Expected milestones of growth and development - intellectual

Patrymau disgwyliedig twf a datblygiad – deallusol

Children in glasses

Intellectual development includes:

  • language skills
  • mental capacity and memory development
  • how children learn, including learning through play, problem solving, and moral development.

Mae datblygiad deallusol yn cynnwys:

  • sgiliau iaith
  • galluedd meddyliol a datblygiad y cof
  • sut mae plant yn dysgu, gan gynnwys dysgu drwy chwarae, datrys problemau, a datblygiad moesol.

Expected patterns of growth and development - Intellectual development 0 - 19

Drag the patterns of growth and development to the correct age.

Patrymau disgwyliedig twf a datblygiad – Datblygiad deallusol 0 - 19

Llusgwch y patrymau twf a datblygiad at yr oedran cywir.

Age

Oedran

Patterns of development

Patrymau datblygu

Correct answers

Atebion cywir

        Expected milestones of growth and development - intellectual

        Language skills

        Cerrig milltir disgwyliedig twf a datblygiad - deallusol

        Sgiliau iaith

        group of mixed-age people holding speech bubbles

        Children develop language skills at a very rapid rate between the ages of 0 – 5.

        Language can be split into two sections; non-verbal and verbal communication. When a child is born it can communicate its needs through crying and facial expressions. This usually applies to the first 12 months of life.

        The ability to understand language usually happens before the ability to communicate. Children start to communicate verbally through babbling and then through using one or two words. This then turns into stringing two words together, and then three, and then whole sentences.

        Adults help babies and children develop language by talking to them in a particular way and by repeating the same words and phrases repeatedly.

        Once a child is two they have a vocabulary of a few hundred words, this will increase rapidly. The rate of vocabulary development is influenced by how much speech they are exposed to. The more an adult talks to a child, the faster their vocabulary will develop.

        By six, a child has a vocabulary of over 10,000 words. By eight a child will be able to hold adult-like conversations.

        Once the basics have been learned language and vocabulary continue to develop through the life stages.

        Mae plant yn meithrin sgiliau iaith yn gyflym iawn rhwng 0 a 5 oed.

        Gall iaith gael ei rhannu'n ddwy ran; cyfathrebu dieiriau a chyfathrebu geiriol. Pan fydd plentyn yn cael ei eni gall gyfleu ei anghenion drwy grïo a mynegiant wyneb. Mae hyn fel arfer yn gymwys i 12 mis cyntaf ei fywyd.

        Mae'r gallu i ddeall iaith fel arfer yn digwydd cyn y gallu i gyfathrebu. Bydd plant yn dechrau cyfathrebu ar lafar drwy barablu ac yna drwy ddefnyddio un neu ddau air. Yna eir ati i gysylltu dau air, yna tri, ac yna frawddegau cyfan.

        Bydd oedolion yn helpu babanod a phlant i feithrin iaith drwy siarad â nhw mewn ffordd benodol a thrwy ailadrodd yr un geiriau neu ymadroddion.

        Pan fydd plentyn yn ddwy bydd ganddo ychydig gannoedd o eiriau, a fydd yn cynyddu'n gyflym. Mae cyflymder datblygu geirfa yn dibynnu ar faint o leferydd mae'n cael ei amlygu iddo. Gorau po fwyaf mae oedolyn yn siarad â phlentyn.

        Yn chwech oed, bydd gan blentyn dros 10,000 o eiriau. Erbyn wyth oed, bydd plentyn yn gallu cynnal sgyrsiau o fath oedolyn.

        Unwaith y caiff yr hanfodion eu dysgu bydd iaith a geirfa yn parhau i ddatblygu drwy gydol y camau mewn bywyd.

        Expected milestones of growth and development - intellectual

        Mental capacity and memory development

        Cerrig milltir disgwyliedig twf a datblygiad - deallusol

        Galluedd meddyliol a datblygiad y cof

        Child completing jigsaw puzzle

        Mental capacity is about how we use our minds and organise thinking to understand the world around us.

        This is also called cognitive development and depends upon the child’s own pattern of development, the opportunity for playing with toys and games and experiences of activities and events.

