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POP QUIZ

PCD Objective 4.03 Understand Brain, Cognitive, and Language Development of Infant’s The Sensorimotor Stage. POP QUIZ. Study these notes for Pop QUIZ tomorrow. You will find HINTS throughout the notes that will help you know what to study for the quiz. See if you can FIND the HINTS!. 1.

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POP QUIZ

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  1. PCDObjective 4.03Understand Brain, Cognitive, and Language Development of Infant’sThe Sensorimotor Stage

  2. POP QUIZ • Study these notes for Pop QUIZ tomorrow. • You will find HINTS throughout the notes that will help you know what to study for the quiz. • See if you can FIND the HINTS!

  3. 1. Jean Piaget’s Theories 1896 - 1980 Four Periods of Learning • Sensorimotor birth-2 yrs • Preoperational 2-7 yrs • Concrete Operations 7-11 • Formal Operations 11-adulthood

  4. Sensorimotor Stage • Infant Scientist! • Children learn about the world through their senses and body movements • Stage broken into 6 different steps

  5. Sensorimotor Stage 2. Steps divided by age • Birth to 1 month • 1 to 4 months • 4 to 8 months • 8 to 12 months • 12 to18 months • 18 to 24 months

  6. Sensorimotor Stage 3. Stage One: Birth to 1 month Practices inborn reflexes Infants are only aware of themselves They do not understand themselves as a a separate person

  7. Sensorimotor Stage Stage Two: 1 to 4 months • Learn to combine two reflexes • For example: • wave their fists and then bring it to their mouths

  8. Sensorimotor Stage • Stage Three: 4 to 8 months • They respond to other stimuli • Improves hand-eye coordination • For example • baby bumps a rattle and it makes a noise, they may try to bump it again.

  9. Sensorimotor Stage 4. Stage Four: - 8 to 12 months • Intentional behavior • They learn certain actions lead to certain results • Imitates others

  10. Sensorimotor Stage • They learn to follow objects with their eyes • Love playing Peek-A-Boo

  11. Sensorimotor Stage • Ten months- learn Object Permanence 5. • Objects continue to exist even when out of sight • Can find partially hidden objects

  12. Sensorimotor Stage • Stage Five: 12 to 18 months • Trial and error: • Push a cracker off high chair and watch it fall to the floor. • Then does it again • Can find hidden objects • Understands objects exist independently

  13. Sensorimotor Stage Stage Six: 18 to 24 months • Begin to experiment mentally as well as physically • They think about what they are going to do before they do it

  14. POP QUIZ • Use these notes to study for your pop quiz tomorrow!!!!! • Questions???????

  15. Key Terms • Check your answers

  16. brain stem • Controls involuntary activities such as breathing

  17. cerebrum • Directs motor activities

  18. Cerebellum • Controls muscular coordination, balance, and posture

  19. pituitary gland • Releases hormones that control metabolism and sexual development

  20. spinal cord • Controls simple reflexes that do not involve the brain

  21. Thalamus • Controls the way emotions are expressed

  22. Dendrite • Receives information from other neurons and passes it on to the body of the nerve cell; reaches toward dendrites of other neurons for transmission

  23. cell body • Processes the information received

  24. Axon • Carries information from cell body to dendrites at its tip; releases neurotransmitters

  25. Myelin • Coating on axons that makes transmission easier

  26. Synapse • Gap between dendrites of different neurons across which neurotransmitters travel to relay information from one neuron to another

  27. Stimulation • To encourage something such as an activity or a process so that brain activity will begin, increase, or develop

  28. Piaget’s Theory of Cognitive Development • A theory made up of: • sensorimotor period • preoperational period • concrete operations • formal operations

  29. sensorimotor period • A period in Piaget’s Theory where children learn through the senses

  30. object permanence • The knowledge that objects have an existence in time and space, independent of whether or not they can be seen or touched

  31. language development • The human use of spoken or written words as a communication system

  32. Nonverbal • Using gestures and moving instead of words to communicate

  33. word association • Method of assessing somebody's mental state or personality by asking the person to respond with the first word that comes to mind when a given word is heard

  34. first word • Same sound used more than once to refer to person, place, or event

  35. Multiple Choice QuestionsLet’s see what you know!

  36. Which illustrates the function of the cerebrum? • Ann can sit up when propped on pillows for up to a minute. • Betty smiles whenever someone speaks to her. • Cory babbles when his mother reads to him at bedtime. • Don recognizes his father’s voice as he enters the room. Answer=A

  37. Brian is crying because he’s been waiting to be picked up from his crib and no one comes. Which type of crying is this? • Annoyed • Afraid • Hungry • In pain Answer=A

  38. The baby’s spinal cord was damaged when his mother accidentally dropped him from the car seat. Which type of activities will most likely be affected? • Breathing and other involuntary activities • Motor activities • Muscle coordination • Posture Answer=D

  39. Objective 4.03TEST REVIEW • 70 questions:(1.4 points each=you can miss 5 questions and make a 93=A) • Chapter 9 handout • Key Terms • Give one example from each step of The Sensorimotor Stage • Label and define parts of the BRAIN

  40. Independent Practice • Read the following reference from the textbook, The Developing Child, page 286. • “How to Stimulate Brain Development in an Infant.” • Use the index card provided: • List at least 3 ways infants’ senses can be stimulated. • List important facts about stimulating infants’ senses. • Think-pair-share • Find the person with the matching card and share responses with that person • You will then combine both responses into one statement to share with the class.

  41. Group Project • Read in the textbook, The Developing Child, Chapter 9, page 291-295, Piaget’s Theories: “The Sensorimotor Period.” • You will be paired up with another student. • Develop 3 activities from the reading that are appropriate for an infant. • You will share your activity with the class. • Complete the handout • “Appropriate Activities for Infants” • Record activities as they are presented. • Discuss as students present activities. • Keep the notes sheet for future use.

  42. Book Project • TEAMS will be given a children’s book to read and answer the following questions on index card. • How might reading this book over and over lead to the development of infant language skills? • How do the pictures in the book help develop language skills? • Write-Pair-Share • Share your responses to the class.

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