Development Of Intelligence: Brittney Is 12 Months Old ✓ Solved

Development of Intelligence “Brittney is 12 months old.

Discuss the potential pros and cons of the effects of this intervention on Brittney’s intellectual functioning as well as her social functioning.

Paper For Above Instructions

At 12 months of age, infants like Brittney are in a critical period of cognitive and social development. The interaction of stimulating activities with parents, like the flashcard program designed to teach reading, can have both positive and negative effects on an infant’s intellectual and social functioning. This paper will analyze these potential effects, considering various perspectives on early education, including those related to the development of intelligence and creativity.

Intellectual Functioning

The primary intent behind teaching infants to read at a young age is to enhance their cognitive abilities. Early exposure to words through flashcards can foster language development, as consistent exposure to vocabulary at this age leads to improved linguistic skills (Baker, 2001). Studies suggest that children who engage in early reading activities tend to have more extensive vocabularies and better communication skills when they reach preschool age (Whitehurst & Lonigan, 1998).

The strategy of using flashcards three times daily may strengthen Brittney's memory and recognition skills. Tools like these can improve her cognitive flexibility by allowing her to associate visual symbols (words) with spoken language, potentially enhancing her fluid intelligence. According to the psychometric approach to intelligence, such structured learning experiences can result in measurable differences in verbal and overall IQ (Sternberg, 2004).

Potential Risks to Intellectual Functioning

However, there are concerns regarding early and intensive instruction like the flashcard program. An overemphasis on formal education at this early age can lead to stress and frustration for young children, which can have detrimental effects on their motivation to learn (White, 2006). Additionally, the pressure to meet high expectations can result in anxiety (Duckworth et al., 2007).

Furthermore, traditional IQ tests and educational interventions tend to favor convergent thinking, which emphasizes finding the correct answer rather than fostering creativity (Runco & Jaeger, 2012). The skills required for creativity—such as divergent thinking—may be neglected in a rigid, flashcard-centric learning environment. As Brittney grows, a lack of creative cognitive skills might hinder her ability to think outside the box in real-world situations (Goleman, 2006).

Social Functioning

The social implications of using flashcards as a teaching method are equally essential. While the program might create an environment of learning and development, there is concern that it could limit natural social interactions. Infants thrive on social connections, and the importance of parent-child interactions should not be underestimated. Engaging with parents during reading activities can alleviate the risk of social isolation (Brussoni et al., 2012). Conversely, time spent using flashcards might reduce opportunities for free play and exploration, both crucial for social development at this age (Ginsburg, 2007).

Playing with peers and family members fosters emotional intelligence and relationship-building skills. If Brittney spends considerable time engaged in formal education activities, she may miss opportunities to learn social norms, practice empathy, and develop social skills through interaction with other children (Hughes, 2011).

Balancing Structured Learning and Play

Ultimately, the intervention designed for Brittney should be carefully balanced. Research supports the idea of fostering both intellectual and social skills, acknowledging that holistic development is critical during infancy (Shonkoff & Phillips, 2000). Therefore, while exposure to flashcards may build foundational literacy skills, equal attention to unstructured play should be a priority. Play is vital in fostering creativity and problem-solving skills that will serve as assets in her future educational endeavors (Golinkoff et al., 2006).

Conclusion

In conclusion, while structured programs like the flashcard method may positively impact Brittney’s intellectual development, they also pose risks to her social functioning. For a well-rounded developmental approach, parents should integrate interactive learning experiences with ample opportunities for play and social interaction. Supporting both cognitive and social growth will help nurture a well-adjusted child.

References

  • Baker, L. (2001). Developing Literacy in Preschool and Kindergarten. In Recognition of Literacy, 7(1), 1-4.
  • Brussoni, M., Gibbons, R., Gray, R., & Hay, T. (2012). What Is the Relationship Between Play and Risk-Taking? Archives of Disease in Childhood, 97(10), 1022-1025.
  • Duckworth, A. L., Kirby, T. A., Gollwitzer, P. M., & Oettingen, G. (2007). From A to Be: Goal Setting as a Motivator of Academic Performance. Journal of Personality and Social Psychology, 93(3), 553-566.
  • Ginsburg, K. R. (2007). The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds. Pediatrics, 119(1), 182-191.
  • Golinkoff, R. M., Hirsh-Pasek, K., & Kuhl, P. K. (2006). Why Play Matters: A Study of Language Development and the Role of Play. Pediatric Clinics, 53(1), 1-15.
  • Goleman, D. (2006). Emotional Intelligence: Why It Can Matter More Than IQ. Bantam.
  • Hughes, C. (2011). Social Development in Children. Routledge.
  • Runco, M. A., & Jaeger, G. J. (2012). The Standard Definition of Creativity. Creativity Research Journal, 24(1), 92-96.
  • Sternberg, R. J. (2004). Successful Intelligence: How Practical and Creative Intelligence Determine Success in Life. Plume.
  • Whitehurst, G. J., & Lonigan, C. J. (1998). Child Development and the Precursor to Reading. In D. P. Anderson, & F. L. W. P. A. P. (Eds.), Handbook of Child Psychology (pp. 121-153). Wiley.

Related Assignments