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intellectual develo
Intellual development during the first year
| Term | Definition |
|---|---|
| Intellectual Development | Intellectual Development: how and what people learn and how they express what they know through language. |
| Environmental Stimuli | Environmental Stimuli: (light, sound, heat, texture) affect the sensory organs that cause a person to react. |
| Vision Center | Vision Center: allows babies to process the sights of their world into information. The vision center is very active in early infancy. |
| Acuity | Acuity-the ability to see clearly in each eye. |
| Contrast Sensitivity | Contrast Sensitivity- the ability to see objects with varying degrees of contrast from their background. |
| Color Sensitivity | Color Sensitivity- the ability to see color |
| Eye Movements & Coordination | Eye Movements & Coordination- the ability to move both eyes perfectly together so a person sees the world as a fused picture. (this is called binocular vision) |
| 3-D Vision | 3-D Vision- the ability to see the world in three dimensions |
| Motor Center | Motor Center: during infancy, babies depend on their motor skills as they react to environmental stimuli. |
| Thinking Center. | Thinking Center: requires the ability to interpret sensory information the brain receives. This takes basic sensory information received and processes it into recognizable objects. |
| Memory Centers | Memory Centers: thinking and learning require memory and memory abilities early in life. |
| Explicit memory | Explicit memory- the conscious, intentional recalling of experiences and facts |
| Implicit Memory | Implicit Memory- unconscious awareness of past experiences to perform tasks. |
| Perceptual Learning | Perceptual Learning: process of making sense out of sensory stimuli. |
| Concept | Concept- an idea formed by combining what is known about a person, object, place, quality, or event. |
| Perceptual Concepts | Perceptual Concepts -making sense out of what they hear, see, smell, taste, and touch- and then mentally organizing this information. |
| Object Constancy | Object Constancy- knowing that objects remain the same even if they appear different. |
| Object Concept | Object Concept- understanding that objects, people, and events are separate from one’s interactions with them. |
| Object Identity | Object Identity- knowledge that an object stays the same from one time to the next |
| Object Permanence | Object Permanence- knowledge that people, objects, and places still exist even when they are no longer seen, felt, or heard. |
| Spatial Concepts | (pertaining to space) |
| Depth Perception | Depth Perception- the ability to tell how far away something is. |
| Number Sense | Number Sense- babies can detect changes in quantities (numbers) of items. |
| Object Solidity | Object Solidity- one solid object cannot move through another |
| Gravity | Gravity- objects falling to the floor or ground |
| Categorization | Categorization- grouping similar objects or events into a group |
| Communicating | Communicating: babies are communicating from the time they are born- they start making sounds and others learn to understand their language. |
| Passive Vocabulary | Passive Vocabulary- words people understand, but do not speak or write. |
| Active Vocabulary | Active Vocabulary- includes the words used in speaking and writing |
| One Month | Remembers objects if they reappear in a couple of seconds Cries for assistance Recognizes mothers voice and smell Is alert for more time than at birth |
| Two Months | Follows slow movement of objects with eyes Discriminates among voices, people, taste Cries and coos some “Sees” connections within their own body |
| Three Months | Studies own hands Cries Less Seeks sources of sound by turning head/neck Gurgles and coos |
| Four Months | Remembers objects for 5-7 seconds Likes detail in objects Makes new sounds Vocalizes to Social Stimulation |
| Five Months | Learns new actions to repeat Looks around when in new places Utters a few consonants Babbles one syllable repeatedly |
| Six Months | Inspects objects for a long time Compares two objects Looks at objects upside down to create new perspective Utters more and more consonants |
| Seven Months | Picks out his/her name in a conversation Makes more consonant/vowel combinations Discriminates between familiar/unfamiliar adults Babbles two syllables |
| Eight Months | Imitates somewhat new actions Understands about 36 words Begins to have goals (and actions to achieve) Follows a one-step command if adult also gestures |
| Nine Months | Remembers games played on previous day Understands and uses gestures (waving) Babbles unduplicated syllables Follows a one-step command without adult gesture |
| Ten Months | Tries to fit things together Responds to commands Understands idea of verbal labeling Understands about 67 words |
| Eleven Months | Imitates inflections and speech rhythms Says first words (protowords) Understands more words/labels for things ' May imitate some animal sounds |
| Enriched Environment | Enriched Environment- environment that offers them chances to learn |
| Sensory Activities (sensory stimulation) | Sensory Activities (sensory stimulation)- using the senses to learn about the environment. Ex. Letting them touch different safe objects inside and outside |
| Motor Activities (coordination) | Motor Activities (coordination)- working together of muscles to form movements. Ex. Crawling in and out of boxes |
| Memory Activities | Memory Activities- Ex. Consistent routine, songs, rhymes, baby photo album |
| Problem-Solving Activities | Problem-Solving Activities- Ex. Putting a toy behind the baby, knocking over a tower of blocks, grouping like objects together. |
| Language Activities | Language Activities- Ex. Asking questions, using sing-song voice, pat-a-cake |
Created by:
BayleeandDuke
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