Research Paper on "Cognitive Development in Toddlers Individual Differences in Locomotor Ability"

Research Paper 5 pages (1681 words) Sources: 0

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Cognitive Development in Toddlers: Individual Differences in Locomotor Ability

Cognitive development in toddlers: Exploring individual differences in locomotor ability

Toddlerhood is a crucial stage in human development that warrants much research to be understood. Children begin to reach major milestones in the areas of motor skills, and cognitive ability during infancy and toddlerhood. It is at this stage that a child's abilities or inabilities can be easily detected and any possible adjustments be initiated by making the infant learn a particular task through practice. An infant may not be able to perform a particular task but through practice this can be possible since the neural networks that are used for that particular task are strengthened through practice (Haga et al., 2007). At the age of about nine months, most infants are able to walk by supporting themselves on furniture, and half of all infants can walk well by the end of their first year of life. They also start to develop better fine motor skills such as reaching out and grasping for things; as time goes on children develop a different, more precise form of reaching, and eventually they are able to reach out and hold onto an object of interest. According to Piaget children appear to carry out miniature experiments to observe the consequences, and use more calculated approaches to producing events, coordinating several schemes to generate a single act (Feldman, 2008). All in all they develop the ability to crawl, pull up to a standing position, walk unassisted, and solve problems by trial and error. Training on specific tasks also helps children to learn motor skills since the neuro-motor and perceptual-motor subsystems that are involved in that specific task may be tuned in (Haga et al., 2007). Infancy is also characterized by the beginning of the development of purposeful control of movement which will last throughout the life of an individual, rapid changes to many different systems also occur during this period making it a very important stage of life. Future complex actions depend entirely on the fundamental motor skills that have been acquired at this early stage of life which is key to survival.

In fact, much research has been done to understand the cognitive processes that take place when toddlers and infants are faced with tasks in which they have to make decisions. The findings, in fact, have clearly shown that toddlers do have the ability to think through tasks that require some "figuring out" (Corbetta & Snapp-Childs, 2009).

Other researchers have focused on toddler's use of perceptual information through visual and active exploration to inform motor decisions (Nelson, 1976). The findings of the research indicate that perceptual and motor developments are inextricably connected. Perception of the person's environment guides infants to their action, Beckers et al. (2009) support this idea by stating that "people exhibit a remarkable capability at discovering causal relationships among event that occur in their environments." What this means is that the current situation or environment will lead a child to predict a possible outcome and therefore initiate a preventive or adaptive behavior. Rosey and others (2008) in introducing their study also indicate the need for extrapolation of perceptual information when solving spatiotemporal problems which will allow performing motor behaviors that will help in adapting to the situation. Rakinson and Woodward (2008) also carried a study that focused on the effects of action on perceptual and cognitive development which they did by collecting varied collection of research on the same topic. Their study concluded that cognitive development is affected by actions and this is not only applicable in toddlerhood but also in adulthood.

For instance, some researchers have investigated cognitive abilities; "means-ends" problem solving helps infants to do simple movements before their coordination is fully developed. Their motor development is not limited to low-level perceptual-motor skills, such as grasping, muscle actions, crawling and walking, or visual exploration (Berger and Adolph, 2003). For example, the study done by Sarah E. Berger and Karen E. Adolph (2003) brings solid evidence that toddlers use "means-ends" problem solving when performing locomotor tasks. The purpose of the study was to show how cognitive understanding is essential in handrail use. The study involved children using a handrail to help them achieve the task of crossing a bridge, as well as exploring the handrail and using their feet to feel their way around. Toddlers eventually figured out that by using the handrail and shifting their bodies they are more likely to get across the bridge. The main goals of this study was to see if children would make the decision to use a handrail when given narrower bridges and to see if they would recognize that some bridges were far too narrow for them to cross even with the use of a handrail. The study found that children attempted wider bridges with or without the presence of a handrail constantly whereas they attempted narrower bridges more often when there was a handrail present. Children also held on to the handrail with both hands for longer periods of time when the bridge was narrow. With reference to Beckers' et al. (2009) statement, it can also be seen that the children's actions were occasioned by the current condition, i.e. size of the bridge, which made them predict whether it was safe to cross with or without a handrail, or not to cross at all. The findings also showed that the children accurately judged their abilities to walk over bridges with failure only 6% of the time. For the children to be able to explore the handrail while at the same time using their feet to feel their way around, they require having purposeful control of movement. Getchell (2006) explains that such movement can only be obtained through coordinating the actions of their separate limbs into a cooperative whole. It also interesting to note that children are able to achieve this kind of coordination even before receiving any formal training relating to physical causality, this is a clear indication that formal instruction is not necessary for the initial development of the machinery for sophisticated causal inference, a trigger by mere interaction with the causal world is enough.

The importance of this study lies in uncovering the mystery of cognition and finding solid evidence both infants and toddlers are able to use "means-ends" problem solving skills as early as l6 months or possibly earlier in order to navigate in their life. This study is important because it shows that children are cognitively advanced than previously thought and are able to think through their actions as well as make decisions about the best course of action. The study further shows that children are cognitively advanced enough to utilize tools, or other external variables to assist them in their tasks, a complicated cognitive maneuver. The reason the study is instrumental is because if children are cognitively more advanced than originally imagined, it is feasible that they have more potential to develop cognition and the process can begin at a younger age. The impact of this study could be beneficial in restructuring educational curriculums and understanding the way toddlers should be handled academically, perhaps challenged more, and presented with more options that stimulate further cognitive development. As revealed by the study carried out by Getchell (2006), action characteristics across childhood is determined by the task presented and the more complicated a task is the more a child will develop ways of handling the task thus improving their skills.

The purpose of the proposed study is to examine toddlers through replication of the study conducted by Berger and Adolph. Specifically, we will investigate infant's abilities and cognitive understanding in crossing the bridge and handrail use. Also, to examine children's decisions to use a handrail when given narrow bridges. Specifically, in addition to the assessments made in the… READ MORE

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