Cognitive DevelopmentCognitive Development

Understanding and supporting Understanding and supporting cognitive developmentcognitive development

We know from rapid growth and change We know from rapid growth and change during childhood, that children think a lot. during childhood, that children think a lot. As with all the areas of development, As with all the areas of development, cognitive development varies between cognitive development varies between individuals.individuals.

These difference occur due to a number ofThese difference occur due to a number ofinfluences, including:influences, including:HeredityHeredityMaturationMaturationThe level of stimulation that is received The level of stimulation that is received

from the physical environmentfrom the physical environmentThe attitudes and values of the child’s The attitudes and values of the child’s

culturecultureThe degree of diversity and variety in the The degree of diversity and variety in the

child’s life experienceschild’s life experiences

The social and emotional support a child The social and emotional support a child receives through positive interaction and receives through positive interaction and guidanceguidance

The adult interaction and supportThe adult interaction and supportThe level of stimulation that the child The level of stimulation that the child

receivesreceives

Stages of Cognitive developmentStages of Cognitive development

Occurs in stages that have clear characteristics Occurs in stages that have clear characteristics and occur at particular times.and occur at particular times.

Stages often blend together as a child moves Stages often blend together as a child moves from one developmental stage to the next-from one developmental stage to the next-characteristics from one stage and the next may characteristics from one stage and the next may ‘blend’ together.‘blend’ together.

Your understanding of each learning stage will Your understanding of each learning stage will help you to provide experiences that stimulate help you to provide experiences that stimulate and challenge each child, without frustrating and challenge each child, without frustrating them or confronting them with failure.them or confronting them with failure.

Infant learningInfant learningFrom birth to 18 months, infants make From birth to 18 months, infants make

sense of the world by using their senses sense of the world by using their senses and physical actions on objects. and physical actions on objects.

Imagination and memory are not strongly Imagination and memory are not strongly developed, so the child can only react to developed, so the child can only react to what they see and experience.what they see and experience.

As memory and imagination start to As memory and imagination start to develop, the process of ‘object develop, the process of ‘object permanence’ occurs. permanence’ occurs.

Object permanence develops as follows:Object permanence develops as follows: Birth-four months: unable to find object if hidden Birth-four months: unable to find object if hidden

while infant watches.while infant watches. Four-eight months: is able to find object if Four-eight months: is able to find object if

partially hidden, but still unable to find fully partially hidden, but still unable to find fully hidden object, even if they watch while object hidden object, even if they watch while object hidden.hidden.

Eight to 12 months: able to find a hidden object Eight to 12 months: able to find a hidden object if they see where it is hidden, but will look at if they see where it is hidden, but will look at same place each time the object is hidden; this same place each time the object is hidden; this ability often links with the child beginning to ability often links with the child beginning to show separation anxiety as they now show separation anxiety as they now understand that even when they cannot see understand that even when they cannot see someone, the person still exists.someone, the person still exists.

12 to 18 months: the child is able to search for 12 to 18 months: the child is able to search for hidden objects in different locations.hidden objects in different locations.

18 months –two years: the child is able to solve 18 months –two years: the child is able to solve object-hiding tasks without seeing any hiding object-hiding tasks without seeing any hiding action.action.

The development of object permanence explains The development of object permanence explains why infants are so fascinated with toys and games why infants are so fascinated with toys and games that use hiding and finding; peekaboo is an that use hiding and finding; peekaboo is an example of this type of play.example of this type of play.

When at your centre, play or observe a hiding When at your centre, play or observe a hiding game with a child, What stage of object game with a child, What stage of object permanence did you observe? Repeat with a permanence did you observe? Repeat with a different child.different child.

