Cognitive Development

Agenda Responsive Caregiving Piaget’s Stages of Cognitive Development Exploration and Discovery Problem Solving Memory Information Processing Imitation and Make Believe Inclusion Purpose: To move Texas forward in ensuring that all children have the high-quality early experiences needed for optimal brain development Assist caregivers in understanding early childhood development and in making the most of each day during the early years of growth. Improve the quality of care for young children inside and outside the home by supporting appropriate caregiver practices. Positively influence the design of professional development strategies, parent engagement, administrative planning, key class materials, and curricula

Objectives Describe Piaget’s sensorimotor stage of cognitive development Create a list of 4-5 engaging materials to promote exploration for non-mobile infants Develop an open-ended activity to promote problem-solving skills List 3-4 ways to promote and support pretend play Create an inclusion strategy based on a scenario

Responsive Caregiving Respond appropriately Child receives the response and needs are met Observe the child’s needs

Cognitive Development Jean Piaget’s Stages of Cognitive Development Age Developmental Stage Birth – 2 Years Sensorimotor 2-7 Years Preoperational Early cognitive development is based on actions, which lead to processes, which lead to changes in mental operations, the way we think.

Exploration and Discovery Indicators: Pays attention and exhibits curiosity in people and objects Uses senses to explore people, objects, and the environment Shows interest in colors, shapes, patterns, and pictures Makes things happen and watches for results and repeats actions

Object Permanence Before Object Permanence An object is forgotten when it is hidden Reappearance causes surprise After Object Permanence Infant seeks out the hidden object

Exploration and Discovery 0-8 Months Reach to touch objects Put objects in their mouth to touch and taste Turn toys over and over to explore, bang toys Hit or kick toys to make them move, over and over

Exploration and Discovery 8-18 Months Look at books Enjoy toys/objects that make sounds, such as drums or bells Look closely at small objects, examining the detail Stack blocks or objects Manipulate toys or objects repeatedly

Exploration and Discovery 18-36 Months Express interest in animals and insects Examine rocks, sticks, and outdoor objects Pour, scoop, and explore sand and water Match colors and shapes, sort like objects Push/pull riding toys

Exploration and Discovery 36-48 Months Talk about and ask about objects in nature Notice and discuss changes in weather Name colors and shapes Copy simple patterns Experiment with different objects during play to compare their effects Repeat actions to improve results

Caregiver Responses Provide an enriched environment with a variety of objects to promote exploration indoors and outside Rotate materials often Allow uninterrupted play time Model curiosity, finding answers together rather than providing them Engage and play alongside

Problem Solving Indicators: Experiments with different uses for objects Shows imagination, creativity, and uses a variety of strategies to solve problems Applies knowledge to new situations Begins to develop interests and skills related to numbers and counting

Preoperational Thinking Ideas are based on experience, not explanation Can only focus on one characteristic of an object at a time Over-generalizes information due to limited experience Adjusts ideas and concepts only through experimentation

Conservation

Caregiver Responses Is the puppy sad? Provide large blocks of uninterrupted free-play time Provide real-world experiences Plan open-ended activities Ask open-ended questions Is the puppy sad? How do you think the puppy is feeling?

Problem Solving

Memory Indicators: Shows ability to acquire and process new information Recognizes familiar people, places, and things Recalls and uses information in new situations Searches for missing or hidden objects

Information Processing Memory begins with sensory memory Information gained from sensory memory then moves into short term memory To be remembered for any length of time, information must be moved from short-term memory into long-term memory

Caregiver Responses Engage in face-to-face play with infants Organize the environment and keep materials in consistent locations Read favorite books over and over again Play memory games and sing favorite songs frequently Ask what they would like to sing/read Ask three-year-olds simple questions about past experiences

Imitation and Make Believe Indicators: Uses objects in new ways or in pretend play Uses imitation in pretend play to express creativity and imagination

Imitation and Make Believe 0-8 Months Copy caregiver actions (sticking out tongue, clapping hands) Differed imitation: imitating a new act after a delay 8-18 Months Pretend with realistic objects (phone, cup) Self-directed play (pretending to eat)

Imitation and Make Believe 18-36 Months Pretend with less realistic props Direct play towards objects (feed the doll) Socio-dramatic play (pretend with peers) 36-48 Months No props are required Detached participant (the doll feeds itself) Socio-dramatic play becomes more elaborate

Caregiver Responses Play with infants and toddlers Songs and finger-play with repetition Provide space and time for pretend play Offer a variety of materials to scaffold pretend play Encourage and engage in play without controlling it

Inclusion Strategies Modify environment Adjust expectations Provide visual supports Project cards Picture schedules Monitor reactions Snack Read Home

Conclusion Action Plan Q & A