cognitive development -- EDPR 2111 Sec 151 Carrier Center

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Date Posted: 09:47:21 06/21/07 Thu
Author: Chrys Ward-Baker
Subject: cognitive development

I suppose the one of the most important issues with a developing
baby into a young child, ages 0-11ish, is the interaction that a
child has with others as it is in the developing stages. At no point
as a child is developing should he be left on his own, to navigate
without a facilitator or guide to help along the way. Guidance is
needed for these special years and it should be understood by those
around these children that what they do and say is critical to the
growth and development of everyone in their care.
Starting in infancy with sensorimotor (0-2) where direct physical
contact with the outside world is critical to the way the baby grows
mentally as well as physically. The baby is totally dependent on
others for his survival. That is why being a parent or guardian is so
important to an infant, that baby is going to grow, adapt, do, learn,
and eat only with interaction with those around him. Sensory is an
important part of the growth the child will learn; touching, talking,
caressing, singing, laughing, kissing, these are all things an infant
should experience to know that he is being shown what he needs to
learn to grow forward and respond accordingly.
Giving babies things to hold from fingers to toys, things to look at
such as mobiles, and wall art, then music playing and you talking or
reading are those actions to which he will normally have some expected
type of response. And with each action the next time he experiences
the same things he will either react the same or differently because
of how he is growing, both mentally and physically.
Next we go to the preoperational stage (2-7) here we see the child
being all about ME. What they view is from their perspective, they
get into make-believe land, start to scribble draw, "because" is huge
in their growing but limited vocabulary, and can not yet comprehend
objects remaining the same if there shapes change. Object permanence
is key in this stage of development "out of sight,out of mind" at some
point he realizes because an object has been taken away it still
exists, he will continue to look for it.
We then go into the concrete operational period (7-11ish)here we
begin to see them understanding relationships of one thing to another,
both mentally as well as in the physical sense. They can explains
things, reverse thinking and can see things remaining equal even if
shapes of/and containers change. Also they can categorize, use more
thinking. and can group things together by different criteria.
Lastly we have the formal operational stage (11 on) this is where
we as teachers can see the thinking and reasoning processes be fine
tuned as they grow with, then use things and apply the knowledge.
They begin to understand consequences to actions and can see where
things are headed before they get there. The thinking process becomes
more abstract and rational, here they can start thinking "out side the
box."

Chrys Ward-Baker

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