The Role of Intelligence

1. The Role of Intelligence Intelligence- the ability to interpret or understand everyday situations and to use that experience when faced with new situations or problems.

2. Heredity or Environment • Shaped by both • Born with limits to intellectual development • Potential influenced by environment • Trading Places

3. I will never do that again…..

4. Methods of Learning • Incidental – unplanned • Trial and error learning – try several solutions before finding one that works • Imitation – learning by watching and copying others • Directed learning – learning that results from being taught

5. Identify the Method • A dog wags its tail when scratched. • Licorice ice cream tastes terrible, but peanut butter sandwiches taste good. • New dance moves • How to make pasta Incidental Trial and error Imitation Directed learning

6. Concept Development • Concepts – general categories of objects and information. As children learn to think, they begin to organize the information. • Label things as a whole object, not parts • Babies – “the baby” and “not the baby” • Toddler – all women are “mama” • Three – understand concept of man, boy, woman and girl

7. Categorize • Shapes, colors, and size Millie's Math House • Big and little big and little • Anything that moves or works is alive • Time- two • Before and after - two • Today, tomorrow and yesterday - kindergarten

8. Critical Thinking • Becky holds up a blue block and says to her brother, “blue”. Her brother holds up and orange block and says, “blue”. Becky points to her yellow sweater and says, “yellow”. Her brother points to his green sweater and says, “yellow”. • What concept does Becky’s brother need to learn? • What can Becky do to teach it?

10. Intelligence and Diet • In an effort to prove a link between diet and intelligence, researchers compare the nonverbal intelligence levels of 90 British children. All the children were given an intelligence test before beginning the experiment. For the next eight months, one third of the students were given a multi-vitamin and mineral supplement; one-third, a placebo; and the other one-third nothing.

11. What do you think happened? • In a follow-up test, a significant improvement was shown in only the group receiving the supplement. Although the results are preliminary, they suggest that diet is important to a child’s learning.

12. The Mind at Work • Attention • Memory • Perception • Reasoning • Imagination • Creativity • Curiosity The development of the mind from 1 to 3 is remarkable

13. Attention • Senses are being bombarded • Infants only focus on one sense at a time • With maturity children learn to ignore most of the senses and can concentrate on one item. • Short attention span

14. Memory Without memory, there would be no learning. • As development occurs children react to a situation by remembering similar experiences. (Poodle story) • Two year old have a fairly good memory. • Three year old can follow directions, count, and identify colors. Memories linked to strong emotional reactions are most firmly imprinted in the brain.

15. Perception • Information received through the senses. • Talk about what we are doing so children can become more perceptive. • Use descriptive words when talking to them • Answer the “why” questions of two and three year olds

16. Reasoning • Solve problems and make decisions. • Recognizing relationships and forming concepts • Decision making skills • Limit choices to begin with • Learn through practice

17. Imagination • Two • Active imagination enhances learning. • Chairs become trains, boxes are houses, closets become a cave. • Act out being different people. • Use imagination to connect what they see and hear. (Airplane, Death) • Not lying, using their imagination

18. Creativity • Use your imagination to create something. • Usually create an object like fingerpainting • Daydream • Dramatic play

19. Curiosity • Fuels brain development and learning • Wonder why??? • Children need a safe environment and freedom to explore. (Don’t over protect) • Parent’s need patience and dose of humor

20. Learning from nature- page 413 • Ask the experts – page 415

21. Encouraging Learning from one to Three • Suggest ways to encourage young children to learn. • Choose safe, appropriate toys that promote mental, physical, and social skills. • Describe how speech develops. • Name common speech problems and approaches to solving them.

22. Scenario • Three year old Scott’s father is proud of his son’s ability to recognize many letters of the alphabet. The father decides to teach Scott how to write the letters. The lessons, however, usually end with Scott crying. • Why did this happen?

23. Vocabulary • Articulate • Flammable • Speech Pathologist

24. Readiness for Learning • Only happens when a child is physically and intellectually ready. • Don’t push a child before they are ready. Setting them up for failure which can slow the learning. • Don’t delay skills that children are ready to learn.

