The document discusses cognitive and language development in children. It describes key stages in cognitive development according to Piaget's theory, including the sensory motor stage occurring in infancy. It also outlines stages in language development, from babbling and crying as infants to using complex grammatical rules by age two. Nutrition, stimulation, and brain development in the first years of life are essential for children's learning and development.

1. FAC R I N EN I N
TO S FLU C G
I N I VI D AL G O TH AN
D U RW D
D EVELO EN
PM T

2. HEALTH
Here are some facts about poor nutrition and
learning:
1. Under-nutrition increases how often and how long a
child may be sick.
1. Under-nourished children lack things that make
healthy children successful.
1. Iron deficiency and anemia occur among large
numbers of children.

3. Early Brain Development
 Brain and biological development during the first
years of life is highly influenced by an infant’s health.
 Adequate stimulation and nutrition - essential for
development during the first three years of life.

4. Risk Factors
 Four risk factors affect at least 20–25% of infants
and young children in developing countries:
1. malnutrition that is chronic and severe enough to
cause growth stunting
2. inadequate stimulation or learning opportunities
3. iodine deficiency
4. iron deficiency anaemia.
 Other important risk factors are malaria, intrauterine
growth restriction, maternal depression, exposure to
violence, and exposure to heavy metals

5. Economic Impact
 Early opportunities for learning in combination with
improved nutrition, increases the likelihood that a
child will attend school and become an adult with
higher income, better health, lower crime rates, and
lower levels of welfare dependence than those who
do not receive early development support.

6. INBORN
 A quick search in the educational psychology
literature yields keywords such as
environment, learning, mind/body
connection, enrichment, individual
 These terms are extremely relevant to educational
theories, yet are difficult to define with respect to the
underlying.

7.  Multiple intelligences theory (Gardner, 1983, 1993)
and other progressive "brain-based" educational
initiatives are proving successful because they
exploit an individual's predisposition for certain
learning styles or types of sensory information.
 It is clear that substantial variation in learning
behaviors exists, and that such variation in their
components reflects the results of numerous
developmental battles between nature and nurture.

8. ACQUIRED
 Cognitive Development
 Language Development

9. Cognitive Development
 The Swiss psychologist Jean Piaget took a different
approach to explain about how does a child acquire
the knowledge of world.
 Piaget’s theory of cognitive development conceives
of intelligence as developing through four stages.
 Sensory motor development
 Preoperational development
 Concrete operational development
 Formal operational development since sensory motor
development takes places in infancy and toddler hood.

10. Sensory Motor Stage
 During the first 2 years babies change from
creatures who respond primarily through reflexes
and random behaviour into goal-oriented toddlers.
 During the sensory motor stages, children develop
several important cognitive concepts:
 Object permanence: the realization that an object or
person continues to exist even when out of sight.
 Casualty: awareness of casualty develops at about 10
months.

11. Language Development
 Language learning depends upon maturation of brain
processes and physical structures concerned with
making of speech sounds.
 Language development among infants occurs in stages.
Children, the world over, go through certain stage is
acquiring knowledge, which are:
(a)Crying and babbling
(b)Followed by one-word sentences
(c)Followed by longer or two-word sentences
(d)Telegraphic speech and
(e)The use of complex grammatical rules.

12.  End of second month: laugh and coo, making soft
how vowel sound in response to others.
 5 or 6 months: babbling being. Babbling increases
until the infant is between 12 months of age then
decreases after the first real words are produced.
 First word around the age of 11 to 12 months:
comprehension develops earlier and more rapidly
than production.

13.  Age of 18 month: the child has the vocabulary of
about 50 words.
 After the age of two years: the vocabulary continues
to grow at a rapid age.