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Geniuses from Birth

Think about yourself as an infant and try to recall your abilities to talk, play,
interact with others; now compare these abilities to yourself as a toddler. You should
notice a significant difference in your development at these ages. By age three, you most
likely were able to talk without your parents having to distinguish between your normal
language and the language you might have made up when referring to objects such as
"baba" for bottle. Finally, recall your kindergarten to elementary stages. Here, you were
completely capable of performing mature tasks such as dressing yourself for school,
becoming familiar with your tricky multiplication charts, and trying to get the perfect
flow when learning to write in cursive. From birth to around three years old our brain
grows at a "rapid rate of around 250,000 neurons per minuteand makes up about 80
percent of an adult's average brain size by the age of two" (Chudler). As our brain grows,
our mental and cognitive recognition begins to develop, but how does this occur? Each
stage of our mental development has specific requirements to ensure a baby or child is on
task with their cognitive recognition. Part of reaching these milestones is done by nature,
or our body's ability to survive due to our instincts, while another part is due to nurture.
Nurture can be defined as our social and physical influences in our development. Nurture
can come from your teachers and friends, but mainly is a direct result from your parents
at an early stage in your life. The impact parents can have on their child's development
has the ability to shape the individual from a social, moral, and cognitive aspect. "As a
parent myself, a child or baby's development in general begins with a proper home
environment. The more involved and in tune a parent is with their child, the more
successful the child becomes" stated Fedra Deyhim, teacher of the San Ramon Unified

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School District. Activities like reading bedtime stories every night or practicing the
sounds of letters in the alphabet help a child become more advanced than the average
child who does not receive extra practice. From observing family members with young
children, I have been able to witness how parents who work with their children at a
young age create a tremendous impact on their child's mental development. Due to this, I
wanted to dive in and research in depth about how a child's mental development can be
influenced by the help of a parent or guardian and how it increases their outcome of
becoming successful in their future life. These observations led me to ask the question:
How do early childhood activities help young children's mental development progress?
Childhood development lays a foundation for one's future success. Young
children must reach certain milestones in order to thrive during their developmental
stages. Tasks such as "taking a first step, smiling for the first time, and waving 'bye-bye'"
(Facts about Childhood Development) allow parents of young children to understand that
their child is at a healthy developmental rate. Although it is impossible to determine when
a child will learn a specific skill -crawling, walking, talking- developmental milestones
place a general idea of when he or she should perform these necessary skills. Lack of
development in these areas can cause disappointment and fear for many parents. A delay
in skill development is a common, reoccurring issue, usually related to genetic disorders
such as "Down syndrome, Cerebral Palsy, and Hydrocephalus" (What Causes
Developmental Delay?). Environmental factors may also place a toll on children with
developmental delays, "environmental risk results from exposure to harmful agents either
before or after birth, and can include things like poor maternal nutrition or exposure to
toxins or infections that are passed from a mother to her baby during pregnancy" (How A

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Child Develops). A child's life experiences such as being born prematurely, suffering
from poverty, or malnutrition also place children at a disadvantage for proper
development. Through these difficult and exhausting factors, parents are eager to learn
how they can reduce their child's risk of developmental delay. Activities such as singing
to children, practicing patterns, playing games, and even spending time outside can place
a huge impact on increasing a child's developmental rate. With determination and focus,
developmental delay can be conquered and reduced by the help of hopeful parents.
"Ding dong" went the doorbell. I began to hear slow, steady footsteps trace the
hallways inside of the house. The door swung open and I was greeted with a huge grin
the size of Texas.
"Hi Caydie! I'm Laurie" my interviewee exclaimed. Followed by this warm
welcome, she allowed me to enter her crisp, spotless house which reeked of lemon
cleanser. As we traveled throughout her home, I noticed that every appropriate inch of the
house was adorned with seasonal Easter decorations, ranging from pastel blues to the
lightest shades of pink. Easter bunnies were placed all throughout the house, especially in
the dining room which had an arrangement of about thirty glitter rainbow Easter eggs
displayed in a clean, sleek vase. My immediate reaction was, "wow she has great taste!"
To no surprise, the room in which we planned on conversing was just as colorful
and radiant as the rest of her house. As we abruptly sat down on the hot pink carpet edged
with light pink scallop shapes, I observed every intricate detail in her daughter's
playroom. The walls had vertical stripes matching the exact colors as the carpet, which
perfectly resembled a softer version of the Victoria's Secret gift bag. Every inch of
furniture in the room was stark white, packed with an abundance of toys ranging from the

