2. Infant toddler program- July 7th- 9:50-10:50- July 13th-1:50-2:50
a. Turn taking: one person speaking, and another responding: singing the little monkeys jumping on the bed song and the instructor letting the children say how many monkeys, what happened one one fell off, and what the doctor said when the mother monkey called him. (Baltimore, D., HD FS 102 lecture, year, semester)
b. Infant directed speech: change in intonation, pitch, and complexity of words almost as if in a ‘cooing’ manner. Simple words such as chewie, gentle, ouchy, water not, are good examples. Simple words are not baby talk. (Baltimore, D., HD FS 102 lecture, year, semester)
c. Scaffolding: hints and nudges at a certain situation to help the child come up with the …show more content…
Vygotsky theorizes that social interaction and cognitive development go hand in hand. Right after their naps they were able to sit in a group with one of the teachers and play with “squibs” which look kind of like a jack piece but bigger with suction cups on each end. This enhances cognitive development by describing what they are doing with the object (sticking it to the side of the bucket, or to the teachers arm) and further improving fine motor skills of the hand and fingers. (Steinberg, Bornstein, Vandell, & Rook, …show more content…
Adams social abilities are a little behind that of others around him just because he is a little younger than them. He is 4 years and 1 month old. He interacts mostly with himself and it seems as though others such as Aneel aren’t very fond of him. Adam played mostly symbolically at the wooden kitchen, pretending he was cleaning up the snack and doing the dishes. His social skills were a little isolated for what I think he should be at, but it also might just be because of the day. He only listens and obeys occasionally, and doesn’t seem to understand dangers such as running with a toothbrush in his mouth or why it is unsanitary to spit on the Legos. (Oesterrich,
a. Turn taking: one person speaking, and another responding: singing the little monkeys jumping on the bed song and the instructor letting the children say how many monkeys, what happened one one fell off, and what the doctor said when the mother monkey called him. (Baltimore, D., HD FS 102 lecture, year, semester)
b. Infant directed speech: change in intonation, pitch, and complexity of words almost as if in a ‘cooing’ manner. Simple words such as chewie, gentle, ouchy, water not, are good examples. Simple words are not baby talk. (Baltimore, D., HD FS 102 lecture, year, semester)
c. Scaffolding: hints and nudges at a certain situation to help the child come up with the …show more content…
Vygotsky theorizes that social interaction and cognitive development go hand in hand. Right after their naps they were able to sit in a group with one of the teachers and play with “squibs” which look kind of like a jack piece but bigger with suction cups on each end. This enhances cognitive development by describing what they are doing with the object (sticking it to the side of the bucket, or to the teachers arm) and further improving fine motor skills of the hand and fingers. (Steinberg, Bornstein, Vandell, & Rook, …show more content…
Adams social abilities are a little behind that of others around him just because he is a little younger than them. He is 4 years and 1 month old. He interacts mostly with himself and it seems as though others such as Aneel aren’t very fond of him. Adam played mostly symbolically at the wooden kitchen, pretending he was cleaning up the snack and doing the dishes. His social skills were a little isolated for what I think he should be at, but it also might just be because of the day. He only listens and obeys occasionally, and doesn’t seem to understand dangers such as running with a toothbrush in his mouth or why it is unsanitary to spit on the Legos. (Oesterrich,