Nomar B.

Capoy Professor Cerbo SPED 530

Introduction to Childrens thinking Reaction Paper

Thinking that occurs from moment of birth through the end of adolescence is named as children thinking. It includes problem solving, reasoning, creativity, conceptualizing, remembering, classifying, symbolizing, planning, and so on. Also mentioned are skills in language practice, objects and events perception in the environment. Being socially skilful, having a keen moral sense, feeling appropriate emotions and other activities like that may or may not be viewed as types of thinking. There are key questions about childrens thinking namely innate capabilities, development progress through stages, process of changes occurrence, ways in individual differences, ways in contribution of brain progress and social world in cognitive development. Associationist, constructivist, and the competent-infant perspective are the three of the utmost conspicuous speculations of infants initial talent. The first suggest that infants come into the world with minimal experiences, hence they must obtain practically all capacities and concepts through learning. In constructivist, they are born possessing several important perceptual and motor capabilities in environment exploration and building of refined concepts and understanding. The more recent research allows infants in a simple way to see the world and to organize their experiences along many of the same extents that older children and adults use. Outcomes like these have given rise to the view that infants are fairly by perception competent. Developmental theorists adopt evolutionary view, i.e. sudden transition from one stage to another. Associationists view it step by step, while stage theorists compared it to the metamorphosis in development progress through stages. Other theorists such as Baldwin viewed intellectual development in terms of stages, as well as the four key implications of Flavell in stage concepts namely qualitative changes, concurrence and abruptness assumption and coherent organization. Various possible patterns in ways changes occur are given in the prenatal period, i.e. particular capability can develop fully, partially or not. Postpartum shows that already developed ability either can be maintained or can decline; and an undeveloped ability can grow or stay undeveloped. In the information processing

perspectives, assimilation and accommodation were proposed by Piaget as the basic instrument that makes all cognitive changes. Some researchers who adopted it have focussed on four change instruments that play big roles in cognitive development such as automatization, encoding, generalization and strategy construction. Ways of individual differences such as questions intuitively related to aspects of intelligence, language, memory, reasoning and problem solving were gauged using first Binet-Simon test and later revised by Terman on the assumption that not all children of a given age think and reason at the same level. Measure of infants information processing has revealed considerable continuity between intelligence in infancy and intelligence in later childhood. Large majority of research on intelligence and other areas of cognitive development focuses on individual childrens behaviour. Changes in the size, structure, and connection patterns of the brain during the course of a childs development deeply contribute to changes in childs thinking. Quantitatively and qualitatively, these occurs in three levels such as changes in the brain as a whole, changes in particular structure within the brain, and changes in billions of cells that make up the brain ( neurons ). Some researchers have suggested that the early surplus of synapses is related to infants and toddlers acquiring certain kinds of capabilities more effectively than adults. Social world contribution includes people, artefacts such as books, televisions, computers, automobiles, etc. Others are cultural heritage like reading, writing, mathematics, computer programming, video game playing, etc. and the many values that guide strategies and problem solving efforts in certain directions (speeds, accuracy, neatness, truthfulness, etc. that gives overarching context of cognitive development.