        Cognitive development includes:

        • Imagination – being able to picture things when they are not in front of you. Children use their imagination for pretend play, pretend games, to tell stories, when drawing, painting, reading, model making and dressing up.
        • Problem solving – the ability to solve simple and difficult problems. It follows a set pattern of: trial and error, identify the problem, work out a solution and predict what might happen. Activities that can help develop this include shape sorting activities, jigsaws and learning to ride a bike.
        • Creativity – being able to express imaginative ideas in a unique way. Activities that will help to develop this include painting, drawing, collage, dance and music.
        • Forming concepts – putting information into an understandable form. This can be developed through activities involving numbers, colours, shape, time, volume, speed and mass (weight).
        • Memory - the ability to store and recall information, ideas and events. Activities that will help this are questioning, telling or writing about a visit, dates and days of the week.
        • Concentration – ability to pay attention. Children concentrate more if they are interested in the task/activity. They need to concentrate to be able to store and sort information.
        • Object permanence – understanding that something still exists even though it can’t be seen. Activities that help this are peek-a-boo, hide and seek and treasure hunts.
        • Reasoning – understanding that actions have a cause and effect. Play centres with push and pull buttons to make a bell ring, and pop up toys help develop this skill.

        These skills are usually gained during childhood and develop through the life stages through education, work and life experiences.

        Mae a wnelo galluedd meddyliol â'r ffordd rydym yn defnyddio'r meddwl ac yn rhoi trefn ar ein meddyliau er mwyn deall y byd o'n cwmpas.

        Gelwir hyn yn ddatblygiad gwybyddol hefyd ac mae'n dibynnu ar batrwm datblygu'r plentyn ei hun, y cyfle i chwarae gyda theganau a gemau a phrofi gweithgareddau a digwyddiadau.

        Mae datblygiad gwybyddol yn cynnwys:

        • Dychymyg – gallu gweld pethau pan nad ydynt o'ch blaen. Bydd plant yn defnyddio eu dychymyg i chwarae dychmygu, gwneud gemau dychmygu, adrodd straeon, wrth dynnu llun, peintio, darllen, gwneud modelau a gwisgo i fyny.
        • Datrys problemau – y gallu i ddatrys problemau syml ac anodd. Mae'n dilyn patrwm: mentro a methu, nodi'r broblem, meddwl am ddatrysiad a rhagweld beth allai ddigwydd. Ymhlith y gweithgareddau a all helpu i ddatblygu hyn mae gweithgareddau rhoi trefn ar siapiau, jig-sos a dysgu reidio beic.
        • Creadigrwydd – gallu mynegi syniadau llawn dychymyg mewn ffordd unigryw. Ymhlith y gweithgareddau a wnaiff helpu i ddatblygu hyn mae peintio, tynnu llun, collage, dawns a cherddoriaeth.
        • Ffurfio cysyniadau – cyflwyno gwybodaeth ar ffurf ddealladwy. Gall hyn gael ei ddatblygu drwy weithgareddau sy'n cynnwys rhifau, lliwiau, siâp, amser, cyfaint, cyflymder a màs (pwysau).
        • Cof – y gallu i storio a chofio gwybodaeth, syniadau a digwyddiadau. Y gweithgareddau a wnaiff helpu hyn yw cwestiynu, dweud neu ysgrifennu am ymweliad, dyddiadau a diwrnodau'r wythnos.
        • Canolbwyntio – y gallu i dalu sylw.Bydd plant yn canolbwyntio mwy os oes ganddynt ddiddordeb yn y dasg/gweithgaredd. Mae angen iddynt ganolbwyntio er mwyn storio gwybodaeth a rhoi trefn arni.
        • Parhauster – deall bod rhywbeth yn dal i fodoli er na ellir ei weld. Y gweithgareddau sy'n helpu gyda hyn yw pi-po, chwarae cuddio a helfa drysor.
        • Ymresymu – deall bod gan weithredoedd achos ac effaith. Mae canolfannau chwarae â botymau gwthio a thynnu er mwyn gwneud i gloch ganu, a theganau codi'n sydyn yn helpu i feithrin y sgil hwn.

        Fel rheol, caiff y sgiliau hyn eu meithrin yn ystod plentyndod a byddant yn datblygu drwy gydol bywyd drwy addysg, gwaith a phrofiadau bywyd.

