2. ACTIVE CONSTRUCTION
Jean Piaget's influential theory on infant development
Constructs understanding of the world on the basis of their own
actions
Compared to other developmental scientists who believe that
infants learned by being 'passive'
3. ACTIVE CONSTRUCTION
Shapes how parents and YDL's can influence youth learning
Exposing youth to activities in which they are the 'driver'
Ex: Games in which children control the outcomes
Ex: Focusing less on standardized tests
4. COGNITIVE
DEVELOPMENT
Adaptation: “The process whereby knowledge is altered by
experience.”
Assimilation: when new information is processed according to
what the child already knows
Accommodation: when the child 'changes' their knowledge to
better understand reality
5. COGNITIVE
DEVELOPMENT
Adults and YDL's can facilitate child learning in multiple ways
Ex: Taking the child to a petting zoo to further develop their
understanding of 'animals'
Ex: Expose the child to people of different races in an effort to
show expand their knowledge of 'people'
Ex: Exposing the child to many different objects so they can gain a
greater understanding of their surroundings
6. Sensorimotor Period
Birth-1 month
Minimal
mental
development
1-4 months
Coordinate
various
aspects of
understanding
4-7 months
Relation of
their actions
and the
environment
18-24
months
Mental
representation
10-18
months
Discover
unexpected
relations of
outside world
7-10 months
Construct
relations
among
environmental
stimuli
7. SENSORIMOTOR PERIOD
While these stages are not set in stone, they provide a framework for
cognitive development
Parents and YDL's should be aware of these stages
Ex: When interacting with a child in a particular stage, attempt to 'play'
within each stage
Do not try to force a child into the next stage they are not ready for
Play within their cognitive abilities
8. CHALLENGES TO PIAGET
Too much focus on active exploration
Not enough focus on sensory and organizational capacities
Object permanence and mental representation appear much earlier
than Piaget stated
Infants have been seen to be able to imitate an action after a delay
As long as a week
9. CHALLENGES TO PIAGET
It has been shown that not all of Piaget's conclusions are true for all
developing children
Ex: Expose children to more 'advanced' behavior than Piaget
recommends
Parents and YDL's should use what they can from Piaget's writing, but
focus on developing each child in a unique way
Ex: If you notice a child showing a sign of cognitive development,
continue to foster that particular action
10. SOCIAL AND CULTURAL
FACTORS
Distal forces influence development through proximal forces
Socioeconomic status, parent's education, parent's age, single
mother, air quality, schools, etc..
Scaffolding
Joint attention, responsiveness, material environment
Ethnotheories
11. SOCIAL AND CULTURAL
FACTORS
High quality education programs
Can improve IQ
Constant interplay between child's abilities and environment
Ex: Begin by assisting the infant in putting puzzle together, than let
them take the lead
Ex: Read to the infant
Ex: Respond appropriately when the infant initiates interaction
13. CATEGORIZATION
SIMPLIFIED IN 3 WAYS:
Infant experience the world in biological states that are frequently
changing.
• For example, when a teddy bear is in the light and when it’s in the dark(it’s
the same).
Facilitates storage of information
• Doesn’t have to remember everything a person does to remember who
they are.
• Example, facial expressions
Knowledge of an attribute of one member of a category provides
information about other members of the same category.
14. CATEGORIZATION
Youth Development Leaders can become very
impactful when incorporating categorization into
activities or games.
• For example, we can group our youth in different
categories based off of age, gender, race, sports they
like to play, etc.
• This method can help leaders organize their youth
better, especially when dealing with larger crowds.
15. PHONOLOGY, SEMANTICS,
SYNTAX
Phonology
• Sounds must be produced and perceived
Semantics
• Meaning of words and sentences, or the content of speech
Syntax
• Ways in which words and phrases are arranged to ensure correct and
meaningful communication.
16. PHONOLOGY, SEMANTICS,
SYNTAX CONT..
Grammar, understanding sentences, and pronouncing words are all
important throughout the process of communication and
understanding language.
• YDL’s can use these tools to help develop our youth vocabulary.
• Engage in activities that allow our youth to explain the meaning of words
and understanding of sentences.
17. LANGUAGE DEVELOPMENT
IN INFANTS
To study the language development in infants one must simply
observe, record, and analyze what children seem to understand or say
as they grow up.
18. LANGUAGE DEVELOPMENT
IN INFANTS
Being a YDL recording, observing and analyzing will inevitably
help us impact our youth and keep their parents informed about their
child development.
• Keeping notes about the youth can be beneficial that way as staff
members we know if our youth are progressing or digressing.
19. INFANT-DIRECTED SPEECH, TURN-
TAKING, AND GESTURES
Infant- Directed Speech
• Rhythm and tone, simplification, redundancy
Turn-Taking
• Teaches that it’s impolite to interrupt. Wait our turn to speak
Gestures
• Form of non-verbal communication
These strategies elicit the baby’s attention, change the baby’s state of
arousal, communicate emotion, and facilitate language comprehension.
20. INFANT-DIRECTED SPEECH, TURN-
TAKING, AND GESTURES
As YDL’s we must understand that our youth won’t always
comprehend everything that we say. There will be times where we
have to simplify things so they will understand so they can be better
and more productive in life.
• For example, teaching our youth to raise their hand and wait to be
called on.
• Saying excuse me before interrupting conversations.
• While these are things that parents should teach their children we
must understand that a lot of youth lack parenting at home.
21. SOUND PRODUCTION
Prelinguistic
• Crying and babbling
One-Word
• Holophrase
• One word stands in for a phrase and has different meaning depending on
context.
Multiword Stage
• Vocabulary increases and the child begins to learn multiple words.
22. SOUND PRODUCTION
Helping our youth increase their vocabulary is very
important and beneficial to mentors. While society is changing
it’s still important that our youth understands the importance in
proper grammar and speaking grammatically correct.
• YDL’s can play board games such as scrabble, hang-man, etc.
these are all ways that our youth can engage in learning new
words and using them.