Thinking Development of Children - Research Paper Example

? Children’s thinking development Introduction The development of infants is accumulated of several steps. The physical and psychological growth of children comprises of numerous radical components. After opening eyes into the world; observing things around is the foremost phase in their cognitive development process. The physical growth goes along side but mental development has considerable significance and virtue. The environment prevalent around becomes an essential part of his childhood memories. Psychologists and researchers believe that learning stage of humans start from day one. There is not even a single day of life in which children don’t learn. The functionality of brain is superior in early childhood and children tend to grasp information rapidly (Nelson, 2009). The purpose of this paper is to exemplify the learning and development process among children. Keeping in view the idea of cognitive development; what are the pragmatic constituents that accumulate in the brain progression process are highlighted. Learning through social context is also elaborated by making relationship with the people around child. The impact of culture upon thinking process is exemplified for better understanding. Moreover intelligence upbringing, brain structures and infant abilities are critically analyzed by presenting logical examples. The principal element; children’s thinking development is precisely illustrated too. Critical analysis along with conclusion is illuminated for revealing the picture crystal clear. Pragmatic Constituents The spectrum of cognitive development is vast and cosmic. The stimulation of objects around children changes thoughts prototypes in minds. Perception is fundamentally the beginning phase. The perception basically expands knowledge about perceiving things roughly and creating image into mind. Perception can be further classified into four essential parts; visual perceptions, pattern recognition, object recognition and face recognition (Stiles and Trauner, 2012). Visual perceptions is observing entities randomly and making discernment about them. Pattern recognition deals with the erratically changing patterns of human beings. Face recognition gives insight to child to identify the people who have significance in his life; for instance mother, father, siblings. Object recognitions deals with the articles identification. The cognitive development is vitally dependent upon these steps (Chandler and Aloa, 2010). After perceiving things; attention is the second vital pragmatic constituent. Attention precisely deviates with respect to connotation. Children are diverted to those possessions that they assume are important. The memory part is the next phase. Memorizing things around consists of four basic parts; learning, emotional memory, aging and memory and long term memory. The short term memory remains in mind for few minutes meanwhile sensory memory remains for few seconds. Learning allows remembrance of objects. The emotional memory is directly affiliated to parents, siblings and the things with which child are familiar with. Aging matures memory process and children reminiscence is improved accordingly. The formation of long term memory in brain incurs by the time. Children memory is swiftly strengthened by time (Bjorklund, 2011). The memory process leads to language understanding phase. Memory basically leans to understanding and speaking of the certain language. Initially children are unaware about language therefore use hand gestures and make random voices but gradually learning behavior improves their mental abilities. Thinking patterns are reformed after the child’s age is two years. The opinion making is toughened and children perilously make views. The opinion building process is directly affiliated with memory and perception phase; without those two decisive phases, children’s cannot make views about anything (Bromley and Baker, 2010). According to Barac and Bialystok (2010), the thinking phase consists of concept, decision making, reasoning and problem solving. The conception is made through perceived behaviors by utilizing long term memory. The unconscious memory is activated while thinking process starts in mind. Reasoning come the next step in which children augment reasons in their minds. The reasoning phase is not pretty mature in young age. Decision making phase instantly starts after getting conception and reasoning. The decisions are done instantly after acknowledging previous steps. The last step advocates problem solving issues. The thinking process cannot be completed without the achievement of these four steps (Caudle and Caudle, 2012). The field of neuroscience has come up with interesting deductions which advocates about the numerical estimation in child’s mind. It is found that children have engraved learning patterns of calculating objects. The acquaintance of mathematics in the longer run strengthens already perceived memory. The numerical cognition comes under the broader category of cognitive development. The memorization of numerical adaptation effect is chiefly numerical cognition procedure (Brummelte and Petrie-Thomas, 2011). Social Context Impact The society plays vital role in upbringing of children’s ideas, thoughts and thinking abilities. Children tend to experience radical events around them and society feeds in the occurrence of those proceedings. The events can be of any sort and can be any kind of nature. The happenings primarily focus and directs child’s mind due to which cognitive development process is fortified. The core members of the social context impact are parents and siblings of the child. Children precisely know that mother feeds them and takes care of them. The emotional attachment of children with their mothers is steadily of great implication. The bonding of mother with child makes thinking and concept among child’s mind that she would be always there to help her out (Brummelte and Petrie-Thomas, 2011). It is quite evident that children call out for mothers whenever they are in need of help. The social context focuses that development of child goes in the direction where society wants it to lead. There are many perceived societal norms which remain in child’s mind and it is engraved in early childhood by observing things around. The thinking of child goes in the direction where teachers, parents and peers want. The happenings prevalent around child incise its memory and strong beliefs are thus formulated in mind. The thinking ability of the child is therefore aimed at those particular ways in which society is already going on. Variation in thinking abilities of children incur if he leaves that particular society (Nelson, 2009). Cultural Influences The culture impacts on the overall thinking abilities of children. The prevailing conservative, liberal or moderate cultures deviates abilities to think and perceive things. For instance the upbringing of child in moderate culture would eradicate the practice of religion in true spirits. The learning experience of child from early childhood remained of not practicing religious activities and involvement in liberal acts would actually formulate concise memory in mind. That memory would actually stimulate thinking behaviors of individuals in the long run. The influence of culture is massive on the thinking and perception of happenings around. The movement of one culture to another is therefore difficult because the norms, traditions and values are of different nature (Caudle