        Expected milestones of growth and development - intellectual

        Cerrig milltir disgwyliedig twf a datblygiad – deallusol

        Q Bethan is 4 years old. She is an only child and her parents are concerned that her cognitive development may be slightly behind for her age. What could her parents do to help improve this?
        Q Mae Bethan yn 4 blwydd oed. Mae'n unig blentyn ac mae ei rhieni'n pryderu y gallai ei datblygiad gwybyddol fod braidd yn araf am ei hoedran. Beth allai ei rhieni ei wneud er mwyn helpu i wella hwn?
        • Provide more play opportunities, so she can interact with other children more and learn from them.
        • Give her books that they can read to her.
        • Show her educational videos that she could sing along to.
        • Provide a stimulating environment that she can learn from, for example her bedroom could contain posters, pictures and toys.
        • Take her to nursery or playgroup to interact and play with other children.
        • Provide other resources that will stimulate her creativity and imagination, such as paint, paper, pens etc.
        • Correct words that she pronounces incorrectly.
        • Darparu mwy o gyfleoedd chwarae, fel y gall ryngweithio'n fwy gyda phlant eraill a dysgu ganddynt.
        • Rhoi llyfrau iddi fel y gallant ddarllen iddi.
        • Dangos fideos addysgol iddi y gallai gydganu â nhw.
        • Darparu amgylchedd ysgogol ble gall dysgu, er enghraifft gallai ei hystafell wely gynnwys posteri, lluniau a theganau.
        • Mynd â hi i feithrinfa neu gylch chwarae ble gall ryngweithio a chwarae gyda phlant eraill.
        • Darparu adnoddau eraill a fydd yn ysgogi ei chreadigrwydd a'i dychymyg, fel paent, papur, ysgrifbinnau ac ati.
        • Cywiro geiriau mae'n eu hynganu'n anghywir.

        Expected milestones of growth and development - intellectual

        How children learn

        Cerrig milltir disgwyliedig twf a datblygiad - deallusol

        Sut mae plant yn dysgu

        Children learn in many different ways but primarily they learn through:

        • watching
        • listening
        • investigating and exploring
        • using books and looking at pictures
        • asking questions
        • imitation (copying those around them).

        They learn more quickly if they are in a safe, nurturing environment.

        Learning through play

        Play is one of the main ways in which children learn. Children often become very absorbed in what they are doing and this helps them develop the ability to concentrate.

        There are a number of play activities that children can be introduced to which will help them learn different skills. These can include:

        Sand and water:

        • Mathematical skills - volume and capacity when pouring one jug of water into another.
        • Language and literacy skills - emergent writing through making marks in the sand. Language skills through conversations about what they are doing and asking questions such as what would happen if... etc.
        • Scientific skills – habitats, flowing water, mixing sand and water etc.

        Creative play:

        • Mathematical skills – shapes, weight, and size when playing with dough.
        • Language skills – dressing up, role play etc. helps develop imagination and encourages communication.

        Construction toys:

        • Mathematical skills – order, size and shape when playing with blocks etc.
        • Problem solving and logic skills – when constructing using blocks etc. deciding what to do next and how to fix things that don’t work.
        • Perseverance – rebuilding a tower of blocks that keeps falling down.

        Problem solving

        Problem solving skills can be developed by allowing children to try to work things out for themselves and through encouraging creative play. Children should be allowed to experience failure and also see that adults sometimes need help to solve a problem.

        Moral development

        Children need to learn how to distinguish between right and wrong and how to make good choices. In order for this to happen they need to be surrounded by good role models.

        Babies cannot understand the difference between right and wrong, they are governed by their feelings and needs.

        Toddlers will follow the rules to avoid punishment but they don’t yet understand right and wrong. They don’t understand why biting is wrong, but they know that they will be punished for doing it.

        By the age of five a child will understand that actions have consequences, and they are aware of the rules of the family. It is during this stage of a child’s development that discipline needs to be consistent and children understand why they are being punished. It is also important that good role models surround the child.

        Primary school children will now have a strong sense of right and wrong, but they will still break the rules from time to time. It is important that they feel that they are being treated fairly.

        Teenagers will want to be valued by their friends so they may start to change their moral values in order to fit in with the group, which can cause problems at home. Teens like to negotiate rules so that they feel that they have more control over the decisions they make. By this age, they will be well aware of the impact their decisions can have on others.

        Mae plant yn dysgu mewn sawl ffordd wahanol ond maent yn dysgu'n bennaf drwy

        • wylio
        • gwrando
        • ymchwilio ac archwilio
        • defnyddio llyfrau ac edrych ar luniau
        • gofyn cwestiynau
        • dynwared (copïo unigolion o'u cwmpas)

        Maent yn dysgu'n fwy cyflym os ydynt mewn amgylchedd diogel a gofalgar.