WATCH: Discovery Psychology: The Developing WATCH: Discovery Psychology: The Developing ChildChild

Infants can predict what is going to Infants can predict what is going to happen, they constantly experiment to happen, they constantly experiment to learn through trial and error. Many of these learn through trial and error. Many of these experiments are repetitive, so the infant experiments are repetitive, so the infant can determine if the same thing happens can determine if the same thing happens each time. You may notice that infant play each time. You may notice that infant play involves:involves:-Repetition and they want YOU to repeat -Repetition and they want YOU to repeat things alsothings also- Copying games- peek-a-boo- Copying games- peek-a-boo- The use of the senses to explore - The use of the senses to explore materials: oral, auditory, smell, touchmaterials: oral, auditory, smell, touch

You can support an infant at this stage by:You can support an infant at this stage by: Interacting with the child positively and Interacting with the child positively and

frequentlyfrequently Providing objects that are safe to suck, Providing objects that are safe to suck,

chew, throw and bangchew, throw and bang Being a role model and demonstrating how Being a role model and demonstrating how

to do things and how to use equipmentto do things and how to use equipment Providing simple objects and experiences Providing simple objects and experiences

so the child can explore basic properties so the child can explore basic properties and learn how things work.and learn how things work.

Allowing time for the child to explore during Allowing time for the child to explore during normal routine tasks; for example children normal routine tasks; for example children will want to touch their food and examine it.will want to touch their food and examine it.

Using simple words to explain actions; for Using simple words to explain actions; for example, if a child is washing their hands you example, if a child is washing their hands you could say ‘wet hands’could say ‘wet hands’

Allowing them time to explore using repetitionAllowing them time to explore using repetition Using simple songs, rhymes, stories and Using simple songs, rhymes, stories and

actions and being prepared to repeat these actions and being prepared to repeat these over and again.over and again.

http://youtu.be/G4AYcJ0fzJc Cognitive Cognitive development in infantsdevelopment in infants

Toddler and Preschooler learningToddler and Preschooler learning

Between toddler and early school age (18 months to Between toddler and early school age (18 months to seven years), children begin to use language and seven years), children begin to use language and quickly develop their memory and imagination.quickly develop their memory and imagination.

Children at this stage are:Children at this stage are: Developing language skills rapidlyDeveloping language skills rapidly Participate in make-believe playParticipate in make-believe play Interested in sorting, matching and naming itemsInterested in sorting, matching and naming items Interested in colourInterested in colour Interested in the symbols of numbers and letters.Interested in the symbols of numbers and letters.

Children at this stage of cognitiveChildren at this stage of cognitivedevelopment often have difficultydevelopment often have difficultyunderstanding:understanding: Things they haven’t experienced themselvesThings they haven’t experienced themselves Counting, volume, mass, area, length, moneyCounting, volume, mass, area, length, money Logic-they may link things together Logic-they may link things together

incorrectly and form ideas using this incorrect incorrectly and form ideas using this incorrect informationinformation

https://www.youtube.com/watch?v=vTqJabU0Rx0 Toddler play Toddler play

ExampleExampleA toddler or pre schooler may have difficultyA toddler or pre schooler may have difficultydoing the following:doing the following: Counting: they usually won’t be able to count objects Counting: they usually won’t be able to count objects

accurately. They may say 1,2,3,4,5, but be pointing at accurately. They may say 1,2,3,4,5, but be pointing at the objects randomly. The two actions are not the objects randomly. The two actions are not coordinated as the child has learnt to count by memory, coordinated as the child has learnt to count by memory, not because they know what numbers are.not because they know what numbers are.

Mass: they usually won’t understand how an object can Mass: they usually won’t understand how an object can change shape and still be the same quantity; for change shape and still be the same quantity; for example, they may become upset if they receive a flat example, they may become upset if they receive a flat piece of dough and another child has a round ball, as the piece of dough and another child has a round ball, as the ball looks biggerball looks bigger

Money: if you try to change five 10 cent pieces for one Money: if you try to change five 10 cent pieces for one 50 cent piece, the child won’t agree as they see that five 50 cent piece, the child won’t agree as they see that five coins are more than one coin.coins are more than one coin.

