Intellectual development

Datblygiad deallusol

Health and Social Care

Intellectual development includes:

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

Mae datblygiad deallusol yn cynnwys:

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

Language and development

Click on the answer you think is correct.

Iaith a datblygiad

Cliciwch ar yr ateb cywir yn eich barn chi.

Intellectual development 0-19 years

Drag the intellectual development to the correct age.

Datblygiad deallusol 0-19 oed

Llusgwch y datblygiad deallusol i'r oedran cywir.

Age

Oed

Development

Datblygiad

Correct answers

Atebion cywir

        Language skills

        Sgiliau iaith

        Child and parent reading

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

        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 1 or 2 words. This then turns into stringing 2 words together, and then 3, 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. Once a child is 2 years old, 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 6, a child has a vocabulary of over 10,000 words. By 8, 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.

        Learning to read

        At the same time as children are gaining language skills, young children are learning about reading and writing.

        Many play experiences support children's emerging literacy skills. Sorting, matching, classifying and sequencing materials, such as beads or a set of coloured cubes, contribute to children's emerging literacy skills, as does using role-play to recount favourite stories.

        As language skills grow, young children tell stories, identify printed words, such as their names, and incorporate writing in their make-believe play.

        After listening to a story, they can talk about the people, feelings, places, things and events in the book and compare them to their own experiences.

        Reading and writing skills develop together. Children learn about reading and writing by seeing how the print in their homes, classrooms, and communities provides information.

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

        Gellir rhannu iaith yn ddwy adran - cyfathrebu di-eiriau a chyfathrebu geiriol. Pan gaiff plentyn ei eni, gall gyfleu ei anghenion drwy grïo a mynegiadau wyneb. Mae hyn fel arfer yn berthnasol yn ystod 12 mis cyntaf ei fywyd.

        Mae'r gallu i ddeall iaith fel arfer yn digwydd cyn y gallu i gyfathrebu. Mae plant yn dechrau cyfathrebu ar lafar trwy barablu ac yna drwy ddefnyddio un neu ddau o eiriau. Mae hyn wedyn yn arwain at roi 2 air gyda'i gilydd, ac yna 3, 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 cyrraedd 2 oed, bydd ganddo ychydig gannoedd o eiriau, a bydd y nifer hon yn cynyddu'n gyflym. Mae faint o siarad y bydd plentyn yn ei glywed yn dylanwadu ar gyfradd datblygu'r eirfa. Po fwyaf y bydd oedolyn yn siarad â phlentyn, y cyflymaf y bydd ei eirfa'n datblygu.

        Erbyn 6 oed, bydd gan blentyn dros 10,000 o eiriau. Erbyn 8 oed, bydd plentyn yn gallu cynnal sgwrs fel oedolyn.

        Unwaith y bydd wedi dysgu’r hanfodion, bydd iaith a geirfa yn parhau i ddatblygu drwy'r camau bywyd.

        Dysgu darllen

        Ar yr un pryd ag y mae plant yn meithrin sgiliau iaith, mae plant ifanc yn dysgu darllen ac ysgrifennu.

        Mae llawer o brofiadau chwarae yn cefnogi sgiliau llythrennedd datblygol plant. Mae trefnu, paru, dosbarthu a dilyniannu deunyddiau, fel gleiniau neu set o giwbiau lliw, yn cyfrannu at sgiliau llythrennedd datblygol plant. Mae defnyddio ymarferion chwarae rôl i adrodd hoff straeon hefyd yn cyfrannu at hyn.

        Wrth i sgiliau iaith wella, mae plant ifanc yn adrodd straeon, yn adnabod geiriau wedi'u hargraffu, fel eu henwau, ac yn cynnwys ysgrifennu yn eu chwarae dychmygus.

        Ar ôl gwrando ar stori, gallan nhw sôn am y bobl, y teimladau, y mannau, y pethau a'r digwyddiadau yn y llyfr a'u cymharu â'u profiadau eu hunain.

        Mae sgiliau darllen ac ysgrifennu yn datblygu gyda'i gilydd. Mae plant yn dysgu am ddarllen ac ysgrifennu drwy weld sut mae'r deunydd print yn eu cartrefi, eu hystafelloedd dosbarth a'u cymunedau yn darparu gwybodaeth.