        Dysgu trwy chwarae

        Chwarae yw un o'r prif ffyrdd mae plant yn dysgu. Bydd plant yn aml yn ymgolli'n llwyr yn yr hyn maent yn ei wneud sy'n eu helpu i ddatblygu'r gallu i ganolbwyntio.

        Mae nifer o weithgareddau chwarae y gall plant gael eu cyflwyno iddynt a fydd yn eu helpu i ddysgu sgiliau gwahanol. Gall y rhain gynnwys y canlynol:

        Dŵr a thywod:

        • Sgiliau mathemategol – cyfaint a chapasiti wrth arllwys un jwg o ddŵr i mewn i un arall.
        • Sgiliau iaith a llythrenedd – ysgrifennu datblygol drwy wneud marciau yn y tywod. Sgiliau iaith drwy sgyrsiau am yr hyn maent yn ei wneud a holi cwestiynau fel beth fyddai'n digwydd os...ac ati.
        • Sgiliau gwyddonol – cynefinoedd, dŵr yn llifo, cymysgu tywod a dŵr ac ati.

        Chwarae creadigol:

        • Sgiliau mathemategol – siapiau, pwysau a maint wrth chwarae gyda thoes.
        • Sgiliau iaith – mae gwisgo i fyny, chwarae rôl ac ati yn helpu i ddatblygu'r dychymyg ac yn annog cyfathrebu.

        Teganau adeiladu:

        • Sgiliau mathemategol – trefn, maint a siâp wrth chwarae gyda blociau ac ati.
        • Datrys problemau a sgiliau rhesymeg – wrth adeiladu gan ddefnyddio blociau ac ati penderfynu beth i'w wneud nesaf a sut i drwsio pethau nad ydynt yn gweithio.
        • Dyfalbarhad – ailadeiladu tŵr o flociau sy'n cadw cwympo i lawr.

        Datrys problemau

        Gall sgiliau datrys problemau gael eu meithrin drwy adael i'r plant roi cynnig ar weithio pethau allan eu hunain a thrwy annog chwarae creadigol. Dylid gadael i blant brofi sut beth yw methu a hefyd weld bod angen i oedolion gael help i ddatrys problem weithiau.

        Datblygiad moesol

        Mae angen i blant ddysgu sut i wahaniaethu rhwng da a drwg a sut i wneud dewisiadau da. Er mwyn i hyn ddigwydd mae angen iddynt weld esiampl dda yn cael ei gosod o'u cwmpas.

        Ni all babanod ddeall y gwahaniaeth rhwng da a drwg. Maent yn cael eu rheoli gan eu teimladau a'u hanghenion.

        Bydd plant bach yn dilyn y rheolau er mwyn osgoi cael eu cosbi ond nid ydynt yn deall da a drwg eto. Nid ydynt yn deall pam mae cnoi yn anghywir, ond maent yn gwybod y byddant yn cael eu cosbi am hynny.

        Erbyn bod plentyn yn bump oed bydd yn deall bod gan weithredoedd ganlyniadau, ac maent yn ymwybodol o reolau'r teulu. Ar y cam hwn yn natblygiad plentyn y mae angen i ddisgyblaeth fod yn gyson ac mae angen i blant ddeall pam maent yn cael eu cosbi. Mae hefyd yn bwysig bod plant yn gweld esiampl dda yn cael ei gosod o'u cwmpas.

        Bellach bydd gan blant cynradd ymdeimlad cryf o'r hyn sy'n dda ac yn ddrwg, ond byddant yn dal i dorri'r rheolau o bryd i'w gilydd. Mae'n bwysig eu bod yn teimlo eu bod yn cael eu trin yn deg.

        Bydd plant yn eu harddegau am gael eu gwerthfawrogi gan eu ffrindiau felly efallai y byddant yn dechrau newid eu gwerthoedd moesol er mwyn ffitio i mewn, a all achosi problemau gartref. Mae plant yn eu harddegau yn hoffi negodi rheolau fel eu bod yn teimlo bod ganddynt fwy o reolaeth dros y penderfyniadau maent yn eu gwneud. Erbyn yr oedran hwn, byddant yn llwyr ymwybodol o effaith bosibl eu penderfyniadau ar eraill.

        Expected milestones of growth and development - intellectual development

        Do some Internet research in order to answer the following questions.

        Cerrig milltir disgwyliedig twf a datblygiad - datblygiad deallusol

        Gwnewch rywfaint o ymchwil ar y we er mwyn ateb y cwestiynau canlynol.