How To Write A Psychological Analysis Of The Boy Who Was Raised As A Dog

In the nursery, I examined toys aimed at the sensorimotor stage of cognitive development. This stage includes actions based on reflexes and the transition to actions based on intentions. Actions that are satisfying are repeated by the child through a process called primary circular reactions. Soon after this first stage, the child moves on to the secondary circular reactions or actions that have an effect on the environment. After experiencing both of these kind of reactions, the child then advances into more intentional actions. The child begins to have goal-directed behavior and curiosity which leads to experimenting. Lastly, the child will begin to understand symbolic problem solving and object permanence.

Every parent in the film has their own way to raise their children. In the second family (the one with the strict father while the mother doesn’t support the father’s decisions), the father were a bit an authoritarian parent because there’s little to no communication between he and his daughter. He wants her to be intelligent so, he offer so much structure that the child can only do is to agree and do the things that the father wants her to do such as reading the flashcards, learning words from foreign languages, etc. Cognition is all the mental activities associated with thinking, knowing, remembering, and communicating. Young infants lack object permanence and by 8 months, infants begin exhibiting memory for things no longer seen. (AP Psychology

As children grow through early and middle childhood, they are learning and developing many skills and abilities, including conservation, theory of mind, language, autonomy and initiative,

The first theory examined is Albert Bandura’s social cognitive/learning theory. A child does not automatically know how to interpret their environment, but they can learn about the world around them and how to manipulate their surroundings by observing people around them. According to Bandura (2002), “Viewed from the sociocognitive perspective, human nature is characterised [sic] by a vast potentiality that can be fashioned by direct and vicarious experience into a variety of forms within biological limits” (pp. 271-272). Although a large amount of learning from watching other people happens in childhood, a person can acquire new skills or knowledge at any point in their life with the help of other people.

Research has shown that the way the caregiver and infant interact has a significant effect on the maturation of the infant's nervous system,

On October 5, 2016, our Life-Span Development class had the opportunity to observe the physical, cognitive, and social development of Lewis, a three month old male infant. The observation was conducted at Dordt College in Room CL 1143 and the infant’s parent consented to participate in the live observation.

As the story begins one needs to understand how the cognitive development begins as a baby and the discrete stages of cognitive development, or “the emergence of the ability to think and understand”(Schater, et al, Page 319).

However, a child’s cognitive structures dictate nit just what they notice but what is accommodated to interpret. The nature of their intellectual commerce with the environment makes them manufacturers of their development. (Flavell, 1996)

On February 17, 2016, our Life-Span Development class observed the physical, cognitive, and social development of Asher, a 5.5-month-old male. The observation was conducted at Dordt College in room CL2260 and the infant’s parent consented to participate in the live observation. Asher was quite sick and later saw a doctor, so the findings of this report may not entirely represent Asher’s development.

An individual can always learn new aspects of life when they are observing an infant. This observation took place in the home of the participant. The participant is familiar with the house. During the observation the child played with her toys in the living room. The participant was a 12-month-old girl who is cared for by both her mother and father. Other participant included the child's mother and the child's aunt. The mother is a teacher, so during this observation and in the summer, they both stay at home. The participant is the only child in the household. After an afternoon nap and snack, the child sat in her mother's lap on the couch in the living room. While she was with her mother, she stayed close to her mother and made eye contact with everyone in the room. The child then got down and played with her toys in the floor of the living room. She began with the toy closest to her and began pushing the buttons while singing along with the different rhythms. The next toy she found was a child's magazine and she quickly flipped through the pages and found pictures of other infants similar to her. After a quick look around the room, she proceeded to crawl over to the nearest shelf in the living room. She began to pull her self up to a standing position and began pulling items off of the shelf and putting them on the floor. The mother quickly diverted her attention by

The author invites the reader on his own journey to understanding how the developing brain works. He learns that to facilitate recovery, the loss of

Three physical changes the infant undergoes includes (1) going from using basic reflexes to learning complex motor skills (e.g. how to crawl and walk); (textbook p. 142; Chapter 4), (2) developing fine motor skills (e.g. precisely reaching and grasping for a toy); (p. 185; Chapter 5), and (3) developing vision, specifically depth perception and pattern perception (e.g. developing the ability to recognize); (pp. 189-193, Chapter 5). These are examples of the dynamic systems theory of motor development as the infant progresses in a sequence.

Cognitive developments allow the child to begin to understand and interact with the environment and see things from the carer’s point of view, adjusting behaviours accordingly and understanding that the carer has goals and plans, therefore, and the relationship is seen as partnership. Cognitive skills are necessary in adapting to the environment. As Hendey and Kloep (2002)

Children develop in many ways including through physical activity, mental activity and interaction with others (Roode, 1). According to a January 2007 clinical

Habituation is applied in discovering the perceptual systems which indicates that children advance earlier in developing perception compared to the acquiring the idea of the permanence of objects. Vision, hearing, smell and taste, language, touch, and pain are the early infant sensorimotor perceptual improvement in the infants’ mental growth. Motor development, required for the child to create relationships between vision, touch and