        Growth and development

        Twf a datblygiad

        https://www.booktrust.org.uk/what-we-do/booktrust-cymru/

        Using the link above and your wider knowledge, state ways in which learning to read contributes to infants/children’s growth and development.

        https://www.booktrust.org.uk/cy-gb/what-we-do/booktrust-cymru/

        Gan ddefnyddio'r linc uchod a'ch gwybodaeth ehangach, nodwch sut mae dysgu darllen yn cyfrannu at dwf a datblygiad babanod/plant.

        Suggested answers

        • Parents who read to their children increase the bond between themselves and their children, which leads to forming secure attachments.
        • It will prepare infants for school life and, as a result, they are more likely to be successful within education.
        • Children who read stories about sensitive topics could build resilience to successfully adapt to different life tasks as they could discuss the story with their teacher or parent/guardian.
        • Children who learn to read could build on new knowledge/understanding from around the world.

        Atebion awgrymedig

        • Mae rhieni sy'n darllen i'w plant yn cynyddu'r bond rhyngddyn nhw â'u plant, sy'n arwain at ffurfio ymlyniadau cadarn.
        • Bydd yn paratoi babanod ar gyfer bywyd yn yr ysgol ac, o ganlyniad, maen nhw'n fwy tebygol o fod yn llwyddiannus ym maes addysg.
        • Gallai plant sy'n darllen straeon am bynciau sensitif feithrin gwydnwch i addasu'n llwyddiannus i wahanol dasgau bywyd oherwydd gallen nhw drafod y stori â'u hathro neu riant/gwarcheidwad.
        • Gallai plant sy'n dysgu darllen adeiladu ar wybodaeth/dealltwriaeth newydd y byddan nhw'n eu meithrin o bob cwr o'r byd.

        Mental capacity and development

        Galluedd meddyliol a datblygiad

        A young child building a 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, identifying the problem, working out a solution and predicting 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, shapes, 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 – the 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 galluedd meddyliol yn ymwneud â’r ffordd rydyn ni’n defnyddio’r meddwl ac yn rhoi trefn ar ein meddyliau er mwyn deall y byd o’n cwmpas.

        Mae hyn yn cael ei alw’n 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 ydyn nhw o’ch blaen. Bydd plant yn defnyddio eu dychymyg ar gyfer chwarae dychmygus, gemau dychmygus, adrodd straeon, tynnu llun, peintio, darllen, gwneud modelau a gwisgo i fyny.
        • Datrys problemau – y gallu i ddatrys problemau syml ac anodd. Mae'n dilyn patrwm penodol o fentro a methu, gan nodi'r broblem, dod o hyd i ateb a rhagfynegi beth allai ddigwydd. Ymhlith y gweithgareddau sy’n gallu 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 fydd yn helpu i ddatblygu hyn, mae peintio, tynnu llun, collage, dawns a cherddoriaeth.
        • Ffurfio cysyniadau – trosi gwybodaeth yn ffurf ddealladwy. Gall hyn gael ei ddatblygu drwy weithgareddau sy’n cynnwys rhifau, lliwiau, siapiau, amser, cyfaint, cyflymder a màs (pwysau).
        • Cof – y gallu i storio a chofio gwybodaeth, syniadau a digwyddiadau. Ymhlith y gweithgareddau a fydd yn helpu mae cwestiynu, dweud neu ysgrifennu am ymweliad, dyddiadau a dyddiau’r wythnos.
        • Canolbwyntio – y gallu i dalu sylw. Bydd plant yn canolbwyntio mwy os oes ganddyn nhw ddiddordeb yn y dasg/y gweithgaredd. Mae angen iddyn nhw ganolbwyntio er mwyn storio gwybodaeth a rhoi trefn arni.
        • Sefydlogrwydd gwrthrychau – deall bod rhywbeth yn dal i fodoli er nad oes modd ei weld. Y gweithgareddau sy’n helpu gyda hyn yw pi-po, chwarae cuddio a helfa drysor.
        • Rhesymu – deall bod gan weithredoedd achos ac effaith. Mae canolfannau chwarae â botymau gwthio a thynnu sy’n gwneud i gloch ganu, a theganau codi’n sydyn yn helpu i feithrin y sgil hwn.

        Fel rheol, bydd y sgiliau hyn yn cael eu meithrin yn ystod plentyndod a byddan nhw’n datblygu drwy gamau bywyd drwy addysg, gwaith a phrofiadau bywyd.

