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Your mother is the reason you are born. During the newborn phase, the neonates are often attached to their mother. According to research from Aidan Macfarlane and others, the sense of smell and hearing may provide a vehicle for mother-infant recognition. Aidan Macfarlane suspected that neonates may be sensitive to the smell of milk because when held by the mother, they tend to turn toward her nipple before they had the chance to see or touch it. Newborns also turn toward preferred odors, so they are often familiar with their mother in that case as well. Investigators found that breastfed infants may be more likely than bottle-fed infants to be exposed to their mothers' auxiliary odor. The relationship between the artifact and personal development during the newborn stage is that without their mother, they wouldn't be growing properly because being breastfed nutrients from their mother is how they grow, and the newborns use their senses to tell where the mother is, since they cannot see very well at birth. This is how the mother is very involved in this stage.

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I wanted to talk about the use of mobiles for infants. They love playing with this, and in the textbook, I saw that usage of this takes place during the third subset of cognitive development, Secondary Circular Reactions. It develops 4-8 months into the infancy stage, and here, patterns of the toy activity are repeated and may be grabbed by the infant as it moves when they are lying down. They may continue to play with one of the parts because of the effect it has on their environment, and they become reinforced by the sounds or movements that they make when they touch it, appearing useful for the senses being used for the infant when they use it because it provides them that touching and object can make an action or sound occur when they touch something on the mobile. Then they may show excitement and enjoyment when they are hearing the sounds or seeing movement. I remember having one of these and seeing other houses have them, even though it has been a very long time. I believe I played with the toy and it helped me notice the visual and auditory stimulation that these provided me with.

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I remember when we had a bicycle and my dad put training wheels on it to get me to learn riding a bicycle at ages 5-6. It actually took me a while for me to get used to riding on it without the training wheels, because I didn't have enough balance when I rode on it without them. Eventually, I got it and have been able to ride a bicycle normally without any help since then.

Anyway, riding a bicycle with training wheels involves gross motor skills that develop over time, by age 5, and it uses large muscles used in locomotion. It can be compared to 4 year olds who are better riding their tricycles. In early childhood, children typically appear to acquire motor skills teaching themselves and observing the behavior of other children. Some may develop these motor skills may develop sooner than others. Motivation and practice play big roles in developing those gross motor skills in early childhood. However, motor skills from infancy also may affect the development of motor skills in early childhood, and even parents become role models.

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I knew The Foot Book by Dr. Seuss very well because my sister had the book and then I read it when I was in preschool and kindergarten and loved it myself. It includes pictures and words that introduces kids to opposites, repetition, adjectives, and rhymes involving different types of feet. I find it very catchy. Based on the visuals matching the words in the book for each description for feet, it can teach children new vocabulary words in some way, preventing overregularization from happening since the book calls it feet for more than one foot instead of foots for plurals in grammatical language as they learn to read, but they call it The Foot Book in the title. Reading this book can contribute to fast mapping because children are learning new concepts of vocabulary words rather quickly. This is what shows cognitive development in early childhood.

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Early Childhood: Social and Emotional Development

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Early Childhood: Social and Emotional Development

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Here is a photo from my 5th birthday in 2009 with me and my family, with my dad taking a picture. Growing up, I was so attached to my family where I would struggle with going to preschool on days and wouldn't really talk to people at school very much before my second year of preschool. My siblings loved spending time with me and my toys. However, I came across some parenting styles that my parents and grandparents had towards me. Even though I was feeling a lot of warmth from my family, when it came to my grandma and dad, I was being affected more by the authoritarian style of parenting, which involved hitting and shouting for behaviors that I couldn't control because of my development, such as lack of responsiveness, so they demanded more obedience and and submission while not being communicative and caring enough, even though I tried spending time with grandma. My mom had the permissive-indulgent parenting type, where she would not control me as much and would be warm towards me. My personal development was being conflicted because I would be happy and caring but would also act out or avoid eye contact when I would develop fears, and it was not because I was a bad child. I was more energetic. This is how social development in early childhood was involved.

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When I was eight years old, I ended up needing eyeglasses. This is myopia, and it is when a child or person becomes nearsighted. This was happening with my growth patterns. There is often a possibility to have this in middle childhood, which involves physical development, and 25% of children in this stage need corrective lenses to see. Since then, I have needed glasses to see, and my vision has gotten worse every year since then, but they help. Later on, I got contacts to wear more often which help me look better since I don't need to worry about the problems with glasses most of the time I am awake.

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Compared to before my second grade, where I still enjoyed playing with Play-Doh, in this time in my life I would understand that even if you make the Play-Doh from this container into any shape possible, it would still retain the same amount of dough, whether I flattened it or made it into different shapes or letters. This involves Jean Piaget's third stage of concrete operations in the cognitive-developmental model, characterized by flexible, reversible, thought concerning tangible objects and events. In here, it would specifically involve reversibility, which concrete-operational children understand. This is understanding the laws of conservation, that no matter what you do amount of dough, it still has the same amount of dough from the container, especially if it is flattened. Mass and amount still stay the same. This is one aspect of cognitive development in middle childhood

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Middle Childhood: Social and Emotional Development

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Middle Childhood: Social and Emotional Development

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Here is a photo of me and my first school friend Josh. We met in first grade, but we would be in the same speech therapy session together in second grade, and that is when we connected. We would talk about Nintendo video games and play our different games together, play with the toys around our house and engage in different fun activities when we went to each other's houses in 2013 and became connected with each other. Even though we didn't understand each other and our behaviors well, we would develop social cognition, which is the development of children's knowledge about the social world. I got to know somebody who liked Mario games just like me, and I learned a new world by meeting a friend who wasn't a family friend and what these people can have. I was learning new social cognition skill versus what I only knew about people I would visit with my family regularly. This is one aspect of my Social and Emotional Development in Middle Childhood.