Children’s understanding of the world around them Evaluate research that has investigated the development of infants’ knowl

Despite continuous advances in technology and an increasing number of scientists studying the minds of children, there will always be some level of mystery. The way every child learns is different due to personality, learning disabilities, and even childhood. There have been studies conducted that suggest that children know things that they have not been taught by their parents. One of these things is the concept of gravity. How does a child know that when he/she pushes a block off of a platform that it will drop? These questions, and many others, are continuously being monitored and researched. Perhaps in time, dedicated research will discover that which is hidden. Adults perceive the world in a very different way than children do. They have gone through the childhood motions, and perceive things according to what they have learned over a long period of time (20 or so years). Children, on the otherhand, have a very limited knowledge of the world because of the short amount of time they have had on it. There are a number of different theories based on the functioning minds of children, and how they perceive the world around them. The core-knowledge theory is one of the most widely accepted, and was developed by both Gopnik and Meltzoff. It states that children are born with certain types of knowledge that are not taught, such as gravity and objects. ‘Most important, some of the cognitive achievements of children and adults do not result from processes of theory change, we believe, because they do not result from changes of any kind. they depend on core cognitive systems that emerge early in development and remain constant thereafter.’ (Carey, 1996). The core-knowledge theory also touches upon what a child experiences in life, whether they are 1 month old, or more than 8 months old. ‘Recently, some research in core knowledge theory has focused on children’s understanding of numbers.’ (NeoCoreTEXT, 2008). ‘Jean Piaget was one of the first developmental psychologists to examine how children think and reason.’ (Kuther, 2001). He states that if an infant 8 months old or younger can’t see an object, they won’t search for it. Infants younger than 6 months old have a much different outlook on life. They might believe that there are some ‘mystery’ objects, though, again, won’t look for them. Piaget has a test that he calls the A not B error. This error is evidence that children are not born with a lot of knowledge, but have a limited amount of it. Another widely known theory is the Baillargeon Theory. There are three widely known Baillargeon tests that have been performed to better study and observe how children perceive the world around them. One of these tests involved a screen and a box. The screen was rotated through 180 degrees several times in front of infants so that they would get used to seeing the same process over and over again. Baillargeon then place a box in front of the screen, which left open two possibilities: a possible event, and an impossible event. In the possible event, the screen rotated up, then stopped when it reached the top of the box, blocked by its solid surface. In the impossible event, the screen appeared to go up and through the full 180 degrees, moving through the solid box. Infants, even though they had never seen such things before in their lives, paid more attention to the impossible event than they did to the possible event. The same has been said for other tests that have b