1. Intellectual/ Thinking skills
Sarah Cole
Pennie Porter
Rachel Swan
Jeannette Fuller
Good morning ladies and gentlemen, welcome to our presentation on intellectual/thinking skills. Our aim is to share our research on the developmental stages of thinking in children from 0-11years.

2. Thinking Skills Cognitive Development
Cognition is a term for the processes involved in organising, handling and using knowledge and referring to all the processes of the mind that lead to knowledge such as:
Remembering
Understanding
Problem solving
Relating
Imagining
Creating
Fantasising
Repetition
(Alfrey, 2003: p.3).
Cognitive Development refers to how a person thinks. As a group we felt that Claire Alfrey’s definition of Cognitive Development was precise and easily understood. She wrote; ‘Cognition is a term for the processes involved in organising, handling and using knowledge and referring to all the processes of the mind that lead to knowledge such as: remembering, understanding, problem solving, relating, imagining, creating, fantasising and repetition.

3. Theories of Cognition Factor theories are split into two categories
General intelligence
Specific ability.
‘The G Factor’
We use general
intelligence in our
everyday life , in all
areas of development:
‘The S Factor’ The ‘S factor’ is our specific abilities and success is from our own personal strengths.
Cognition is split into 2 theories. One being the Factor Theory and the other being the Cognitive Theory.
The Factor theories are split into categories. The G Factor is “‘General Intelligence’ which we use in our everyday life, in all areas of development. Examples of this within our settings would be: mathematical, musical or spelling ability, because they all involve the same general intelligence.
The “S factor” is a specific ability which is unique to each individual where we are able to excel in one or more areas of development which is personal to us. Such as creativity, construction and language skills.
Notes
Intelligence is the complex ability to think.
Knowledge is necessary for reasoning, helps with abstract thinking and is important for all processes of understanding.
The G factor always refers in some capacity to both thinking and knowledge.
(Johnston and Nahmad Williams, 2009: p.113)

4. In addition to these Factors Thurstone and Thurstone (1941) identified 7 primary mental abilities.
Spatial ability
Perceptual speed
Numerical ability
Verbal reasoning
Memory
Word fluency
Inductive reasoning
In addition to these factors Thurstone and Thurstone identified 7 primary mental abilities; spatial ability, perceptual speed, numerical ability, verbal reasoning, memory, word fluency and inductive reasoning.

5. Theories of Cognitive Development
The second category of cognitive development is provided by the Theorists who are the most influential psychologists in the child development field. Piaget ( ) Vygotsky ( ) Bruner (1915-present)
Although the Theorists criticised each others work, it was their theories collectively which have been pinnacle to our educational system today.
The second category of cognitive development is provided by the theorists. Piaget, Vygotsky and Bruner are the most influential psychologists in the child development field. Although the Theorists complemented, contradicted and criticised each others work, it was their theories collectively which have been pinnacle to our educational system today.
Notes
Vygotsky criticised Piaget’s emphasis on the child’s interaction with the environment, claiming that Piaget ignores the role of social interaction.

6. Piaget Piaget’s Theory
Children develop their thoughts according to their experiences.
Children’s language is used to support their cognitive development.
Piaget’s Theory
Children’s learning passes
through distinct stages, although attaining formal operations seems to depend on training and experiences.
(Tassoni,Bulman & Beith, 2005: p.136)
Piaget’s stages in thinking development are:
Sensori-motor- They can form concepts in shape, size, food and animals using their senses.
Pre-operational- Children are ego-centric and can’t see anything from another point of view other than their own.
Concrete operational– Logical operations can be carried out with materials or in a particular situation with ideas or problems with which the child is familiar or can identify.
(Alfrey, 2003: p.5).
My theory is that children develop their thoughts according to their experiences. Their language is used to support their cognitive development and their learning pass through distinct stages although attaining formal operations seems to depend on training and experiences.
My stages of thinking development are called sensori-motor; which is where they can form concepts in shape and size, food and animals using their senses. The pre-operational stage is where children tend to be ego-centric and can’t see anything from another point of view apart from their own. Lastly, Concrete operational which is where logical operations can be carried out with materials or in a particular situation with ideas or problems with which the child is familiar or can identify.
Notes for expansion or questions
Sensori-motor: object permanence is discovered, things exists even if it can’t be seen.
Pre-operational: Child grasps cause and effect, forms basic conclusions for hands on experiences.
Concrete operational Gaining considerable knowledge from physical experiences. Still understands better when educational material refers to real life situations.
Children vary how long in stage but they go through stage in order and do not miss a stage.
Stages are universal, do not vary according to culture.
They are related to cognitive development.
Each stage goes in order incorporating elements of the previous stage.

