Download - Cognitive development
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Cognitive Development
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What is cognitive development?
• Cognition is the process of thinking.
• It involves a range of complex processes such as
acquiring and using knowledge and skills, problem
solving, decision making, planning, understanding,
reasoning using symbols, and creativity.
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What is cognitive development?
• The complex process of cognitive development begins in prenatally and continues throughout our lives.
• In the first five years of life children develop faster and learn more than they will at any other stage of their lives – this is the remarkable nature of human cognition!
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What is cognitive development?
• By adulthood human beings have a huge database of knowledge, experiences, values and attitudes.
• This database is in constant use.
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Thinking• Thinking involves the manipulation of mental models, of
actions, concepts, ideas, and events.
• Thinking and learning are developed
by actively engaging in the social
and physical environment.
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Schemas
• These mental models are referred to as cognitive schemas
• Schemas are essential in managing, sorting, storing, and retrieving the vast quantities of information that is received through all of the senses.
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Schemas• Like all other areas of development cognitive
development is an interactive process
• Children learn as they interact with
people and objects in their
environment.
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Schemas
• Children need to concentrate on the task and need time and opportunities to practise until their skills become automatic.
• Most activities involve a combination and integration of many simple skills into more complex behaviours.
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Cognition and the carer
• Children learn better when their activities are self-regulated and motivated by their genuine interest in an activity.
• Children are more likely to achieve when adults offer guidance and support without pressure to perform to a predetermined standard.
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Cognition and learning style
• Individual’s adopt a learning style which best suits their personality and learning needs.
• This may include learning by observing others; learning by direct instruction; learning by trial and error or practicing alone.
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Cognition and Language
• Language helps us express our thoughts and feelings.
• Children need language rich environments where carers with good communication skills model, label, interact verbally, question and discuss experiences.
• Good language skills enhance children’s cognitive development
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Cognition and variety
• Variety allows children to think and develop questions about where, when, why and how things affect them and fit into their current thinking.
• It is vital to provide some variety to encourage a child to develop thinking and problem solving skills and to keep them challenged and motivated.
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Cognition and unhurried time
• In order to make connections, reason and understand, children need to be given long periods of uninterrupted time to play, explore and experiment.
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Cognition and readiness• In relation to cognitive
development readiness refers to the child’s physical, social, psychological and intellectual receptiveness to new ideas and concepts.
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Cognition and health
• In order to be mentally alert, a child also needs to be physically healthy.
• Hungry, tired, distracted, uncomfortable, unsure or anxious children are less likely to perform well cognitively.
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Cognition and interest
• New ideas or new concepts must be presented in a context that is familiar to young children.
• New knowledge should be based on prior knowledge or experience.
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Cognition and quality experiences
• Young children perform best when experiences are concrete and hands-on.
• Children need to be given repeated opportunities to experiment and explore in order to fully understand new concepts.
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Cognition and quality Experiences
• Sensitive interactions with adults do more to promote brain development than any toy, CD, or DVD.
• Preschools should deliver services that enable adults to have rich interactions with children.