        Case study

        Astudiaeth achos

        Bethan is 4 years old. She is an only child and her parents are concerned that her cognitive development might be slightly behind for her age.

        What could her parents do to help improve this?

        Mae Bethan yn 4 oed. Mae hi'n unig blentyn ac mae ei rhieni yn poeni y gallai ei datblygiad gwybyddol fod ychydig yn araf am ei hoedran.

        Beth y gallai ei rhieni ei wneud i wella hyn?

        Suggested response

        • Provide more play opportunities so she can interact with other children more and learn from them.
        • Give her books that they can read with her.
        • Show her educational videos that she can sing along to.
        • Provide a stimulating environment that she can learn in and 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.

        Ymateb awgrymedig

        • Darparu mwy o gyfleoedd i chwarae, fel y gall ryngweithio mwy â phlant eraill a dysgu ganddyn nhw.
        • Rhoi llyfrau iddi y gallan nhw eu darllen gyda hi.
        • Dangos fideos addysgol iddi y gall ganu iddyn nhw.
        • Darparu amgylchedd ysgogol lle y gall ddysgu ynddo a dysgu ohono. Er enghraifft, gallai ei hystafell wely gynnwys posteri, lluniau a theganau.
        • Mynd â hi i feithrinfa neu gylch chwarae er mwyn rhyngweithio a chwarae â phlant eraill.
        • Darparu adnoddau eraill a wnaiff ei hysgogi'n greadigol ac o ran ei dychymyg, fel paent, papur a phennau ac ati.
        • Cywiro geiriau mae hi'n eu hynganu'n anghywir.

        How children learn

        Sut mae plant yn dysgu

        Primary school teacher teaching her class

        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 and 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 5, 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.

        Mae plant yn dysgu mewn sawl ffordd wahanol, ond yn bennaf, maen nhw'n dysgu drwy wneud y canlynol:

        • gwylio
        • gwrando
        • ymchwilio ac archwilio
        • defnyddio llyfrau ac edrych ar luniau
        • gofyn cwestiynau
        • dynwared (copïo'r rheini o’u cwmpas).

        Maen nhw'n dysgu'n gyflymach os ydyn nhw mewn amgylchedd diogel a meithringar.

        Dysgu drwy chwarae

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

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

        Dŵr a thywod:

        • Sgiliau mathemategol – cyfaint a chynhwysedd wrth arllwys un jwg o ddŵr i mewn i un arall.
        • Sgiliau iaith a llythrennedd – ysgrifennu datblygol drwy wneud marciau yn y tywod. Sgiliau iaith drwy sgyrsiau am yr hyn maen nhw’n ei wneud a holi cwestiynau fel beth fyddai’n digwydd pe bai ... 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 sydd ddim yn gweithio.
        • Dyfalbarhad – ailadeiladu tŵr o flociau sy’n cwympo i lawr o hyd.

        Datrys problemau

        Gall sgiliau datrys problemau gael eu meithrin drwy adael i’r plant roi cynnig ar weithio pethau allan drostyn nhw eu hunain a thrwy annog chwarae creadigol. Dylai plant gael cyfle i brofi sut beth yw methu a hefyd i 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 iddyn nhw weld esiampl dda yn cael ei gosod o’u cwmpas.

        Nid yw babanod yn gallu deall y gwahaniaeth rhwng da a drwg, cânt eu rheoli gan eu teimladau a'u hanghenion.

        Bydd plant bach yn dilyn y rheolau er mwyn osgoi cael eu cosbi, ond dydyn nhw ddim yn deall da a drwg eto. Dydyn nhw ddim yn deall pam mae cnoi yn anghywir, ond maen nhw’n gwybod y byddan nhw’n cael eu cosbi am wneud hynny.

        Erbyn bod plentyn yn 5 oed, bydd yn deall bod gan weithredoedd ganlyniadau, a bydd yn ymwybodol o reolau’r teulu. Ar y cam hwn yn natblygiad plentyn, mae angen i ddisgyblaeth fod yn gyson ac mae plant yn deall pam maen nhw’n cael eu cosbi. Mae hefyd yn bwysig bod plant yn gweld esiampl dda yn cael ei gosod o’u cwmpas.

        Erbyn hyn, bydd gan blant cynradd ymdeimlad cryf o’r hyn sy’n dda ac yn ddrwg, ond byddan nhw’n 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.