7. V yg o t s k y
This is an important concept that relates to the difference between what a child can achieve independently and what a child can achieve with guidance and encouragement from a skilled partner.
Vygotsky believed that what drives cognitive development is social interaction – a child’s experience with other people.
Culture shapes cognition.
My name is Lev Vygotsky I am a therapist that specialised in child development.
I believe that children’s cognitive development is affected by the environment in which they live and learn. I believe that learning occurs through the interaction of skilled adults and peers. I feel that social interaction and culture have a huge impact on cognitive development.
Most of my work is focused around the child’s zone of proximal development. This is the zone between a child’s current achievements, with help and guidance from a skilled adult, and the future development level yet to be achieved.
I also believe language plays a major part in cognitive development.
My theory can be applied to different ages and the stages to my developmental theory are called:
*Pre-language 0-2 years *Representational 2-6 years *Creative Language 6-11 years
Notes
Vygotsky believed that ‘established techniques of testing only determine the actual level of development but does not measure the potential ability of the child’
( )
Vygotsky believed that children develop by listening and copying speech and learn through socialising with peers and skilled adults. He believed that when children develop language they are able to start problem solving, planning, expressing views and discover new ways of thinking which enables children top develop cognitive skills and new ways of thinking. 

8. Bruner Bruner’s stages of learning are:
Structure in learning.
Bruner
Bruner identified an important number of factors that affect children’s cognitive development
The Spiral Curriculum
Motivation
Readiness for learning
Intuitive & analytical thinking.
Bruner’s stages of learning are:
Enactive- Understanding actions expressed through physical actions.
Iconic- Objects and events experienced through the senses are represented by mental images.
Symbolic- Expressed through symbols such as language.
(Johnston and Nahmad Williams, 2009: p.118)
My name is Jerome Bruner, I have studied child development through my career as an educational psychologist in the USA. I have adapted my theories from researching the work of Piaget and Vygotsky. I believe that children can develop their cognitive learning at any age if they are provided with a structure to learn from, the motivation to learn and to develop their skills by revisiting work that they have enjoyed doing and enhancing their knowledge and understanding. My stages of learning are Enactive, Iconic and symbolic. Developing Understanding through active manipulation, being given time to play with materials to understand how they work, leading onto making mental images to link knowledge with play and visualize concrete information, this then helps children to use symbols to judge, evaluate and think critically to discuss with others what they have learnt.
Notes
Enactive- is learning which is explored and expressed through physical actions
Iconic- Objects and events are experienced and consolidated by using their senses and then represented by mental images.
Symbolic- is a language based learning stage. Thought is expressed with early communication skills progressing through to accurate, varied and precise verbal communication.

9. Stages of Thinking Development
Piaget
Bruner
Vygotsky
Description 1
0-2
Sensori-motor
Enactive
Pre- language
Interactions are sensory and active; seeing, hearing, reaching, grasping, sucking. Reflexes and chance govern explorations, with movement not intended or planned. 2
2-6
Pre- operational
Iconic
Represent-ational
Begins to represent objects/events in words but reasoning is limited to own desires (ego-centric/self-centered). At 6 the child starts to de-centre and think beyond himself. 3
6-11
Concrete operational
Symbolic
Creative
language
Manipulates representations as in ordering events. Says what they see (rehearsal) to aid memory.
Names given to stage
Although the 3 theorists have different terms for each stage of development they have all come to similar conclusions as to expected transitions throughout childhood.
In this table the stages have been put into approximate age ranges, which helps us to provide not only a stage appropriate learning environment but an age appropriate learning environment.
(Sage and Wilkie, 2004: p.33)

10. Schemas Schemas play an important part in
consolidating cognitive development.
Schemas are simply patterns of repeatable behaviour.
Some schemas commonly known and seen within early years and primary settings are:
*Enveloping
*Connection and disconnection
*Transporting
*Rotation
*Trajectory
Schema’s play an important part in consolidating knowledge and cognitive development. Schemas are simply patterns of repeatable behaviour, Some schemas commonly known and seen within early years and primary settings are: enveloping, connection and disconnection, transportation, rotation, and trajectory. Children must be given the opportunity to express their schema in daily activities with a variety of resources. With adult interaction we can develop the child’s schema to introduce them to other aspects of learning. Schema’s can be used as a tool to help progress a child in all developmental areas.
Notes for expansion
A schema is a pattern imposed on complex reality or experience to assist in explaining it.
Enveloping
Children enjoy covering, exploring under and inside. They like to wrap up, dress up, bury things, go inside tents, tunnels and play houses. Developing and understanding of space, size volume, capacity.
Connection and disconnection
Enjoying construction, train layouts, using sellotape, woodwork, tubes and funnels. Children like to develop technology skills, managing tools and estimating size and space concepts of cause and effect, time and sequencing.
Transporting
Transporting is associated with enveloping. Children will fill bags, prams, wheelbarrows (enveloping) and then transport them to another part of the nursery. They will describe play as ‘going on holiday’ or ‘having a picnic’ etc. Develops understanding of transporting quantity and number.
Rotation
A fascination of things that go round. They play with wheeled toys, play with water wheels, enjoy hoops, balls, spinning tops and often ride round and round in the garden area.
Trajectory
A very active form of learning. They run, climb, jump, throw kick- with a variety of objects not just balls.

