor skills?

14. Play Activities and Toys Parents and caregivers should know how to evaluate toys for young children.

15. Chapter Summary Section 12.1 Brain Development from One to Three • Intelligence is determined by both heredity and environment. • Children learn concepts and the words for those concepts in stages. • Learning methods include incidental, trial-and-error, imitation, and directed learning. • There are seven areas of intellectual activity.

16. Chapter Summary Section 11.2 Encouraging Learning from One to Three • Children’s learning can be guided by adults. • Caregivers should encourage reading and math readiness during play and everyday activities. • Toys should be safe, appealing, and appropriate to a child’s age. • Speech difficulties include problems with articulation and stuttering.

17. Review Do you remember the vocabulary terms from this chapter? Use the following slides to check your knowledge of the definitions. The slides in this section include both English and Spanish terms and definitions. Start

18. neurociencia neuroscience The modern study of the brain. El estudio moderno del cerebro. Show Definition

19. intelligence inteligencia The ability to interpret and understand everyday situations and to use prior experiences when faced with new situations or problems. La habilidad de interpretar y entender situaciones cotidianas y de usar experiencias anteriores al enfrentar situaciones o problemas nuevos. Show Definition

20. aprendizaje incidental incidental learning Unplanned learning. Aprendizaje no planeado. Show Definition

21. trial-and-error learning aprendizaje por ensayo y error Learning that takes place when a child tries several solutions to find one that works. Aprendizaje que sucede cuando un niño prueba varias soluciones para encontrar la que funciona. Show Definition

22. imitation imitación Learning by watching and copying others. Aprender por medio de observar e imitar o copiar a otros. Show Definition

23. aprendizaje dirigido directed learning Conocimientos que se adquieren mediante la enseñanza, ya sea de maestros, padres, hermanos mayores u otras personas a cargo de cuidar al niño. Learning that results from being taught, often by parents, other caregivers, teachers, or older siblings. Show Definition

24. creativity creatividad A mental ability that involves using the imagination to produce original ideas. Habilidad mental que involucra utilizar la imaginación para crear ideas originales. Show Definition

25. preparación para la lectura reading readiness Learning the skills necessary for reading, including letter recognition and the understanding that letters of the alphabet combine to form words on a page. Aprender las habilidades necesarias para leer, incluyendo el reconocimiento de las letras del alfabeto y la comprensión de que éstas se combinan para formar palabras en una página. Show Definition

26. preparación para las matemáticas math readiness The level of knowledge of basic math concepts, such as number recognition, needed for learning math. Nivel de conocimiento de conceptos básicos necesarios para aprender matemáticas, como por ejemplo, reconocer los números. Show Definition

27. articulation articulación The ability to use clear, distinct speech. Habilidad para hablar de manera clara. Show Definition

28. tartamudeo stuttering When a person speaks with sporadic repetition or prolonged sounds. Cuando una persona habla con repeticiones esporádicas o sonidos prolongados. Show Definition

29. provocar elicit To bring forth; to produce some sort of reaction or response. Generar una reacción o respuesta. Show Definition

30. reprimir stifle To suppress, or prevent the development of something. Contener, o evitar el desarrollo de algo. Show Definition

31. unstructured no estructurado Lacking formal organization. Que no tiene organización formal. Show Definition

32. decipher autodisciplina To interpret; to study something until it can be understood. Interpretar; estudiar algo hasta entenderlo. Show Definition

33. End of Chapter12 Intellectual Development from One to Three home glencoe.com