1. Cognitive Development Cognitive Development

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

3. These difference occur due to a number of influences, including: Heredity Heredity Maturation Maturation The level of stimulation that is received from the physical environment The level of stimulation that is received from the physical environment The attitudes and values of the child’s culture The attitudes and values of the child’s culture The degree of diversity and variety in the child’s life experiences The degree of diversity and variety in the child’s life experiences

4. The social and emotional support a child receives through positive interaction and guidance The social and emotional support a child receives through positive interaction and guidance The adult interaction and support The adult interaction and support The level of stimulation that the child receives The level of stimulation that the child receives

5. Stages of Cognitive development Occurs in stages that have clear characteristics and occur at particular times. Occurs in stages that have clear characteristics and occur at particular times. Stages often blend together as a child moves from one developmental stage to the next- characteristics from one stage and the next may ‘blend’ together. Stages often blend together as a child moves from one developmental stage to the next- characteristics from one stage and the next may ‘blend’ together. Your understanding of each learning stage will help you to provide experiences that stimulate and challenge each child, without frustrating them or confronting them with failure. Your understanding of each learning stage will help you to provide experiences that stimulate and challenge each child, without frustrating them or confronting them with failure.

6. Infant learning From birth to 18 months, infants make sense of the world by using their senses and physical actions on objects. From birth to 18 months, infants make sense of the world by using their senses and physical actions on objects. Imagination and memory are not strongly developed, so the child can only react to what they see and experience. Imagination and memory are not strongly developed, so the child can only react to what they see and experience. As memory and imagination start to develop, the process of ‘object permanence’ occurs. As memory and imagination start to develop, the process of ‘object permanence’ occurs.

7. Object permanence develops as follows: Birth-four months: unable to find object if hidden while infant watches. Birth-four months: unable to find object if hidden while infant watches. Four-eight months: is able to find object if partially hidden, but still unable to find fully hidden object, even if they watch while object hidden. Four-eight months: is able to find object if partially hidden, but still unable to find fully hidden object, even if they watch while object hidden. Eight to 12 months: able to find a hidden object if they see where it is hidden, but will look at same place each time the object is hidden; this ability often links with the child beginning to show separation anxiety as they now understand that even when they cannot see someone, the person still exists. Eight to 12 months: able to find a hidden object if they see where it is hidden, but will look at same place each time the object is hidden; this ability often links with the child beginning to show separation anxiety as they now understand that even when they cannot see someone, the person still exists.

8. 12 to 18 months: the child is able to search for hidden objects in different locations. 12 to 18 months: the child is able to search for hidden objects in different locations. 18 months –two years: the child is able to solve object-hiding tasks without seeing any hiding action. 18 months –two years: the child is able to solve object-hiding tasks without seeing any hiding action. The development of object permanence explains why infants are so fascinated with toys and games that use hiding and finding; peekaboo is an example of this type of play. The development of object permanence explains why infants are so fascinated with toys and games that use hiding and finding; peekaboo is an example of this type of play. When at your centre, play or observe a hiding game with a child, What stage of object permanence did you observe? Repeat with a different child. When at your centre, play or observe a hiding game with a child, What stage of object permanence did you observe? Repeat with a different child. WATCH: Discovery Psychology: The Developing Child WATCH: Discovery Psychology: The Developing Child

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

10. You can support an infant at this stage by: Interacting with the child positively and frequently Interacting with the child positively and frequently Providing objects that are safe to suck, chew, throw and bang Providing objects that are safe to suck, chew, throw and bang Being a role model and demonstrating how to do things and how to use equipment Being a role model and demonstrating how to do things and how to use equipment Providing simple objects and experiences so the child can explore basic properties and learn how things work. Providing simple objects and experiences so the child can explore basic properties and learn how things work.

11. Allowing time for the child to explore during normal routine tasks; for example children will want to touch their food and examine it. Allowing time for the child to explore during normal routine tasks; for example children will want to touch their food and examine it. Using simple words to explain actions; for example, if a child is washing their hands you could say ‘wet hands’ Using simple words to explain actions; for example, if a child is washing their hands you could say ‘wet hands’ Allowing them time to explore using repetition Allowing them time to explore using repetition Using simple songs, rhymes, stories and actions and being prepared to repeat these over and again. Using simple songs, rhymes, stories and actions and being prepared to repeat these over and again. http://youtu.be/G4AYcJ0fzJc Cognitive development in infants http://youtu.be/G4AYcJ0fzJc Cognitive development in infants http://youtu.be/G4AYcJ0fzJc

12. Toddler and Preschooler learning Between toddler and early school age (18 months to seven years), children begin to use language and quickly develop their memory and imagination. Children at this stage are: Developing language skills rapidly Developing language skills rapidly Participate in make-believe play Participate in make-believe play Interested in sorting, matching and naming items Interested in sorting, matching and naming items Interested in colour Interested in colour Interested in the symbols of numbers and letters. Interested in the symbols of numbers and letters.