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classic set of Disney figurines, to a massive collection of Little People play sets. Shortly
before we began discussing, I took note of all my sightings and realized what a perfect
environment Laurie placed her daughter in for learning, creating, and enjoying her life as
a young, three year old girly girl.
Proper social skills are necessary for young children so they can understand
appropriate behavior and mannerisms. "Socialization with peers, regardless of any
disabilities is so crucial for children. I've had the pleasure to see so many children benefit
from being in a classroom setting among their peers. They're motivated to join in,
interact, and learn new concepts by being around other children" expressed Deyhim.
According to Erik Erikson's psychosocial theory, children's emotional and social
development requires milestones just like their physical developmental aspects (Erikson's
Stages of Development). From birth to elementary school, young children display a
variety of emotions during their everyday lives. "In early childhood, preschoolers learn to
develop initiative by carrying out plans or taking advantage of othersduring their
elementary school years, children must master social and academic skills, such as making
friends and learning to read" (Kato 74). The feeling of guilt, confidence, negativity, and
egocentricity should be displayed throughout a child's lifetime. These emotions start to
occur from the toddler stage up into adulthood. Parents should provide a foundation of
social interaction for their young children in order to allow them to develop emotional
and social skills. "The more you expose your child to something, the more room there is
for growth and learning" said Laurie Peacock, former teacher of the Mount Diablo
Unified School District. By placing a child into a social environment, maturation as well
as cognitive growth can be displayed through their experiences. Participating in sports

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programs, school, and after school programs allow children the opportunity for social
development. There, children will be able to learn vital skills necessary for further
development through rigorous activities. "Children need to learn how to be around other
children. They need to learn how to play, share, and communicate with other children
without it being facilitated by their parents" explained Peacock. The more opportunity a
child to partakes in, the more he or she will be able to grow mentally, socially, and
emotionally.
The benefits of enrolling a child in outside programs are substantial. By
preventing children from participating in social programs -sports teams, clubs, schoolplaces them at a disadvantage to their development. According to the Psychological and
Social Benefits of Playing True Sports article, studies have shown "that children and
youth participating in sports when compared to peers who do not play sports, exhibit
higher grades, have more academically oriented friends, greater connections with school,
and greater involvement in volunteer work" (Psychological and Social Benefits of
Playing True Sports). Placing a child in a proper social environment influences not only
their emotional and social output, but also increases their mental development. These
programs allow children to work in groups as teammates and educate them on how to
deal with certain circumstances they may face. The benefits of athletic children have been
linked to improve mental health by "improving concentration, reducing stress and
depression, improving sleeping habits, and are breeding grounds for leadership traits"
(Watson). Participating in sports allows young children to develop necessary skills they
will use for a lifetime. This improves children's concentration, sharp thinking, learning,
and judgment skills. When children are physically active, their mind can be distracted

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from outside problems that may trigger stress, concerns, and sadness. "Exercise reduces
the levels of stress hormones in your body. At the same time, it stimulates production of
endorphinsendorphins may leave you feeling more relaxed and optimistic" (Watson).
Parents should place their children in sports programs to increase their mental
development and their prosperity.
School is vital to allow cognitive growth in children. From pre-school and
beyond, students are constantly learning new techniques and learning styles, and are
maturing into intelligent, considerate people. During school, young children will be
introduced to a new learning environment. Many school activities are focused on
expanding recognition, memorization, and creativity. At these stages in development,
usually during elementary school, fine and gross motor skills are tested. Fine motor skills
"depend on development of the small muscles, such as those in the hands and wrists"
(Kato 63). Whereas gross motor skills focus on "large muscles, including those in the
arms, legs, back, and shoulders" (Kato 63). Activities that focus primarily on fine motor
skills include "weaving, beading, painting, tracing, cutting, sorting, using stickers, hole
punching, play dough" (Promote Fine Motor Skills with 30 Materials and Activities).
Each activity is intricately designed to strengthen dexterity, especially those struggling in
writing or who have poor coordination. Activities that focus on gross motor skills
primarily depend on playtime activities such as running, skipping, throwing a ball, and
jumping. "The important functions of playgroups is to help young children learn not just
physical but also social skills -patience, generosity, kindness, forgivingness, helpfulness,
and a sense of what it is like to be in other persons' shoes" (Stallibrass 5). There is a
specific correlation between motor skills and mental development. Motor skills are

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"centered in the cerebellum and basal ganglia, and cognition in the prefrontal cortex
both can be activated during certain motor or cognitive tasks" (The Motor-Cognitive
Connection). By adapting these areas in the brain, children's cognition grows when new
information is presented. Through the process of implementing activities that focus on
mental development, many techniques are introduced for different learning styles.
Learning diversity allows children who need different approaches to new concepts "based
on their abilities, interests, or experiences" (Kato 196). Visual and auditory learners are
the most common. These types of learning focus on visual representation and hearing
information. Activities appropriate for these learners include picture demonstration and
listening to a lecture. Through these styles, children are able to recall information the way
their brains' can best process facts. Kinesthetic learners learn best by performing handson activities; acting out scenes in a book, or performing a science experiment are
examples of kinesthetic activities. Through different approaches of learning children will
be able to flourish in their academic settings.
The affects of implementing activities for young children allow prominent growth
for future development. By simply interacting through talking, singing, or reading, a child
will develop communication skills. Early childhood activities reduce "special education
and allow higher rates of high school graduation" (Impacts of Early Childhood
Programs). Other positive impacts of childhood programs that execute vital activities
include "positive impacts on children's emotional and behavioral outcomes, including
long-term reductions in criminal behavior" (Impacts of Early Childhood Programs). Not
only do early activities increase the child's mental development, but they also allow for a
healthier, happier, and more intellectual son or daughter.

