Cyp 3.1 Cognitive Development

According to Piaget’s Four Stages of Cognitive Development, it should be in sensorimotor and preoperational stages. At sensorimotor stage, infants will from reflexive to goal directed behavior. The limitation of this stage is object permanence. At preoperational stage, children begin to think or imagine something in their mind, they will gain two cognitive accomplishments, mental representations and intuitive thought. Mental representations mean children can mentally represent something in the past or future but not now. Intuitive thought means children are self-centered, and they trust others have the same idea as their own. There are three limitations at this stage, first is egocentrism. It means children cannot think something from other’s perspective. Second is lack of conservation, it means if you change the its shape or appearance of something, its weight still the same, but children cannot understand that. Last one is lack of hierarchical classification, it is very hard for children to distinguish similar objects. Little People Musical Preschool has more than 35 sounds of music and phrases to motivate children. It is helpful because they will have a higher interest in language, it is good for mental representations during age 2 to 7 years old. Also, children can gain knowledge through this virtual toy world, in this little world, children may think toys have the same ideas with him, it can exercise their imagination. Also, caregiver can give children some situation to let children use these toys to make up a

By age 2-3 years children enjoy playing with older people who provide them with attention and begin to enjoy time with children their own age. Over the next few years the child becomes more independent and coopertative and likes to help. They develop social skills and play with others is more comfortable as they begin to consider the feelings of others and make friends, although resolving disputes can still be an issue. Rules and routine are required to help the child feel secure and safe.

The definition of cognitive is “Interest in environment, understanding of cause and effect, object permanence, habituation, etc...” At 6 months old based on my observations I believe J.J has some understanding of cognitive development. For instance, she knows when she cries she will get picked up. She does not have an understanding of object permanence or habituation yet. I tried to play peek-a-boo with her but did not get a reaction.

Based on observation and data collected from the child I observed, He is capable of completing tasks expected of a five year old. He is capable of understanding two or three simple commands given at once. He can sort objects by size, and by what sort of thing they are, e.g. animals, or by colour or shape. He successfully compared two weights to work out which is heavier. He was able to understand taller, smaller and shorter. He can copy his name. Draw a person with a

Essentially, the formative years of research on the aspect of cognitive growth in infants made certain assumptions, for instance, an infant growth was significantly simplified. However, modern research indicates that there is a complex pattern of cognitive development in infants. To answer the question, it is imperative to start by understanding what the cognitive aspect of the development of infants is. Ideally, infants and toddlers do not only develop physically at this early age; but the development also takes an around aspect of the mind, the emotions, and the language. In all these, the only visible aspect of growth is the physical development, the cognitive development is significantly assumed because it requires keen observations. However, toddlers develop cognitively through various aspects of their surroundings.

The age ranges this stage falls into is birth to about year 2. He states that this is where infants begin to suck, grasp, they begin to look and listen as well. These basic actions are a survival to life (Cherry, 2017). For example, the sucking is a way the infant gets nutrients from the mother. This is where infants learn that their actions influence the world around them. Infants at this stage are believed to be able to learn that things continue to exist, no matter if the child can see the item or not.

The final sub-stage is from eighteen to twenty-four months and is called mental combinations. This is when they start to pretend. They now have symbolic play where they imitate mom, dad, brother or sister, babysitter, etc. They can now remember the past and certain isolated events.

To increase learning at this stage early on I would show the child interesting objects such as rattles, toys that make music, and stuffed toys. I would watch to see how interested the child is in the toys or if he is reaching out for them. By showing the child a new toy, they are experiencing new things such as a different shape, color, sound, or texture they may have never experienced before. As the child gets a little older, I would give the child blocks and puzzles to help them discover what different objects can do. I would spend a lot of time with the child talking about how the objects work and how they are put together. It is important to let the child learn by trial and error. Not only does the child learn cognitively, but playing with objects such as blocks also helps children with hand-eye coordination as well as motor

In the sensorimotor stage babies take in the world through their senses and actions. But infants lack object permanence, which makes the game of peekaboo work much better in younger babies.

Young children are not only growing physically but also mentally during early childhood. Children continue to advance their skills in observing and interacting with the environment around them for cognitive development in the early childhood. This paper answers questions regarding cognitive development in early childhood.

Cognitive development is described by the way a kid learns, secures information and interfaces with his encompassing surroundings. The best way to encourage cognitive development in three year olds is to have activities involving social play, such as dramatic play props and dress-up clothes, art materials for collaborative projects, and toys. MS. Mark can also can Practice Shapes and Colors. Identify shapes and colors when interacting with your child by showing objects around the classroom. Picture books with even more words and more detailed pictures than toddler books. Technology that can use for in Mr. Mark class is record children’s stories about their drawings or their play; make digital audio or video files to document their progress

Love, support, and care are essential to a child brain to develop efficiently, a parent or giver must provide constant interaction and attention. Cognitive development involves the way infants think, perceive things, solve problems, and begin to understand the world around them. Imitation is a perfect combination of both cognitive and socio-emotional development; this is a way infants learn. As caregivers interact with their infant and begin to express emotions, the infant will copy what they see their caregiver do. Interaction like this plays a role in your infant’s brain development. The sensorimotor stage incorporates senses (sight, hearing, tasting, and feeling) with physical actions. An infant becomes interested in bright colors, or movement, and begins to respond to an action such as a smiling caregiver. This concept is similar to joint-attention, when a caregiver points to an object, and the infant becomes aware of it. While, these concepts are based on cognitive development, socio-emotional development also plays an important role. Object permanence is a mixture of both cognitive and physical development. We know object permanence to be when an infant understands that an object exists even though the object is not in sight. This concept is in close relation with physical development, because object permanence involves the senses, which play a large role in physical

During this period, a baby will only want his/her parent figure to take care of their needs and is more hesitant around strangers. “By nine months fear is fully formed, and is in response to something, someone, or certain situations.” (Berger, 2013). Between twelve and twenty-four months a child is able to point and name pictures in book or body parts. He/ she should have a vocabulary of at least fifty words, and by twenty-four months be able to make simple two to three word sentences. By age 3, a quarter of his/her speech should be clear. “At eighteen months anger will become less frequent and more focused on a certain person, or situation. Laughing and crying will become louder and more discriminating, and temper tantrums may appear.” (Berger, 2013). New emotions that will develop during this stage are pride, shame, embarrassment, guilt and self-awareness. Social-awareness in toddlers is the recognition of one’s own body, mind and actions, separate from others.

When the child is age seven until age twelve this stage usually begins. During this period the child develops abilities to help them deal with situations adequately. They gain the ability to deal with numbers, and arranging things from small to large. Their thinking level is much higher so they are able to use their mind in a way to solve complex problems but cannot be too abstract; they have to be very concrete. They learn a lot by what they observe, that is the reason why when a child reaches this age level one has to be careful with what they say and do in front of the child.

The first stage of cognitive development is sensorimotor stage. This stage spans the period from infancy to two years. At this stage, infants’ subjectivity on the environment is very profound and only possess very limited clues in using different kinds of symbols to associate with the world, including images and languages. Infants at pre-sensorimotor stage are not aware of objects or people who are absent and out of sight at that specific moment. Infants are unable to