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Development - How Did You Develop

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12 views4 pages

Development - How Did You Develop

Uploaded by

chereewhale
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Early Brain Development

<Development of the midbrain, forebrain, and hindbrain>


When the foetus is about 3 or 4 weeks old, a long tube develops in the brain, which is divided
from the front into three distinct round sections.

There are 3 areas of the brain:


- Forebrain: Processes sensory information, helps with reasoning and problem-solving
- Midbrain: Helps to regulate movement and process authority and visual information
- Hindbrain: Helps to regulate automatic functions, relay sensory information, coordinate
movement, and maintain balance and equilibrium.

<Foetus Development>
3~4 weeks: a long tube develops in the brain, divided into forebrain, hindbrain, and
Midbrain
5 weeks: The Forebrain and hindbrain divide, but the midbrain does not divide. The forebrain
splits into anterior and posterior. The hindbrain splits through the middle.
6 weeks: Cerebellum, which controls physical skills, and the growth of the cerebellum, and is
also involved in responses such as fear, and functions like sense information can be seen in a
fetus.
20 weeks: medulla oblongata controls involuntary responses which are some sneezing,
breathing, heart rate, and blood pressure is formed. It connects the rest of the brain to the spinal
cord.
a. Forebrain:
- The forebrain starts to develop early in a baby's growth.
- It divides into two main parts: the cerebral hemispheres (the big thinking part) and the
smaller structures like the thalamus and hypothalamus.
- These parts help with thinking, feeling, and controlling our actions.
- Located at the front of the brain
b. Midbrain:
- The midbrain is in the middle of the brain.
- It's involved in things like seeing, hearing, and movement.
- Inside, it has areas for processing what we see and hear and helping us move
smoothly.
- Forms the part of the central nervous system (CNS)
- CNS (Central Nervous System): made up of the brain and spinal cord. The CNS
is the body's processing centre.
c. Hindbrain:
- The hindbrain is at the back of the head.
- It splits into the upper part (pons and cerebellum) and the lower part (medulla).
- These parts help with balance, coordination, and controlling automatic things like
breathing and heart rate.
d. Cerebellum:
- The cerebellum is like the brain's coordination centre.
- It's at the back of the brain, below the big thinking part.
- It helps us move smoothly, maintain balance, and learn new movements.
- Located at the back, below the large cerebral hemispheres
e. Medulla:
- The medulla is at the base of the brain. (above the spinal cord)
- It's responsible for controlling vital functions like breathing, heartbeat, and blood
pressure.
- Nerves from the body connect to the medulla, allowing it to regulate these essential
functions.
- connects the upper brain to the spinal cord and controls automatic responses.
- Automatic responses: Quick and instructional reaction that occurs without
conscious thought, helping us respond to situations rapidly and effectively.

<Building Neural Connections from Birth>


The key part of the baby’s brain development is the huge increase in the number of neural
connections from birth to 3 years old, with 700~100 new connections forming every second.
These connections allow for very fast communication between the many different parts of the
brain. Early connections are said to be of great importance and are reinforced by use, so babies
must get plenty of stimulation.
Piaget’s stages of development and their role in education
<Piaget’s four stages of development>
Theory of Cognitive Development: development of thinking, including problem-solving,
perceiving, remembering, using language, and reasoning.
Jean Piaget suggested that we go through distinct stages of development, and a change in
thinking indicates when the next stage is reached. During the transition from one stage to
another, features of both stages are sometimes there in a child, and sometimes not.
During each stage, there is a consolidation of developing abilities in preparation for the next
stage.
The first stage is related to the way babies use their senses and movements.
The other three stages bring in the ideas of ‘operations’.
Mental operations refer to how we reason and think about things, such as sorting building
blocks into size order.

<Sensorimotor Stage (Birth to 2 years)>


Infants(babies) use their senses and movements to get information about their world. They learn
by linking what they see, hear, touch, taste, or smell to objects they are using.
(ex). Grasping and sucking objects).
They begin with reflex actions and then learn to control their movements. At around 6 months,
they develop object permanence, which means they learn that objects exist even when they
cannot see them.
By the end of this stage, the child has a sense of themselves as existing separately from the
world around them. During 4 months~ when children repeat actions, such as dropping
something deliberately that they first dropped by chance.

<Pre-operational stage (2 to 7 years)>


There are two stages within the pre-operational stage, the symbolic function stage and the
intuitive thought stage.

<The symbolic function stage (2 to 4 years)>


Children start imitating others and can use objects as symbols. Symbolic play involves using
one object to represent different objects, such as using a box as a stool and using a role play.
They start to use words as symbols for objects, which is the beginning of language
development.
Children see the world through their own eyes, not through someone else’s (egocentrism).
Animism can be also seen when children believe objects can behave as if they are alive.

<Intuitive though stage (4 to 7 years)>


Start of reasoning, children ask many questions as they realise that they know a lot and want to
know more. They can only consider one aspect when something is complex (centration).
Conservation is not yet achieved- children do not realise that changing how something looks
does not change its volume, size, or weight.
There is also irreversibility, referring to a child not being able to use thought to reverse events,
such as knowing that if water from a wide glass is poured into a tall glass it looks as if there is
more water, when the water is poured back into the wide glass it will look at the same as it did.

<Concrete operational stage (7 to 12 years)>


Children began to apply rules and strategies to help their thinking and use concrete objects to
aid their understanding (for example, using counters to find the answer to a sum). They have
difficulty with abstract ideas such as morality.
Abilities in this stage:
- Seriation: Sorting objects, such as into size.
- Classification: Naming and identifying objects according to size or appearance.
- Reversibility: the idea that actions, thoughts or things can be reversed. For example, if
they know that two bricks plus four bricks give six blocks, they will know that six bricks
minus two blocks give four bricks.
- Conservation: Children know that length, quantity, or number are not related to how
things look. If the shape is changed, for example, making the quantity look different,
children know that the quantity is still the same.
- Decentration: The ability to make multiple views of situations (conservation relies on
this).

<Formal operation stages (12+ years)>

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