13. Children at this stage of cognitive development often have difficulty understanding: Things they haven’t experienced themselves Things they haven’t experienced themselves Counting, volume, mass, area, length, money Counting, volume, mass, area, length, money Logic-they may link things together incorrectly and form ideas using this incorrect information Logic-they may link things together incorrectly and form ideas using this incorrect information https://www.youtube.com/watch?v=vTqJa bU0Rx0 Toddler play https://www.youtube.com/watch?v=vTqJa bU0Rx0 Toddler play https://www.youtube.com/watch?v=vTqJa bU0Rx0 https://www.youtube.com/watch?v=vTqJa bU0Rx0

14. Example A toddler or pre schooler may have difficulty doing the following: Counting: they usually won’t be able to count objects accurately. They may say 1,2,3,4,5, but be pointing at the objects randomly. The two actions are not coordinated as the child has learnt to count by memory, not because they know what numbers are. Counting: they usually won’t be able to count objects accurately. They may say 1,2,3,4,5, but be pointing at the objects randomly. The two actions are not coordinated as the child has learnt to count by memory, not because they know what numbers are. Mass: they usually won’t understand how an object can change shape and still be the same quantity; for example, they may become upset if they receive a flat piece of dough and another child has a round ball, as the ball looks bigger Mass: they usually won’t understand how an object can change shape and still be the same quantity; for example, they may become upset if they receive a flat piece of dough and another child has a round ball, as the ball looks bigger 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 coins are more than one coin. 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 coins are more than one coin.

15. You can support a child at this stage by: Using language clearly, frequently and appropriately and introducing new words to describe things Using language clearly, frequently and appropriately and introducing new words to describe things Providing opportunities and support for children involved in problem-solving activities and experiences and in negotiation with others Providing opportunities and support for children involved in problem-solving activities and experiences and in negotiation with others Providing dramatic/imaginary play props and settings so that children can play symbolically Providing dramatic/imaginary play props and settings so that children can play symbolically

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

17. Ensuring that children have explored art materials prior to you providing that in a complex way; for example, ensure children are familiar with the basics of paint (how it feels and how it moves) before you provide a large range of colours or marble painting materials. Ensuring that children have explored art materials prior to you providing that in a complex way; for example, ensure children are familiar with the basics of paint (how it feels and how it moves) before you provide a large range of colours or marble painting materials. Providing sorting, matching and naming activities Providing sorting, matching and naming activities Providing measuring, weighing, counting and other opportunities that help this age group to discover the properties of materials Providing measuring, weighing, counting and other opportunities that help this age group to discover the properties of materials

18. Changing objects or the enviornment to ensure that children’s sense of size, shape, measurement, etc. are not distressing; for example, in the example that looks at mass, you could roll the flat dough into a ball Changing objects or the enviornment to ensure that children’s sense of size, shape, measurement, etc. are not distressing; for example, in the example that looks at mass, you could roll the flat dough into a ball Ensuring activities are enjoyable and meaningful Ensuring activities are enjoyable and meaningful Avoiding rote learning, which refers to learning by repetition and memory- counting over and over again is rote learning, where children attach little meaning to the numbers but can count in order- this learning is not enjoyable or meaningful Avoiding rote learning, which refers to learning by repetition and memory- counting over and over again is rote learning, where children attach little meaning to the numbers but can count in order- this learning is not enjoyable or meaningful

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

20. Example Every time the three-year-old group of children have a drink there are arguments about who has the most drink and which of the individually decorated and sized cups is better. Mel (the carer) always makes sure that the amount of drink is the same in each cup, but it makes no difference, even when she explains and shows the children.

21. Mel speaks to Nelson (another carer) and he says that she needs to recognise that these three-year-olds are at a learning stage where they can’t fully understand quantity. To solve her problem, Mel replaces the cups with ones that are all exactly the same and the children are happy even if she doesn’t measure the drink out properly.

22. Can toddlers delay gratification? https://www.youtube.com/watch?v=4L- n8Z7G0ic https://www.youtube.com/watch?v=4L- n8Z7G0ic https://www.youtube.com/watch?v=4L- n8Z7G0ic https://www.youtube.com/watch?v=4L- n8Z7G0ic

23. What are the Wonder Weeks? Use the internet to research “The Wonder Weeks”. Use the internet to research “The Wonder Weeks”. What is it? What is it? What is it about? What is it about? Why is this useful information for parents and carers? Why is this useful information for parents and carers? You will be given one “Wonder Week” to research in pairs. You need to represent this information visually.