MIND OVER MATTER dAY cARE cENTER
PS 220 Child and Adolescent Psychology
A look into mind over matter daycare
Our center strives for excellence to provided encouragement, socialization, learning, creative play, hands on activities to promote cognitive skills and lots of fun challenging exercises that promote physical development as well.
Our center in employees with onsite speech, physical, developmental, cognitive and family therapists and psychologists. We focus on developmental perspectives from Piaget, Chomsky, Vygotsky and Erikson.
We strive to give children the tools they need to be successful through various stations that pertain to each child’s individual needs. We try to ensure that the children will have successful futures and we help them manage their frustrations and guide them toward positive interactions with others.
Chomsky proposed that language is not something that is mimicked but is otherwise already present in the brains structure (Berks and Meyer 231)
Chomsky’s belief was that language is a complex form of words that also have a complex set of rules (Berks and Meyer 231)
These rules are organized in such a way that other languages use them as well, examples include proper usage of nouns, vowels, consonants, verbs, sexes and whether or not a word in plural or singular.
Children are born with the ability to acquire language (Berks and Meyer 231)
LAD- Language acquisition device contains a set of rules that are most common to all languages, children are able to speak in a rule oriented fashion in any language (Berks and Meyer 232)
LINGUIST NOAM CHOMSKY
Piaget devoted his life to the study of how thoughts were transformed into a body of knowledge, or also know as epistemology. His theories of cognitive learning were inspired by observations of his own children, starting from infancy. Piaget believed that children were an active contributor in learning. Piaget viewed his own children as busy, motivated explorers, their thinking developed as they acted when in different environments using their senses, touch, sight, and hear. Piaget discovered that between infancy and adolescence children move through four stages of development (Hurley, 2011).
Piagets cognitive development perspective believes that nature is most crucial in language development.
Language development occurs according to the stages of cognitive development.
Vygotsky’s behaviorist perspective believes that language is acquired through social interactions and not reinforcements.
Infants, toddlers and children enhance their language through communication within their social environments.
Language acquisitions are influenced by ones’ surroundings, making social interactions important for children to acquire societal and cultural norms in their community.
Believed nurture is a crucial factor in language development.
Erikson’s theory of psychosocial development has eight distinct stages. Five of those stages are exerted before the age of 18.
In each stage the the child experiences a psychosocial event that can have a negative or positive out come for their personal development and here at the center we strives for positive experiences only.
These stages are based on the individuals ages and the personality traits of the individual as well
Four Stages for Development (Piaget)
Sensorimotor (0-2 years of life)
Preoperational (ages 2-7 years old)
Concrete Operations (ages 7-11 years old)
Formal operations (adolescence)
DEVELOPMENTAL PROGRESSION WITH FAMILY INTERACTION
LANGUAGE dEVELOPMENT FROM 0-6 YEARS OF AGE
At 2 years of age infants coo, cooing is when the infant makes noises using simple vowels such as ee, lo, aa (Berks and Meyer 235)
At 6 months of age infants start to babble adding consonants onto the vowels long and drawn out examples like nanana or bababa (Berks and Meyers 235)
At 8-12 months babies are using joint attention this is when the baby points to an object that the caregiver is attending to (Berks and Meyer 235) An example could be a caregiver is holding a tv remote and the baby points to it the care giver then responds “remote” helping the baby learn
At 1 years old the child is most likely to say their first full word (Berks and Meyer 237)
At 2 years of age the child is using 2 words the make a sentence (Berks and Meyer 237) children use work “utterance” and learn at a much faster rate than before
By 6 years of age children have more that 10,000 words in their vocabulary (Berks and Meyer 231)
Focus of our center is at the sensorimotor period (0-2 YEARS)
Sensorimotor Period is characterized by how a child understands the world around them bringing together sensory experiences with the physical activity. During this period a child goes through six stages of simple reflexes and ends with the basic internal or symbolic representation of action
Primary Circular Reactions
Secondary Circular Reactions
Coordination of Secondary Circular Reactions
Tertiary Circular Reactions, Novelty, and Curiousity
Internalization of Schemas
Milestones achieved at the center
Use their senses to gather information about the people and things around them
Visually follows and responds to objects and faces as they move
Put almost everything in their mouths (necessary for exploration)
Hold and manipulate objects
Explore their bodies and how they move
Vocalize to themselves, people and toys
Begin to understand that their actions have consequences
Milestones achieved at the center
Use their senses and movement to explore the world around them
Begin to understand that people and objects still exist even when out of site
Begins to remember past experiences and use that information in in new situations
Initiate adult actions and language
Make choices between clear alternatives
Begin to problem solve on their own
Use words as well as actions to communicate on their own.
Milestones achieved at the center
Learn through experiences and constructive physical exercise.
