1. Physical and Cognitive
Week 3 Growth and Development:
Physical and Cognitive

2. Assignment #1 Explanation

3. Role of Play in Learning
Play is a crucial point in a child’s development.
Every child knows how to play they are born with the ability to do so.

4. Role of Play
School age children have developed a variety of physical, social, language and cognitive skills that result in an interest ability to engage in complex play.
Unless materials are new to children they will not be content simply to use them the same way they did in their preschool years.

5. Role of Play
As educators plan materials being provided in order to ensure that the play can move from single to complex, and that enough time is provided for this to take place.

6. Piaget Social Levels

7. Piaget Three Levels to Play
1. Practice Play

8. Piaget Three Levels of Play
2. Symbolic Play

9. Piaget Three Levels of Play
3. Games with Rules

10. Example of the Stages
Stage 1-Throw the ball on the floor… giggle… (pretend play)
Stage 2- The ball is a ball, perhaps, but there are no teams….all children play in the same manner- kicking and general running around in all directions (symbolic play).
Stage 3- The ball may now be the central object of a game.  Teams are formed. Goal posts are made… the game has rules and a score (games with rules).

11. Children in School Age…

12. In Parten’s World…

13. Physical

14. Movement is Critical to All Domains
As children gain increased motor abilities such as walking and the ability to manipulate objects, they also:
Gain increase independence
Can make choices about what, when and how they wish to engage in the learning activities
Are able to actively explore the environment and learn about their world

15. Movement is Critical to All Domains
As children gain increased motor abilities such as walking and the ability to manipulate objects, they also:
Discover relationships between their actions and the consequences of them
Develop understanding about themselves, their actions and the materials and experiences in their environments

16. Relationship Between Motor Development and Other Domains

17. Perceptual Development
is characterized by visual and auditory perception and by sensory
awareness: tactile, body, directional and time awareness

18. Perceptual Development
Perceptual development is an aspect of cognitive development that allows a young human being to start interpreting and understanding sensory input.
Perceptual development is the reason that psychologists and people who study child development recommend providing children with stimulus-rich environments.

19. Perceptual Development
The process of perceptual development is very closely linked to motor development.
For example, as infants grow, they begin to be able to support their heads on their own, and to turn their heads so that their eyes can scan their environment.
Likewise, the ability to crawl and later walk allows opportunities for purposeful engagement with the surrounding world. For example, as an infant develops manual dexterity, she or he can start to manipulate objects such as rattles and balls.

20. Gross Motor Development is…
Dependent on perceptual development, fine motor
Development and maturation.
It is directly related to the experiences and stimulation in a young child’s life.

21. Chart of Development

22. Gross Motor
Gross motor skills are the skills we use to move our arms, legs and torso in a functional manner.
Involve the large muscle’s of the body that enable such functions such as walking, runnong, kicking, sitting upright, lisfting, throwing.
Gross Motor skills will depend on a person’s muscle tone and strength.
This skill requires motor planning, that ability to think through and act upon a plan of motion.

23. Gross Motor Milestone
3-4 years

24. 4-5 years

25. 5-6 years

26. Fine Motor control over fine-motor skills
develops in a process that is smoothly interactive between perceptual and all motor activities.
For example: Picking something off the ground involves seeing it (visual perceptual), grasping (fine- motor) and moving arms (gross-motor).

27. Fine Motor Milestones
3-4 years

28. Fine Motor Milestones
4-5 years

31. Pincer Grasp
Between 8-12 months children will begin to develop Pincer grasp.
Which means they will be able to pick up smaller objects between their thumb and forefinger.

32. Pincer Grasp

33. Palmar Grasp This is a primitive reflex also known as grasp reflex.
It appears as young as sixteen weeks in utero and persists until five or six months of age.
When an object is placed in the infants hand and strokes their palm, the fingers will close and they will grasp it with their palmar grasp.

34. Palmar Grasp

35. Cognitive

36. Piaget’s Pre-Operational Thinking
Children are incapable of formulating or understanding true concepts, concepts that are reliable and stable, not in constant risk of contradiction.
Some of the things children will experience are:
Centration
Egocentrism
Irreversibility
Concreteness
Transductive Reasoning
Symbolic Thought
Constructivism

37. 1. Centration

39. 2. Egocentrism

40. 3. Irreversibility

41. 3. Irreversibility

42. 4. Concreteness

43. 5. Transductive Reasoning

44. Transductive Reasoning
Video 1
Observe the children in the video.
See if you can spot the different types of transductive reasoning.
Write at least two examples down

45. 6. Symbolic Thought

46. 7. Constructivism

47. Case Studies
Jessica is six years old. She is new to the country does not speak very good English. During sand play she decided to stand next to another peer and observe what they were doing. She then grabbed a scoop and repeated what they were doing next to them.
Jessica then picked up the scoop using her pincer movements and tried to use the scoop like that. It did not succeed.
You are observing Jessica what can you tell from her actions?

48. Case Studies
Habib is a seven year old boy with severe autism. He enjoys following a schedule and does not like when there are severe changes.
Habib loves playing games with the other kids but sometimes he can not say certain words as he will slur them.
When things are not on schedule Habib will have a major meltdown by screaming and shouting.
Habib has very week fine motor abilities and has to practice working on them daily.
What are some activities we can do with Habib?

49. Case Study
Sahid comes from a single parent family. Over the last few weeks he has been very violent towards other children. He has hit two children this week and last week bite another child.
Sahid is very bright and love solving problems. He is a particular fan of building puzzles especially 100 piece puzzles.
Sahid is very close with another child whom he enjoys playing with in many group scenarios. He rarely spends time with other children.
What are some steps we can take when it comes to Sahid?