and Caudle, 2012). The practices of culture devise thinking aptitude and skills. The perception is changed after viewing people from other cultures. Culture not only affects thinking propensity but also makes trail for future thinking behaviors. People tend to roam around the same cultural circle where ever they are in the later stage. This paradigm propagates in mind because the basic learning of children started from that very phase (Stiles and Trauner, 2012). Intelligence Upbringing The intelligence upbringing takes place in the mind of children with the passage of time. The maturity in ideas of children comes up by the time. The intelligence part has great significance with development of child. The inertia of astuteness allows child to grow both in physical and psychological directions. The mental capabilities of children are expanded after acknowledging the facts lying around. The deductive reasoning is one of its core elements. The science of deduction in children’s mind comes after reaching the age of two. In that age child starts to deduct logical reasoning. Observance of different patterns prevailing around him makes strong perception in his mind. The patterns virtues and shortcomings are critically analyzed by child before making further executions (Chandler and Aloa, 2010). The intelligence formation comes through stagnant learning process. Perception, attention, memory and thinking escorts to the intelligence upbringing part. The phase has immaculate importance because future discernments are based on this phase. Strong base can construct good building; same is the case with human brain. Undermining the gravity of coming events cannot be done in this phase. Child needs to think and observe concisely. The strong intelligence upbringing environment helps in making future perceptions (Brummelte and Petrie-Thomas, 2011). Infant Abilities The abilities of infant mostly consist of fulfillment of desired stuff. Infants demand for milk, food and show their anxiety and stress by crying. Mother can easily deduct needs of child and takes steps to fulfill those. Psychologists believe that the crying mechanism is the backbone of all thinking and perception steps. The cognitive development phase starts off with the crying part as it is the foremost strong ability of child to attract people and make impact among the society. The further abilities include observing people, making perceptions about them and thinking about their comings. The patterns of mind are arranged accordingly. Further studies conducted on this chapter stimulate those infant abilities to lay an impact on elder ones is considerable and gift of nature (Bjorklund, 2011). Brain Structures The structuring of brain by nature is done in precise and concise way. The thinking and memorizing capability in an individual is categorized in brain. Long term, sensory and short term memory is stored in different locations of brain. The notion of developing ideas about people and objects are due to structuring of brain. The structures of brain are defined in vibrant and dynamic way by psychologists and neurologists. The functioning of brain is dependent upon the happening of events primarily. The thinking capability of human starts when perceived memories try to make an impact in long term memory. The unconscious brain saves more memory but is not active usually. The constituents accumulating brain structures is primarily memory stored in it (Nelson, 2009). The thinking of children goes to the next level if brain structures are working adequately. For instance too much bombardment of information may not bring good results for the brain in long run. Fortunately the thinking abilities of individuals get mature by the passage of time and infants don’t have the ability to save enormous amount of knowledge. The development of brain is progressed by reaching certain age. Children brain functioning is high and they are active to store memory but infiltration of only those memory parts can get in which are of importance and significance for them. The change in behaviors of thinking abilities occurs when child goes into the adult phase. The point to be noted is that memories stored in early child hood are still remembered and deemed by the child however adult memories wipe out after some time. The structuring of brain therefore is done in such patterns which allow memory storage in childhood to be strong (Bromley and Baker, 2010). Critical Analysis The storage of memory and thinking patterns among children follow systemized path that is clear-cut and defined by nature. The abilities of children to make an overwhelming impact among the society, culture and people around can be done if his thinking abilities go out of the conventional context. Usually children tend to learn, practice and perform those deeds which society advocates them. Parents and teachers are the major contributors in the thinking and perception building phase of child. The culture however dynamically influences on the everyday proceedings of individuals. Attachment and affiliation with certain faction is entirely dependent upon the learned behaviors. These learned behaviors from societies, peers and cultures make colossal impact in the long run of child’s endeavors. The thinking of individual roams around the loop of society and culture because basic learning started from that particular spot. Conclusion The development of thinking among children is influenced by society, peers and cultures. The major influential figure is the mother of child. Learning mechanism starts off with her as she escorts the child in everyday proceedings. Taking care of the child and giving response to her each and every time creates emotional bonding of child with her mother. Similarly she becomes advocating figure in the learning, perceiving and thinking patterns. The wisdom shared by mother through different means is acknowledged by the child and thinking goes on in that particular direction. The trail revealed by psychologists and neurologists in the thinking phase of child precisely examines the procedural activities carried out by him in different stages. The purpose is to exemplify familiarity of thinking behaviors of children according to the society and norms. The development of children’s thinking is therefore dependent upon the magnitude of cultural and social happenings. References Barac, R., & Bialystok, E. (2011), Cognitive development of bilingual children, Language Teaching, 44(01), 36-54 Bjorklund, D. F. (2011), Children's thinking: Cognitive development and individual differences. Wadsworth Publishing Company. Bromley, R. L., & Baker, G. A. (2010), Early cognitive development in children born to women with epilepsy: a prospective report. Epilepsia, 51(10), 2058-2065. Brummelte, S., & Petrie-Thomas, J. (2011), Declining cognitive development from 8 to 18months in preterm children predicts persisting higher parenting stress. Early human development, 87(4), 273-280 Caudle, S. E & Caudle, D. D. (2012), Nonverbal Cognitive Development in Children With Cochlear Implants: Relationship Between the Mullen Scales of Early Learning and Later Performance on the Leiter International Performance Scales–Revised. Assessment Chandler, M., & Aloa, V. (2010), Child development and education, Pearson publishing Nelson, K. (2009). Young minds in social worlds: Experience, meaning, and memory, Harvard University Press Stiles, J., & Trauner, D. A. (2012), Neural Plasticity and Cognitive Development: Insights from Children with Perinatal Brain Injury. OUP USA Read More