Construct understandings about concepts such as size, shape and weight
Concentrate for long periods of time
Think about their actions before performing them
Enjoys and learns through pretending and dramatic play
Learns to do things for themselves
Talks in simple sentences
Experiments with cause and effect
Cognitive Development Red Flags
Child does not notice his or her hands
Child does not smile at the sound of favorite adult’s voice
Child does not visually follow objects
Child does not reach for, grasp, and hold objects
Does not bring objects to their mouth
Does not turn their head to locate sound
Does not smile spontaneously
Does not laugh or squeal or reach for objects
Does not try to attract attention
Child does not show interest in playing peek-a-boo
Cognitive development red flags
Child does not search for objects when hidden, even though the child is watching
Say any words
Use gestures such as hand waving or head shaking
Points to pictures of objects and things
Child does not seem to know what household items are for, examples would be mop, broom, vacuum
Child does not speak at least 15 words
Child does not use two worded sentences
Does not initiate actions or words
Does not follow simple instructions
Job of our Developmental Psychologist
“Developmental Psychologists study changes in human development across the lifespan, including physical, cognitive, social, intellectual, perceptual, personality, and emotional growth” (APA 2018).
JOB OF OUR pHYSICAL tHERAPIST
Provide treatments to infants, children in the center. Help the infant and children to reach their milestones with various physical activities and helping them move their bodies to help with development as well.
Help children with cognitive and developmental disorders such as but not limited to Cerebral Palsy, brain trauma, premature infants and infants who also have movement disorders.
Job of our family Psychologist
Physical Therapy and dEVELOPMENT STATION
At this station Infante’s and children will share their toys
Practice rolling and standing with guidance from PT
Explore play houses together
Read to the children to promote healthy cognitive skills
PT and Development Psychologists will watch closely and observe children, rolling, crawling, standing, taking steps to ensure that they are developing properly and reaching their mile stones.
Speech language therapy and the learning station
At this station of the day care the Speech Language therapist works closely with each age group to secure a proper learning environment and health language development, using music, word vocabulary, pictures, word cards and objects to help the children engage.
During the first few months of the infants life the Speech Language therapist will play music for the infants and just allow them to listen to soothing sounds at nap time in the nap time station.
At 6 months when the infant is more verbal the Speech Therapist introduces the infant to baby Mozart songs introducing new words into their vocabulary again at the nap time station.
At 8-12 months the Speech Language therapists will have objects at the station where the infants can pick objects up and learn about them examples include an apple. Next to the the apple the word APPLE written on a card. The Speech Therapist holds the apple the child points to it wanting to learn more and then the joint attention approach is established this helps the child learn through social interaction with the teacher.
The bonding station
Speech language therapy and the learning station
If the child is 1 years old then the Speech Language therapist helps the infant identify objects such as a ball, box, block, train, bug and also helps the child properly pronounce the word.
By 2 years old when the child is old enough to compose sentences of two words or more the Speech Language Therapist helps the toddler communicate as to their needs and wants, such as need potty, or I’m hungry. This communication helps establish good social skills and it is vitally important for them to learn so that they can interact with the other care givers at the day care.
Mind over Matter Day care
Our team works with highly trained individuals to secure that your infants, toddlers and children develop and maintain their milestones. We have highly trained staff to ensure that your children are safe and always putting their best foot forward.
Mind over matter mission statement
We at Mind Over Matter Day Care promote healthy and happy standards to ensure that your children succeed in life moving forward. We provide them the tool they need to grow into healthy and happy individuals.”
Cognitive Development: Age 0-2 (n.d) Retrieved from https://www.cliffnotes.com/study-guides/psychology/development-psychology/physical-cognitive-Development-age-02/cognitive-development-age-02
Hurley, A. (2011, July) Cognitive Development: Overview: Retrieved from https://www.saylor.org/site/we-content/uploads/2011/07/psych406-5.3.pdf
Koralek, D. G., Dombro, A. L., & Dodge, D. T. (2005) Caring for Infants and Toddlers. Washington D.C.: Teaching Strategies
Rodriguez Weiss, E., (2018, May 7) Piaget Theory: Childhood cognitive developmental stages. Retrieved from https://blog.cognifit.com./Piaget
Erikson’s Psychosocial Stages of Development. (2018). Retrieved from https://www.simplypsychology.org/Erik-Erikson.html
Florida, C. (2018). 7 Important Reasons Your Child Should Attend and Early Learning Center. Retrieved from http://www.ccswfl.org/blog/7-important-reasons-your-child-should-attend-an-early-learning-center
Perspectives, L. (2018). Language Development: Theoretical Perspectives. Retrieved from https://www.mindmeister.com/158556180/language-development-theoretical-perspectives
Berk, L. E., Meyers, A. B. (2016) Infants, Children and Adolescents 8th Edition, https://purdueuniversityglobal.vitalsource.com/#/books/9781323485811