Neural and Cognitive Neural and Cognitive DevelopmentDevelopment

The Early YearsThe Early Years

OutlineOutline

I. Brian FormationI. Brian Formation II. Piaget’s theory of learningII. Piaget’s theory of learning III. ObjectsIII. Objects IV. MemoryIV. Memory V. Intentions and AgencyV. Intentions and Agency VI. Preoperational ThinkingVI. Preoperational Thinking VII. Language DevelopmentVII. Language Development VIII.Cultural ConsiderationsVIII.Cultural Considerations IX. Why it mattersIX. Why it matters

I. Prenatal Brain FormationI. Prenatal Brain Formation

44thth month prenatally brain’s basic month prenatally brain’s basic structures are formedstructures are formed

Communication occurs in the brain Communication occurs in the brain using electrochemical messagesusing electrochemical messages

Myelination speeds the process. Myelination speeds the process. Myelination begins prenatally in the Myelination begins prenatally in the sensorimotor areasensorimotor area

Prenatal Brain DevelopmentPrenatal Brain Development

So around 4 months prenatal the So around 4 months prenatal the neurons begin to fire spontaneouslyneurons begin to fire spontaneously

Sounds can be heard by 15 wksSounds can be heard by 15 wks Eyes open & close by 25Eyes open & close by 25thth wk and wk and

fetus turns toward light. This sensory fetus turns toward light. This sensory experience is critical for healthy experience is critical for healthy brain developmentbrain development

Prenatal Brain DevelopmentPrenatal Brain Development

Neurons continue to produce rapidly Neurons continue to produce rapidly thru the 1thru the 1stst year year

0-12- neural pruning0-12- neural pruning New connections are made thru life, New connections are made thru life,

but not new neuronsbut not new neurons Thus, Babies are not “blank slates” Thus, Babies are not “blank slates”

Sensory Integration DysfunctionSensory Integration Dysfunction

II. Piaget’s Constructivist TheoryII. Piaget’s Constructivist Theory

AdaptationAdaptation

AssimilationAssimilation

AccommodationAccommodation

III. Understanding ObjectsIII. Understanding Objects

Intersensory IntegrationIntersensory Integration

Object PermanenceObject Permanence

Representational ThoughtRepresentational Thought

IV. MemoryIV. Memory

Sensory MemorySensory Memory Short-termShort-term RehearsalRehearsal Long-termLong-term ConsolidationConsolidation RecallRecall RecognitionRecognition ForgettingForgetting

MemoryMemory

Declarative- learning about Declarative- learning about information and eventsinformation and events

Procedural or Implicit- automatic, Procedural or Implicit- automatic, habitual responseshabitual responses

Verbal vs spatialVerbal vs spatial

MemoryMemory

Requires the ability to attend Requires the ability to attend (attention)(attention)

At this stage of development we will At this stage of development we will focus on Recognition and Recallfocus on Recognition and Recall

RecognitionRecognition

Ability to differentiate between new Ability to differentiate between new experiences and those we have had beforeexperiences and those we have had before

Improves thru out infancyImproves thru out infancy

Duration and speed of habituation improve Duration and speed of habituation improve with agewith age

How quickly babies habituate (recognition How quickly babies habituate (recognition speed) is correlated with later IQspeed) is correlated with later IQ

RecallRecall Ability to bring to mind experiences that Ability to bring to mind experiences that

happened in the pasthappened in the past

Requires mental representation, thus occurs later Requires mental representation, thus occurs later in infancyin infancy

Deferred imitation- begins late in 1Deferred imitation- begins late in 1stst year year

Social learning requires deferred imitationSocial learning requires deferred imitation

Separation anxiety begins with recall ~ 8 monthsSeparation anxiety begins with recall ~ 8 months

V. Infant’s own intentionsV. Infant’s own intentions

Intentional actionIntentional action

~ 3 mo- Making interesting sights last ~ 3 mo- Making interesting sights last ~8-12 mo- Means ends behavior~8-12 mo- Means ends behavior ~12-18 mo- Invent and try out new ways ~12-18 mo- Invent and try out new ways

to problem-solveto problem-solve ~24 mo- Invent new ways to problem ~24 mo- Invent new ways to problem

solve and try them out in their headssolve and try them out in their heads

Other’s IntentionsOther’s Intentions

AgencyAgency

IntentionIntention

VI. Pre Schooler’s Cognition-VI. Pre Schooler’s Cognition-Preoperational ThinkingPreoperational Thinking

Centered- Can only think one thing at a timeCentered- Can only think one thing at a time By age 2:By age 2:

– They develop Object permanence- the understanding They develop Object permanence- the understanding that objects exist apart from their own thoughts and that objects exist apart from their own thoughts and perceptionsperceptions