11. Promote, Develop and Support
The tools we use in settings to promote, develop and support
Children’s cognitive development are:
Motivation
Modelling
Enhancing
Targets/goal setting
Verbal interaction
Enabling environment
Independence
Exploration
Resources
Space
Time
We discussed and researched what promotes, develops and supports children’s cognitive development in our settings, some of which are: motivation, modelling, enhancing, targets/goal setting, verbal interaction, enabling environment, independence, exploration, resources, space and time.
Notes for expansion
How do we use these tools?
Motivation
Remain motivated as professionals- train/ learn about new ideas and past theories, update knowledge, work as a team, focussed on aims and objectives, working environment suits children needs, provide appropriate learning experiences.
Modelling
Work alongside children modelling skills and learning opportunities, encourage through play, role play, active play, etc., so that children can see different types of modelling in many different areas.
Enhancing
Know when you are intruding or interrupting becomes enhancing. Know how to enhance using the children’s own ideas and play situations. Give the children; modelling, language, instruction and example which empowers them to take control of enhancing their own learning
Targets & Goal setting
Know your children well, observe and assess their abilities so they get the opportunity to repeat, consolidate, update, practise and then move on to the next level.
Verbal Interaction
Verbal interaction and vocabulary enrichment is key to developing children and aids motivation, self esteem, confidence and by naming, labelling and extending language skills, children can make connections and learning the language skills which will automatically improve cognitive development and naturally enhance learning.
Enabling environment
Enabling environment and resources go together by providing an environment which encourages shared and self exploration the children can practise many foundation skills moving on to more advanced skills at primary level. An environment can excite, promote, challenge and encourage learning or stifle, bore encourage a failing educational environment.
Independence
Independence must be allowed for a child to consolidate knowledge. Knowledge will be consolidated when a child has independence to explore, experiment and play within an environment they create for themselves.
Space and time
Space and time is what we aim to give children which is easier to allow within early years. A child which has been given the time for their chosen activity , to come to a natural conclusion will have fully explored the learning goal they had set for themselves.

12. Some Factors which could affect Cognitive Development
Culture
Disability
Gender
Ability
Staff
In-
active
learning
Language
Some of the factors which could hinder a child’s cognitive development are: Gender, Staff ability, inactive learning, physical environment, mental or physical disability, culture, language and social environment. Our role is to shelter the children from these negative factors so that we can have a positive effect on children’s cognitive development.
Notes for expansion
Gender: Stereotyped into set patterns of play without support to open themselves up to other experiences or only provided with gender appropriate toys.
Physical environment: lack of resources, no resources to enhance, inaccessible resources, adult only resources, cold, damp, no child friendly feel, atmosphere.
Staff ability: Unqualified, un-motivated, without experience, lack of child development knowledge, unable to enhance/support/provide appropriate activities.
Language: Lack of verbal interaction, lack of language, knowledge/stages for age appropriate opportunities, lack of understanding due to medical/ disability/ second language. No displays of language, labelling, making communication, unavailable to all. Equally language can be facial, bodily, signing, pictures not just words.
Culture: Knowing backgrounds of your children to meet cultural needs and understand varying requirements, a whole group activity could exclude a child because of their culture e.g. Jehovah’s witness do not make Christmas cards!
Types of foods shared, physical contact, eye contact, prayer needs.
Disabilities: Excludes, include, prepare, support, make alterations, research to provide appropriate needs, training of staff so that they can support, lack of external help from profession, age/ability appropriate.
In active learning: Children don’t thrive, don’t feel inclined to progress, lack of motivation to learn, no natural progress through normal stages, delayed learning.
Physical
Environment
Social
Environment

13. Summary
Thanks to Piaget, Vygotsky and Bruner we were able to research and conclude:
What cognitive development means to us as child care professionals.
How we can enhance our children’s learning.
To summarise, thanks to Piaget, Vygotsky and Bruner we were able to research and conclude what cognitive development means to us as child care professionals and how we can enhance our children’s learning.

14. If we are not conscious of
A Thought!
If we are not conscious of
having knowledge,
Can that be said
to be knowledge?
(White, 2002: p.131)
A thought to leave you with.

15. Bibliography
Alfrey, C. (2003) Understanding Children’s Learning London: Fulton.
Johnston, J. & Nahmad-Williams, L. (2009) Early Childhood Studies Essex: Pearson.
Sage, R. & Wilkie, M. (2004) Supporting Learning in Primary Schools Exeter: Learning Matters.
Tassoni, P., Bulman, K. & Beith, K. (2005) NVQ level 3 Children’s Care, Learning and Development Oxford: Heinemann.
White, J. (2002) The Child’s Mind London: Routledge Falmer.