25. How to Guide Children’s Learning • Give your time and attention. • Take advantage of simple learning opportunities. (supermarket) • Allow time to think. Time to consider choices and make decisions. • Give only as much help as the child needs to succeed. (socks, banana) • Encourage children to draw their own conclusions. See and do. “Let’s find out”

26. Guiding Learning • Show how to solve problems. (puzzles, blocks) Adult model but problem solving aloud. • Maintain a positive attitude. Praise efforts. • Keep explanations simple and on the child’s level. (fish) • Allow children to explore and discover. (climb trees, play in the mud) Do not limit their sensory and motor experiences. • Help children to understand the world and how it works. (Take them on routine errands and let them help with chores)

27. Guiding Learning • Take frequent breaks – just have fun • Armin's mother asked him how he could move the block’s from the playroom to the kitchen. She gave him time to think about it while he ate lunch. • Which guided method of learning did Armin's mother use?

28. Teamwork • Divide in groups by row, teacher will assign one of the suggestions given in the textbook for guiding learning. The group is to prepare and present a skit in which they demonstrate that technique.

29. Skits • Give only as much help as the child needs to succeed. • Show how to problem solve • Keep explanations simple and on the child’s level • Maintain a positive attitude • Take advantage of simple learning opportunities. • Encourage children to draw their own conclusions.

30. Comprehensive Check • Why is it important to keep explanations simple and on the child’s level? • How might constant reminders to keep her clothes clean inhibits Sierra’s learning? • How do toys help a toddler’s development? • What things can children learn in the garden?

31. Computer Activity • Using Microsoft Publisher design a poster titled “Guiding Children Along the Path of Learning.” • Needs to illustrate one or more ways to encourage learning. • Posters will be displayed in the classroom.

32. Play Activities and Toys • Toys are an important part of play • Imagination • Act out roles • Develop large and small motor skills • Share and cooperate

33. Evaluating Toys Is the Toy Safe • No small parts that a child could swallow. • No sharp parts that a child could get cut. • Toy is not flammable • No lead based paint • Consumer Product Safety Commission

34. Is the toy well made and durable? Can it withstand the use it will receive?

35. Will it be easy to care for? • Can it be washed? • Books?

36. Will it encourage the use of imagination? • Some toys do everything for the child. No imagination involved in the play. • Simple toys that can be used in a variety of ways

37. Is it colorful? • Respond to color • Helps to learn colors

38. Will it be easy for the child to handle? • Size of the child in relation to the toy. • tricycle

39. Activity • Rank the list of ways of evaluating toys from important to least important. • Tabulate • Which criteria is most important?

40. Safety DurabilityEasily cared for, Encourages imagination, Colorful, Easy to handle

41. History Activity • Critique these toys in terms of today’s standards. • Would these toys be considered suitable for children today? • Why or Why not?

42. Age-Appropriate Toys One to Two Years • Best toys are items found in the home. • metal pans, wooden spoons, plastic bowls • Anything that allows the child to use large muscles. Swings, riding toys, balls • Enjoy small dolls, stuffed animals • Books, simple puzzles, toy cars

43. Age Appropriate Toys Two to Three Year Old • Child wants to do what the adult is doing. • small brooms, small shovel, play dishes • Sand box • Crayons, clay, blunt scissors • Beads to string • Large blocks

44. Age Appropriate Toys Three to Four Year • Dolls to dress • Cars, trucks, • Clay, color and paint • Books, books on tape • Puzzles • Swings, ladders, and slides • tricycle

45. Did you Know? • Picking Up. Most parents think their children should pick up their toys throughout the day, at least at the end of the day. Toddlers, however, rarely understand the need for tidiness. When adults participate in picking up, children cooperate more willing. Picking up becomes more of a social experience and takes on more of an importance.

46. Comprehensive Check • Why are children’s toys often painted in primary and secondary colors? • What skills should be encouraged by a toy for a child from one to two year old?

47. Teamwork • Prepare a brief report in which you rate a toy (1 being “excellent” and 5 being “poor” • How well does it satisfy each requirement given in the textbook for appropriate toys? • What age or ages would it be most appropriate?

48. Math: Extra Credit • Scenario: You are the parent shopping for birthday presents for your two year old. You have budgeted $50.00 for the child’s birthday. Using the internet or visiting local toy stores prepare a list and a photo of toys you would buy, staying in the limits of the budget. Toys must be age appropriate.

49. Speech Development • Language develops at a rapid pace. • The first three years are the “window years” for learning words.

50. One to Two Year old • Between 1st and 2nd birthday they work on learning new words • At one year they can speak an average of eight words • At age two they average 200 words • They do not say complete sentences instead it is usually one to two words. • Call themselves by their name • Around two start to use pronouns