Motor skills refer to motions that take place when the brain, the nervous system, and the muscles work together once the infant is mature enough. Fine motor skills are small movements that use minor muscles such as the fingers, wrists, lips, and tongue. The muscles used are from specific parts of the body. These skills enhance the child’s control of muscles. Gross motor skills on the other hand, are bigger movements and use core muscles such as the torso, arms, and legs. They often start with head movements then development of body posture, balance and coordination of major muscles in the body. The muscles used are not specific but use big parts of the body such as the leg or the back. Examples of fine motor skills include picking and holding objects, wriggling the hands or feet, opening and closing lids while gross motor skill might include actions like rolling over, pushing oneself on wheeled toys and learning to walk.
Own-race effect is the ability of a person to correctly recognize faces from the race or ethnic background they are most familiar with, which is often one’s race. The theory states that people have a harder time identifying faces from different races other than those they are accustomed. Infants develop a better recognition of faces from their ethnicity before their first year, and this persists to adulthood. People often conclude that all babies look alike owing to similar features such as short necks, big eyes, and round limbs. Research has established that distinction of babies is more likely to be based on gender. In a study conducted, men were less likely to tell babies apart using distinct features than females in their reproductive ages.
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Object performance refers to the cognition by infants of the existence of objects when they are not in sight. They start seeking things they hear nearby. Deferred imitation is when a child emulates actions done by their parents or caregivers and does it later. The action is not performed immediately because the infant might not be fully able to. An example of object performance is when a child hears a familiar voice and responds. Childhood games like peek-a-boo might also resonate with the child, moreover, their eyes and body movement show surprise when faces disappear. Deferred imitation might present itself when a toddler tries to perform standard actions such as switching off the lights. They also copy activities in their parent’s everyday life such as making calls and playing with keys.
Chomsky’s theory states that language acquisition is innate and need not be taught. It further explains that there are specific parts of the brain that control speech. He notes that children begin speaking on their own, independent of external efforts. Children, therefore, will always learn a language in the exact way that their minds process it despite teaching. Skinner’s theory states that babies are born without any knowledge and need to be taught language. He explains that language acquisition depends on cognitive responses other than chance. The theory of operant conditioning where a child learns from trial and error is emphasized. The parents enhance learning through attention and approval of the child’s efforts.
Holophrase refers to the theory that in infants’ language development, one word can be used to describe a whole sentence. The child’s intonation might also mean different things. Child-directed speeches are special phrases or intonations that parents and caregivers use to communicate with an infant. It is believed that children understand things better this way than using long mature sentences. It often involves using the child’s own familiar words.
Attachment refers to an emotional connection between people. It starts at birth and defines every other relationship in the infant’s life. Attachment at infancy is depicted by the need to be where a parent or caregiver is or by physical contact. Attachment, especially physical contact is expressed differently according to culture. Secure attachment refers to the type of bond where the infant is comfortable. The infant views the caregiver as a source of exploration and acknowledgment. He or she is not afraid to be away from the person and looks to them for a response as they move. In insecure-avoidant attachment, the child is fearful and unresponsive to the caregiver. Such infants do not seek the caregiver’s response or communication. Their activity is not interrupted when the parent or caregiver leaves. Insecure-resistant / ambivalent attachment means that the child holds tightly to the caregiver. They are constantly in a state of watchfulness. He or she is likely to cry when the caregiver leaves and throws fits when they are back. In disorganized attachment, the child has mixed reactions when in contact with the caregiver. They are happy one minute and break into tears the next. The child looks perturbed when the caregiver leaves and is likely to get angry when they are back.
The Strange situation was an experiment to determine a child’s response to the presence and absence of the caregiver, and to gauge their reaction to a stranger. The children were put in a room with the caregiver, and their responses were noted when the caregiver was around, then when she left, and when a stranger approached the child when the caregiver was around. The categories of responses depended on the child’s exploration, their reaction when the caregiver left, the reaction to the stranger and lastly their response when the caregiver returned. It generated four attachment models that were used to explain each child’s behavior.
The first stage in Erickson’s theory is trust vs. mistrust. This is learned in a child’s first year of growth where they look to their caregiver for care and stability. It is important to successfully pass this stage since the infant might not be able to explore and learn from their surroundings. The second stage is independence vs. shame. The child in the first three years of development discovers many things within their reach and try to be independent of their parents. The caregiver should encourage autonomy in the child and avoid strong criticism of mistakes.
In Hong-Kong, toddlers less than two years are increasingly being interviewed in to secure places in nursery school owing to a large number of applicants. Parents see this as a way to prepare the child for the school environment. It also increases the children’s chances to join better institutions in the future. Some parents get compelled to force their children to master phrases which might look unnatural and diminish their likelihood to be accepted.
The quality being sought after is the child’s ability to relate effectively with the teacher. The child should also be able to play freely and display proper interaction with other children. Some teachers admit to interviewing the parent too, and, prefer open, non-controlling attitudes. Although highly sought after, some individuals state that such interviews put stress on the young child and that they are better off learning normally from their parents.
I think tutoring at a young age is excellent as it exposes the children to the real world school environment. It also prevents stress due to unfamiliarity later when the child will be joining kindergarten. Children exposed to this are more likely to grasp concepts faster at an early age and have better communication skills. The caregivers should, however, be careful not to bombard the child with more than they are to handle at that age.
A research was conducted to establish the relationship between the brain and language development. The study on an infant’s brain reveals that they acquire new languages faster before their fourth birthday. This is attributed to flexible myelin, which becomes stronger after the age of four. It also provided insight as to why children are able to learn two languages before that age. The child’s vocabulary was found to have grown simultaneously from about fifty to five thousand words between the first and sixth year. The left side of the brain controls language skills hence myelin would be more present there. After the age of four, it is difficult to rectify language attainment challenges and other disabilities. This study was therefore fundamental as it would be used to explain and prevent conditions such as autism.
The discovery of the relationship between language and brain development was essential. This means that it is possible to track child growth and provide timely therapy to those experiencing challenges. It also forms the foundation for other researches for possible cures to those whose are above the age of four.
