Babies' and toddlers' actions are the outward signs of the new connections that are being made in their minds, writes Penny Tassoni
Watching children grow and develop is fascinating. Not only do they master physical movements, but they gradually show that they can think and use abstract concepts. For many parents, this comes as a bit of an unwelcome surprise as their children begin to answer back, question why things are happening and voice their opinions!
Reasoning also shows itself in other ways as, for example, children begin to squabble over the best way to do something or the fairest solution to turn-taking.
So what are some of the steps that babies and toddlers make that move them from the 'here and now' world and allow them to think and reason? To begin with, it is worth understanding why this area of growth in children is often referred to as cognitive development. It is fundamentally about our ability to interpret, categorise and use the information that our senses bring to us to develop concepts and ideas.
Now you see it
We begin to see the beginning of the development of abstract concepts in the baby's first year. One of the first of many landmarks is the arrival at a concept known as 'object permanence'. Up until this point, babies, while having a memory of people and objects, appear to be unfazed when they disappear out of sight.
At around eight months old, many babies will start to look for objects that fall out of sight or become hidden. They will also protest if their carer leaves the room and, if mobile, try to follow them. The idea that objects and people continue existing even when they are out of sight is perhaps the first sign that the child is beginning to shift out of the 'here and now' world.
Words to the wise
It could be argued that the next major step in terms of cognitive development is the onset of language. It is easy to forget that language is abstract. The sounds in words stand for something such as an object, an idea, or person. The expression 'do you get my meaning?' is used when we want to check that someone has understood what our words stand for. In terms of learning language, babies at first need to see the links between the sounds and the meaning. The first words they understand are usually related to objects or people that are particularly relevant to them, such as 'drink' or 'mama'.
There is still the element of 'here and now' as they point to things and use words when they see objects that they want. Picture books also support this process as the toddler looks and points to things they recognise and say the appropriate word. The child learns to use words in a more abstract fashion by the linking of words to things that they can see and feel. A toddler may ask for something that they want but cannot see, and at 18 months, for example, can follow an adult's simple instructions such as 'find your coat'.
Moving on
Alongside language, babies and toddlers increasingly begin to explore their world. They repeat movements and actions and appear to be learning about their world using a trial and error approach. At first, stacking beakers can provide a huge challenge but gradually, with increased co-ordination and backed up by a memory of earlier learning, most two-and-a-half- year-olds are well on their way.
They are also likely to be showing problem-solving skills - such as getting chairs to climb on in order to reach something that they want! At around three years old many children can recognise three colours and can often name them. They are also revealing their thoughts through speech, such as talking in long monologues as they play.
Brains in gear
In terms of explanations about how children learn to think and reason, there are several perspectives, although at the heart of many of them lies our ability to form connections between different experiences. Recent images of the way in which children's brains develop show us that while the overall structures are present at birth, the brain needs to be activated in order for connections or 'neural pathways' to be laid down. Thinking itself is thought to be a process during which thousands of neurons dance down pathways, making connections. During brain scans, researchers can literally see parts of the brain light up as volunteers are asked to think.
Interestingly, images showing the way in which neural pathways are set up may support theories of cognitive development that suggest the child tries to make sense of their immediate world through direct experiences and by developing schemas. They may also support Piaget's view that children go through certain age-related stages in their thinking. Thinking may only be able to 'come online' once the neural pathways have been established.
Role of the adult
So how can adults help young children to develop abstract concepts? Vygotsky, a key child development theorist, believed that adults and social contacts were essential in order to stimulate children's higher thinking skills. Stimulation does appear to be necessary in order for cognitive development to take place. Playing with children, talking to them and helping them to pick up on language will actually be encouraging the development of neural connections.
So the next time you finish work feeling exhausted, just remember that your work has probably helped a new generation of brains to grow!
Student links
This article links to C10 and element C11.1 of the NVQ 3 in Early Years Childcare and Education.
Evidence collector If you are a student, you may wish to carry out the following observation to look at object permanence. Remember to consult with your supervisor and/or the parents if necessary.
Observation Show a baby a rattle or other unfamiliar toy. Encourage them to explore and enjoy playing with it. Gently take the object from them and hide it within the baby's sight and reach. Look now to see if they try to find it. Repeat this observation with babies of different ages.
