Cognitive Development

What is cognitive development?

• Cognition is the process of thinking.

• It involves a range of complex processes such as

acquiring and using knowledge and skills, problem

solving, decision making, planning, understanding,

reasoning using symbols, and creativity.

What is cognitive development?

• The complex process of cognitive development begins in prenatally and continues throughout our lives.

• In the first five years of life children develop faster and learn more than they will at any other stage of their lives – this is the remarkable nature of human cognition!

What is cognitive development?

• By adulthood human beings have a huge database of knowledge, experiences, values and attitudes.

• This database is in constant use.

Thinking• Thinking involves the manipulation of mental models, of

actions, concepts, ideas, and events.

• Thinking and learning are developed

by actively engaging in the social

and physical environment.

Schemas

• These mental models are referred to as cognitive schemas

• Schemas are essential in managing, sorting, storing, and retrieving the vast quantities of information that is received through all of the senses.

Schemas• Like all other areas of development cognitive

development is an interactive process

• Children learn as they interact with

people and objects in their

environment.

Schemas

• Children need to concentrate on the task and need time and opportunities to practise until their skills become automatic.

• Most activities involve a combination and integration of many simple skills into more complex behaviours.

Cognition and the carer

• Children learn better when their activities are self-regulated and motivated by their genuine interest in an activity.

• Children are more likely to achieve when adults offer guidance and support without pressure to perform to a predetermined standard.

Cognition and learning style

• Individual’s adopt a learning style which best suits their personality and learning needs.

• This may include learning by observing others; learning by direct instruction; learning by trial and error or practicing alone.

Cognition and Language

• Language helps us express our thoughts and feelings.

• Children need language rich environments where carers with good communication skills model, label, interact verbally, question and discuss experiences.

• Good language skills enhance children’s cognitive development

Cognition and variety

• Variety allows children to think and develop questions about where, when, why and how things affect them and fit into their current thinking.

• It is vital to provide some variety to encourage a child to develop thinking and problem solving skills and to keep them challenged and motivated.

Cognition and unhurried time

• In order to make connections, reason and understand, children need to be given long periods of uninterrupted time to play, explore and experiment.

Cognition and readiness• In relation to cognitive

development readiness refers to the child’s physical, social, psychological and intellectual receptiveness to new ideas and concepts.

Cognition and health

• In order to be mentally alert, a child also needs to be physically healthy.

• Hungry, tired, distracted, uncomfortable, unsure or anxious children are less likely to perform well cognitively.

Cognition and interest

• New ideas or new concepts must be presented in a context that is familiar to young children.

• New knowledge should be based on prior knowledge or experience.

Cognition and quality experiences

• Young children perform best when experiences are concrete and hands-on.

• Children need to be given repeated opportunities to experiment and explore in order to fully understand new concepts.

Cognition and quality Experiences

• Sensitive interactions with adults do more to promote brain development than any toy, CD, or DVD.

• Preschools should deliver services that enable adults to have rich interactions with children.