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Through my experiences working with Sadie, I am lot more knowledgeable about

the tendencies of young children, their wiliness to please themselves, and how their
mental development progresses over a period of time. By researching childhood
development, my perspectives on teaching and being a parent have changed
tremendously. The amount of knowledge, patience, and generosity needed to become a
teacher or parent is far more than I could have ever imagined. By acquiring these
positions, different situations may present themselves that can be challenging for the
adult to understand how to alter the scenario in the best interest of the child. By partaking
in my mentor project, I encountered many halts or "mental breakdowns" when engaging
with my mentor's daughter. Considering the fact that she is only three years old, there
were times when she did not want to cooperate, making my project extremely
challenging. Being that I have worked with children in the past, I knew that discipline
and bribery would have to take place in order to move past these obstacles. Through these
experiences, I learned that children are willing to do whatever pleases them -such as
being rewarded with M&M candies after participating in a task they were asked to
perform. I also learned that by understanding how a child behaves in a scenario, adults
will know how to respond to the child's different emotions. For example, when Sadie
would be in a good mood, she would be more than willing to partake in different
activities. On the other hand, if she was in an angry mood, she would throw a tantrum and
need to be punished. I also observed that over a period of time, Sadie's mental
development progressed greatly. As she began to understand how a certain activity
worked, she grew more confident, knowledgeable, and cooperative. Whenever Sadie

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finished an activity, she would be rewarded with a series of claps and a high-five. I
observed that this not only made her feel accomplished, but also left her wanting to
partake in more activities. Once a child understands that he or she will be rewarded and
acknowledged once they have succeeded, they are more willing to participate in similar
situations. Working with children requires an extreme amount of trust and wiliness to go
the "extra mile" in order to allow the child to feel appreciated and assured. This will
result into a positive outcome for not only the child, but the adult or parent as well.

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Works Cited
Books:
Kato, Sharleen L. Teaching. Tinley Park, IL: Goodheart-Willcox, 2010. Print.
Stallibrass, Alison. The Self-respecting Child: Development through Spontaneous Play.
Reading, MA: Addison-Wesley, 1989. Print.
Electronic Sources:
Chudler, Eric H. "Neuroscience For Kids." - Brain Development. Science Education
Partnership, 1996. Web. 20 Mar. 2016.
"Erikson's Stages of Development - Learning Theories." Learning Theories Eriksons
Stages of Development Comments. Learning-Theories, 23 July 2014. Web. 24 Apr.
2016.
"Facts About Child Development." Centers for Disease Control and Prevention. Centers
for Disease Control and Prevention, 23 Feb. 2016. Web. 20 Mar. 2016.
"How A Child Develops." How A Child Develops. How Kids Develop, 2008. Web. 20
Mar. 2016.
"Impacts of Early Childhood Programs." The Brookings Institution. The Brookings
Institution, 04 Sept. 2008. Web. 20 Mar. 2016.
"Promote Fine Motor Skills with 30 Materials & Activities." Hands On As We Grow.
Hands On As We Grow, 21 Aug. 2013. Web. 20 Mar. 2016.
"Psychological and Social Benefits of Playing True Sport." TrueSport. True Sport, 2014.
Web. 20 Mar. 2016.

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"The Motor-Cognitive Connection: Early Fine Motor Skills as an Indicator of Future
Success." Scientific Learning. Scientific Learning, 18 Apr. 2012. Web. 20 Mar.
2016.
Watson, Kathryn. "The Mental Benefits of Sports." Healthline. Healthline, 2005. Web.
20 Mar. 2016.
"What Causes Developmental Delay? 16 Possible Conditions." Developmental Delay.
Healthline, 2005. Web. 20 Mar. 2016.

Primary Sources:
Deyhim, Fedra. Preschool Teacher, San Ramon Unified School District, CA. Email
Interview. 28 March 2016.
Peacock, Laurie. Multiple Subjects Teacher, Mount Diablo Unified School District, CA.
Personal Interview. 6 March 2016.

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Works Consulted
"Development in Children | Intellectual Development | Cognitive." Kidspot Australia.
Kidspot Team, 2014. Web. 20 Mar. 2016.
"Educational Psychology Interactive: Cognitive Development." Educational Psychology
Interactive: Cognitive Development. Huitt, W., & Hummel, J., 2003. Web. 17 Feb.
2016.
"Motor Skill Overview and Factors That Influence Development." Motor Skill Overview
and Factors That Influence Development. Ability Path, 2010. Web. 20 Mar. 2016.
"Preschool Activities." Preschool Activities for Kids. Education, 2006. Web. 20 Mar.
2016.
"Social and Emotional Growth." PBS. PBS, 2013. Web. 20 Mar. 2016.
"What Can I Do with My Toddler?" Hands On As We Grow. Hands On As We Grow, 16
Feb. 2016. Web. 20 Mar. 2016.

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