The development of speech activity of the child

From the start, babies want to explore their world. They are eager to move their eyes, their mouths, and their bodies toward the the development of speech activity of the child and objects that comfort and interest them. They practice skills that let them not only move closer to desired objects, but also move desired objects closer to themselves. As they grow, children’s determination to master movement, balance, and fine-motor skills remains intense.

A baby begins learning the basics of self-movement and begins to master the skills needed for hand-to-mouth coordination and holding objects. Babies are quickly becoming stronger and more agile. Child-proofing” becomes important as babies get more mobile. Walking and self-initiated movement become easier. Balance improves and eye-hand coordination becomes more precise. Children become more comfortable with motion, increasing speed, and coordination.

Children are able to manipulate small objects with increased control. Children’s precision of motion improves significantly. Manipulate clay by making balls, snakes, etc. Children develop skills that will help them as they enter school and begin writing.

Parenting articles, news and tips on raising happy, healthy, successful kids and teens. This page presents an overview of the development of intellectual abilities. Until they reach the age of 15 or so they are not capable of reasoning as an adult. The following information is based on the work of Jean Piaget. He was a developmental biologist who devoted his life to closely observing and recording the intellectual abilities of infants, children and adolescents.

The stages of intellectual development formulated by Piaget appear to be related to major developments in brain growth. The human brain is not fully developed until late adolescence or in the case of males sometimes early adulthood. We often expect children to think like adults when they are not yet capable of doing so. Simple reflex activity such as grasping, sucking. Reflexive behaviors occur in stereotyped repetition such as opening and closing fingers repetitively. Repetition of change actions to reproduce interesting consequences such as kicking one’s feet to more a mobile suspended over the crib.

Responses become coordinated into more complex sequences. Discovery of new ways to produce the same consequence or obtain the same goal such as the infant may pull a pillow toward him in an attempt to get a toy resting on it. Evidence of an internal representational system. Symbolizing the problem-solving sequence before actually responding. Increased use of verbal representation but speech is egocentric. The beginnings of symbolic rather than simple motor play. Can think about something without the object being present by use of language.

Speech becomes more social, less egocentric. The child has an intuitive grasp of logical concepts in some areas. However, there is still a tendency to focus attention on one aspect of an object while ignoring others. Concepts formed are crude and irreversible. Easy to believe in magical increase, decrease, disappearance.

In moral-ethical realm, the child is not able to show principles underlying best behavior. There is the ability to perform multiple classification tasks, order objects in a logical sequence, and comprehend the principle of conservation. The child is capable of concrete problem-solving. Class logic-finding bases to sort unlike objects into logical groups where previously it was on superficial perceived attribute such as color.

Thought becomes more abstract, incorporating the principles of formal logic. The ability to generate abstract propositions, multiple hypotheses and their possible outcomes is evident. Thinking becomes less tied to concrete reality. Formal logical systems can be acquired. Can handle proportions, algebraic manipulation, other purely abstract processes. Prepositional logic, as-if and if-then steps.

This page presents an overview of the development of intellectual abilities in children and adolescents. What is Preventing Your Baby from Sleeping Through the Night? Why Do Toddlers Hold Their Breath? Parenting Your ADHD Child – Easy Techniques That Work! Our recommendations for books on child development for parents.

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