A Training Report

By
Basada, Jake B.

In Fulfillment of the Requirements

In Cognitive Psychology

Presented to the Faculty of the College of Science

University of Rizal System Morong
May 2024
INTRODUCTION

Child development theories explore the growth and development of children in infancy,

focusing on social, emotional, and cognitive aspects. The study of human development is a diverse

field, despite personal experiences with growth, making it challenging to understand why

individuals learn and behave the way they do. Child development, from birth to maturity, has been

largely overlooked throughout human history. Children were often viewed as mere imitations of

adults, neglecting cognitive, language, and physical growth. Interest in child development emerged

in the early 20th century, initially focusing on anomalous behavior. Researchers later expanded

their focus to include typical child development and its impact on development.

Babies learn easily, using their physical, cognitive, and sensory abilities to interact with

others. They understand their surroundings through their talents and behaviors, improving their

intellect and social skills. The initial step of learning is through "classical conditioning," where a

young person is motivated to execute an action and receive a response. Habits and routines are

formed by associating that a given behavior will result in another.

According to several studies, the primary role of intelligence is to assist individuals in

living successfully in their communities and maintaining strong social interactions. According to

Piaget, human cognitive growth is linked to monitoring the most complicated answers. This is how

we get new ideas, adjust to the world, and rediscover what we have learned.

The habits, actions, and reflexes influence how adaptable you are. People evolve their thinking,

actions, and "common sense" as they gain knowledge and maturity throughout their lives. Piaget
began his research on the development of knowledge, how humans mature intellectually, and what

the phases of learning are.

DESCRIPTION OF THE SKILL/TRICK TO BE TRAINED

The tricks that the participant will do were “clapping”, “babye”, and the “no, no”. In

clapping, clapping is a classic. The cool thing about clapping, though, is that it isn’t just a party

trick: It’s an important milestone for Infants. Clapping usually happens around 9 months of age,

but that’s just an average. To be able to clap, though, toddlers need to have some serious hand-eye

coordination. At first, the baby may bring their hands close together but not quite make contact.

With enough practice, they’ll soon be able to smack those palms and fingers together in an official

clap.

Learning how to wave bye-bye is an important milestone for a child that usually occurs

between the age of 10 months and a year. Infants in Pediatrics International found premature

infants mastered the bye-bye gesture significantly later than full-term babies and used different

hand and wrist motions.

“No, no”, is a trick that a toddler can easily learn by just moving their heads from left to

right or vice versa. A toddler doing this trick is simply imitating what the person is acting with.
METHODOLOGY

This chapter is mainly based on the general stages applicable to the process of the Training

Report. It offers all the information concerned with the way that the data was observed and

performed in the Training Report. Thus, the chapter will present the participants involved in the

study, and the form of data collection employed.

PROCEDURE

Session 1: Introduction Of the Tricks

The instruction began with the trainer educating Jake the infant and the participant on the

techniques he would learn, which included "clapping," "babye," and "no, no," as well as what he

would do with them. It was formally established by Jake Basada, his uncle, and his trainer, all of

whom shared the training goals. The trainer prepared the infant to deliver the trick performance.

The trainer will also prepare the toddler to readily handle the tricks they will do.

Session 2: Participatory Development

During this session, the toddler was exposed to the fundamental ideas of the tricks they

would do. The conversation focused on participative development and its value and role in infant

performance. The toddler was at their house, so they could easily do the needed acts. The toddler

was also given some time to brief on the skills and was requested to deliver them at the initial

presentation. This interactive session between the trainer and the toddler demonstrated that the

participatory approach achieves sustainability and efficacy when individuals are fully engaged in

the process.
Session 3: Preparation

During this session, toddlers were allocated to do various feats and were required to create

presentations on the allotted talents. While preparing the techniques, the trainer will also condition

the participants again to ensure their practice runs smoothly and without interruption. Toddlers

were also given necessary lectures to assist them prepare for the task and execute it successfully.

Session 4: Tricks Execution

In this session, a toddler will complete the offered tricks, and the trainer will merely coach

him on whether the tricks to be performed are the ones that they rehearse and must be done.

Following the performance of the techniques, the trainer offered extensive input/feedback and

explained the process for progress. During this session, the three talents or tricks will be

demonstrated to the trainer.

Session 5: Training Evaluation

At the end of the training, the trainer received a training assessment in which he shared his

thoughts on the toddler’s performance with those who had been taught the techniques. In addition,

the infant received a post-training exam to assist measure the participants' reported improvement

in understanding at the end of the program.

RESULTS OF THE TRAINING

This chapter presents the results, discussion, and personal insights that the trainer has

observed through the process of teaching a toddler the classical tricks. The results of the training

session were very patience exercising for the trainer. Toddlers usually have their moments, which

is why it is hard for the trainer to make them focus on the tricks that they are executing on them.

Mood also affects how they perform a certain trick that the trainer is teaching to the toddler. It also

affects the behavior of the infant to do the tricks and when it happens, suddenly that trick will be

out of touch with the toddler. The training session was great because the trainer emphasized all the

tricks that he needed to execute for the infant and the toddler executed it very well even having a

bad mood during the execution of the trick.

CONCLUSION

This report investigated classical tricks. Primary data were collected by observing the

toddler execute the tricks. The trainer mentioned earlier in the introduction the purpose of this

study was to observe the toddlers executing different tricks and how they would respond to the

trainer who was teaching. The following conclusions can be drawn from the time that the toddler

was already performing the tricks and then becomes moody for it to not execute well. These

problems will have some effects on the patience of the trainer for him to continue teaching the

participants or not. The results of this study indicate the accessibility and stability of the toddler in

learning the tricks that the trainer was giving. The same study needs to be conducted with students

from the same universities to see if there are any similarities in the factors that will influence other

trainers in executing tricks with toddlers.

REFERENCES

Theories of Learning Development - Thaty Oliveira M.Ed., M.M, MCPC. (Oct 6, 2020).

(https://www.linkedin.com/pulse/main-theories-learning-development-thaty-oliveira-m-ed-m-m-

mcpc) (Retrieved on 2024, May)

Cue the Applause: When Do Babies Start Clapping? (March 23, 2020).

(https://www.healthline.com/health/baby/when-do-babies-clap) (Retrieved on 2024, May)

The Walls Street Journal - Waving Bye-Bye Linked to Babies' Development – Ann Lukits. (Dec.

2, 2013). (https://www.wsj.com/articles/SB10001424052702304607104579214032391742414).

(Retrieved on 2024, May)

PICTORIAL

The trainer teaches toddlers how to clap.

The trainer teaches toddlers how to do “bye, bye”.

The trainer teaches toddlers how to do “no, no”.