– Can RecallCan Recall– Can Plan and execute behaviors- even new onesCan Plan and execute behaviors- even new ones– Understand agency and intentionUnderstand agency and intention– Can use symbolsCan use symbols– Can begin to understand some counting principalsCan begin to understand some counting principals– Can figure out if you see something or you don’tCan figure out if you see something or you don’t– Can use words for what they desire: need, feel, wantCan use words for what they desire: need, feel, want

By age 3:By age 3:– Children can use symbolic artifactsChildren can use symbolic artifacts– Begin counting in versatile orderBegin counting in versatile order– Have trouble understanding “underlying Have trouble understanding “underlying

realities” but can be taught to attend to them. realities” but can be taught to attend to them. This learning is still fragile and easily disruptedThis learning is still fragile and easily disrupted

– Can understand that another person sees Can understand that another person sees something different then they do (such as a something different then they do (such as a picture being upside down), but can not picture being upside down), but can not understand that the other has a totally understand that the other has a totally different view “mountain exercise”different view “mountain exercise”

– Use cognitive words such as think, forget, Use cognitive words such as think, forget, rememberremember

By age 4-5:By age 4-5:– Can begin to understand that other’s Can begin to understand that other’s

have a different knowledge and knowinghave a different knowledge and knowing

Implications for PreschoolersImplications for Preschoolers

They do not understand that adults They do not understand that adults want something different than they want something different than they dodo– More fragile under stress or when More fragile under stress or when

emotionally or personally involvedemotionally or personally involved Perspective taking improves as child Perspective taking improves as child

develops the cognitive skills to develops the cognitive skills to decenter and receives feedback from decenter and receives feedback from others in social interactionsothers in social interactions

VII. Language DevelopmentVII. Language Development

PhonologyPhonology SemanticsSemantics SyntaxSyntax VoicingVoicing GrammarGrammar Code SwitchingCode Switching PragmaticsPragmatics

DevelopmentDevelopment 12 wks prenatal- recognizes patterns of sounds12 wks prenatal- recognizes patterns of sounds ~6 mo~6 mo

– Begins to lose unimportant distinctions, begins to babble Begins to lose unimportant distinctions, begins to babble most soundsmost sounds

~9 mo: babbles only sounds of native language~9 mo: babbles only sounds of native language ~18-24 mo~18-24 mo

– After 50 words- vocabulary spurt, 2 word strings, After 50 words- vocabulary spurt, 2 word strings, increased comprehension, end of sensorimotor periodincreased comprehension, end of sensorimotor period

~2-3 yrs: Narratives begin ~2-3 yrs: Narratives begin ~5 yrs~5 yrs

– Can produce most sentence structuresCan produce most sentence structures– ~15,000 words~15,000 words

Language Development Language Development ImplicationsImplications

Vocabulary size is a key predictor of later Vocabulary size is a key predictor of later literacy and success in schoolliteracy and success in school

So:So:– Educate parents to increase parent child Educate parents to increase parent child

conversations that are lengthy, detailed and conversations that are lengthy, detailed and include discussions of past experiences of the include discussions of past experiences of the childchild

– Engage in joint book readingEngage in joint book reading– Encourage preschool for children at risk (or if Encourage preschool for children at risk (or if

this is not culturally appropriate, engage this is not culturally appropriate, engage extended family or other resources)extended family or other resources)

VIII. Culture and DevelopmentVIII. Culture and Development

Thinking is mediated by tools of the Thinking is mediated by tools of the cultureculture

Mediated learningMediated learning

ScaffoldingScaffolding

Egocentric speechEgocentric speech

IX. Why does any of this matter to IX. Why does any of this matter to a therapista therapist

In working with children and adults, you In working with children and adults, you must take into account must take into account

– Their cognitive developmental level, as well as Their cognitive developmental level, as well as their level of social and emotional functioning.their level of social and emotional functioning.

– if their language is concrete vs. abstract and if if their language is concrete vs. abstract and if they have understanding of cause/effectthey have understanding of cause/effect

– Their culture and cultural differences in child Their culture and cultural differences in child raisingraising

You can educate parents and teachers on:You can educate parents and teachers on:– Prenatal interventions: Patterns and sounds to Prenatal interventions: Patterns and sounds to

sooth babysooth baby– Provision of a sensory stimulating environmentProvision of a sensory stimulating environment– Egocentricity and centered cognitionsEgocentricity and centered cognitions– Scaffolding vs discipliningScaffolding vs disciplining– Need for immediate consequences due to Need for immediate consequences due to

limited memory sequencinglimited memory sequencing– Use of accommodation and assimilationUse of accommodation and assimilation– Use of repetition neededUse of repetition needed– Preschool interventionsPreschool interventions