You can support a child at this stage by:You can support a child at this stage by:Using language clearly, frequently and Using language clearly, frequently and

appropriately and introducing new words appropriately and introducing new words to describe thingsto describe things

Providing opportunities and support for Providing opportunities and support for children involved in problem-solving children involved in problem-solving activities and experiences and in activities and experiences and in negotiation with othersnegotiation with others

Providing dramatic/imaginary play props Providing dramatic/imaginary play props and settings so that children can play and settings so that children can play symbolicallysymbolically

Talking about objects and people in real Talking about objects and people in real situations, as history is too unfamiliar for this situations, as history is too unfamiliar for this stage; for example, if a child in your care meets stage; for example, if a child in your care meets someone from another racial background, that someone from another racial background, that person would most likely have a lifestyle similar person would most likely have a lifestyle similar to their own; however, children may become to their own; however, children may become confused by discussions about how other races confused by discussions about how other races lived in the past or how the race has traditionally lived in the past or how the race has traditionally lived, particularly if these characteristics are not lived, particularly if these characteristics are not being practised by the person they know; it is being practised by the person they know; it is better to focus on similarities and differences better to focus on similarities and differences that can be seen.that can be seen.

Ensuring that children have explored art Ensuring that children have explored art materials prior to you providing that in a complex materials prior to you providing that in a complex way; for example, ensure children are familiar way; for example, ensure children are familiar with the basics of paint (how it feels and how it with the basics of paint (how it feels and how it moves) before you provide a large range of moves) before you provide a large range of colours or marble painting materials.colours or marble painting materials.

Providing sorting, matching and naming Providing sorting, matching and naming activitiesactivities

Providing measuring, weighing, counting and Providing measuring, weighing, counting and other opportunities that help this age group to other opportunities that help this age group to discover the properties of materialsdiscover the properties of materials

Changing objects or the enviornment to ensure Changing objects or the enviornment to ensure that children’s sense of size, shape, that children’s sense of size, shape, measurement, etc. are not distressing; for measurement, etc. are not distressing; for example, in the example that looks at mass, you example, in the example that looks at mass, you could roll the flat dough into a ballcould roll the flat dough into a ball

Ensuring activities are enjoyable and meaningfulEnsuring activities are enjoyable and meaningful Avoiding rote learning, which refers to learning Avoiding rote learning, which refers to learning

by repetition and memory- counting over and by repetition and memory- counting over and over again is rote learning, where children attach over again is rote learning, where children attach little meaning to the numbers but can count in little meaning to the numbers but can count in order- this learning is not enjoyable or order- this learning is not enjoyable or meaningfulmeaningful

Understanding the child’s limitations and Understanding the child’s limitations and working within these- whether the child is working within these- whether the child is upset about quantities, amounts or a upset about quantities, amounts or a situation they misunderstand, you must situation they misunderstand, you must respect their ability rather than tell them respect their ability rather than tell them they are wrong.they are wrong.

ExampleExampleEvery time the three-year-old group of Every time the three-year-old group of

children have a drink there are arguments children have a drink there are arguments about who has the most drink and which of about who has the most drink and which of the individually decorated and sized cups the individually decorated and sized cups is better.is better.

Mel (the carer) always makes sure that the Mel (the carer) always makes sure that the amount of drink is the same in each cup, amount of drink is the same in each cup, but it makes no difference, even when she but it makes no difference, even when she explains and shows the children.explains and shows the children.

Mel speaks to Nelson (another carer) and he Mel speaks to Nelson (another carer) and he says that she needs to recognise that says that she needs to recognise that these three-year-olds are at a learning these three-year-olds are at a learning stage where they can’t fully understand stage where they can’t fully understand quantity.quantity.

To solve her problem, Mel replaces the cups To solve her problem, Mel replaces the cups with ones that are all exactly the same and with ones that are all exactly the same and the children are happy even if she doesn’t the children are happy even if she doesn’t measure the drink out properly.measure the drink out properly.

Can toddlers delay gratification?Can toddlers delay gratification?https://www.youtube.com/watch?v=4L-n8Z

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What are the Wonder Weeks?What are the Wonder Weeks?Use the internet to research “The Wonder Use the internet to research “The Wonder

Weeks”.Weeks”.What is it? What is it? What is it about?What is it about?Why is this useful information for parents Why is this useful information for parents

and carers?and carers?You will be given one “Wonder Week” to You will be given one “Wonder Week” to

research in pairs. You need to represent research in pairs. You need to represent this information visually.this information visually.