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Cognitive Development of Language and Play: (Lev Vygosky)

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Cognitive Development of Language and Play: (Lev Vygosky)

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The zone of proximal development, according to Vygosky, is his interest in the child’s potential for intellectual growth, which also develop the use of scaffolding, which is the process in which a caretaker adjusts the amount of support offered to the child to suit the child’s abilities, withdrawing support as the child becomes more skilled.
-Information from the external world is transformed and internalized through language.
-Play is an essential when it comes to language and a child’s understanding of the external world.
-Vygosky knew the importance of the social context in which learning and the evolution of cognitive skills take place in the influence of peers and adults on the child’s cognitive development.  Culture plays an important role in this because the given culture determines the nature and manner of functioning of the societal institutions that influence how the child thinks and learns.

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Children actively seek out information and adapt to the knowledge and conceptions of the world that they already have.They construct their own understanding of reality from their own experiences.
Sensorimotor Development:
This stage uses motor activity without the use of symbols, but based on physical interactions and experiences.Relying on their physical reflexes, they learn through trial and error, and constantly experiment because they do not know how to predict their results.They explore their environments and the things around them by putting objects into their mouths, or maybe dropping/shaking toys to see what they do.When infants start to move more, they increase their ability to cognitively think more.  They start early language development, and also notice object permanence around seven to nine months, where they realize that objects still exist even when they cannot be seen. When infants move more, they’re ability to cognitively develop increases.  Early language development starts at this stage, as well as object permanence around 7-9 months (memory development) and this is the time where infants realize that objects exist even though they cannot be seen.

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The idea that development is universal and predictable, there is emphasis on typical age related growth, skills and behaviors, or “developmental milestones”.

Play is an important part of physical development, and adults can scaffold to encourage a child’s development of new skills and milestones.

Environments that encourage physical development might promote walking, by putting things slightly out of reach enough to motivate the child to stand/walk. The activities should challenge the child to gain new motor skill but at the same time be safe and age appropriate.

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-Doesn’t point to show things to others
-Can’t walk
-Doesn’t know what familiar things are for
-Doesn’t copy others
-Doesn’t gain new words
-Doesn’t have at least 6 words
-Doesn’t notice or mind when a caregiver leaves or returns
-Loses skills he once had

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Doesn’t crawl

-Can’t stand when supported

-Doesn’t search for things that she sees you hide

-Doesn’t say single words like “mama” or “dada”

-Doesn’t learn gestures like waving or shaking head

-Doesn’t point to things

-Loses skills he once had

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-Doesn’t bear weight on legs with support
-Doesn’t sit with help
-Doesn’t babble (“mama”, “baba”, “dada”)
-Doesn’t play any games involving back-and-forth play
-Doesn’t respond to own name
-Doesn’t seem to recognize familiar people
-Doesn’t look where you point
-Doesn’t transfer toys from one hand to the other

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-Doesn’t try to get things that are in reach
-Shows no affection for caregivers
-Doesn’t respond to sounds around him
-Has difficulty getting things to mouth
-Doesn’t make vowel sounds (“ah”, “eh”, “oh”) -Doesn’t roll over in either direction
-Doesn’t laugh or make squealing sounds
-Seems very stiff, with tight muscles
-Seems very floppy, like a rag doll

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-Doesn’t try to get things that are in reach
-Shows no affection for caregivers
-Doesn’t respond to sounds around him
-Has difficulty getting things to mouth
-Doesn’t make vowel sounds (“ah”, “eh”, “oh”)
-Doesn’t roll over in either direction
-Doesn’t laugh or make squealing sounds
-Seems very stiff, with tight muscles
-Seems very floppy, like a rag doll

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-Doesn’t respond to loud sounds
-Doesn’t watch things as they move
-Doesn’t smile at people
-Doesn’t bring hands to mouth
-Can’t hold head up when pushing up when on tummy

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The theory where there is an emphasis put on a secure bond between child and parent at an early age due to the impact it may have later on in a child’s life.

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Child starts to learn who they can trust, such as a parent or caregiver by the quality of care they proved for the child

If child cries, does the parent come to soothe them immediately?

Is there is trust, a child feels safe and can form good relationships with others throughout their life