Cognitive Development (pp. 116 – 130)

North Carolina Foundations Task Force. (2013). North Carolina foundations for early learning and development. Raleigh: Author.

Cognitive Development Subdomains• Construction of Knowledge: Thinking and Reasoning• Creative Expression• Social Connections• Mathematical Thinking and Expression• Scientific Exploration and Knowledge

• In addition to the Cognitive Development overview, the first 2 subdomains will be explored in this PPT.

Cognitive Development Overview• Cognitive development involves a child’s “ability to acquire, organize,

and use information in increasingly complex ways”.• The focus is on the numerous ways in which children learn about,

remember, and use information, concepts and knowledge about the world.• The use of prior knowledge, assimilation, and accommodation allows

children to become more sophisticated in what they know and are able to understand.• Cognitive development is interrelated with other developmental

domains

Cognitive Development Overview (2)• Positive and secure relationships maximize cognitive development • Increased awareness of self, family, and community• Awareness of impact their actions have on others and their environment• Become knowledgeable about things they may not see• Become part of their culture and related beliefs, values, and ideas

• Cognitive development and scientific concepts can be enhanced through wonder, confidence, motivation, exploration, and questioning (Katz, 2013)• Cognitive development allows for problem solving, creativity, and

academic thinking

Cognitive Development Overview (3)

• Cognitive development is dependent on multiple influences• Home environments• Secure relationships• Experiences available and provided• Individual differences• Developmental abilities and/or delays• Dual language learners

• Maximizing cognitive development is influenced through• Interesting materials and experiences• Opportunities and encouragement to explore and use materials in new and

interesting ways

Construction of Knowledge: Thinking and Reasoning• There are 3 goals within this subdomain:

• CD-1: Children use their senses to construct knowledge about the world around them• CD-2: Children recall information and use it for new situations and

problems• CD-3: Children demonstrate the ability to think about their own

thinking: reasoning, taking perspectives, and making decisions.

Construction of Knowledge: Thinking and Reasoning (2)• Note the progressive developmental indicators for each goal on pp.

121 – 123• As with ECERS (Early Childhood Environment Rating Scale) the

developmental indicators provide specific observable examples of what each indicator might look like• Children who are confined to bouncy chairs, walkers, baby beds, and

play pens are not free to explore • Adults are responsible for providing safe environments in which

children can explore freely

Construction of Knowledge: Thinking and Reasoning (3)

• The following is a fun example of a younger preschooler showing her ability to “apply what they know about everyday experiences to new situations”. CD-2p• “Stuffed giraffe teaches 3-year-old the meaning of “happy tears”• If the link does not work, copy and paste the following URL into your

browser: http://www.cbsnews.com/news/stuffed-giraffe-teaches-3-year-old-the-meaning-of-happy-tears/

• As children gain the ability to think about their thinking, we use the term “metacognition”. This is a cognitive skill that emerges in developmentally typical preschool children.

Thinking and Reasoning: Strategies for Infants• Encourage questioning, model asking questions, and model your

thinking processes aloud• Provide materials for collecting and sorting. Use pictures to help

children organize classroom toys. • Provide multi-sensory, self-correcting toys and materials that can be

used in multiple ways. (Remember Maria Montessori?)

Thinking and Reasoning: Strategies for Preschoolers

• Provide safe, quiet spaces for children who may become overly stimulated.• For children with sensory processing issues or disorders, introduce

sensory experiences carefully and gradually.• Help children problem solve rather than solving problems for them.

This applies to both exploring and in social situations. • Reflect, call attention to, and expand on a child’s play

Creative Expression Goals• CD-4: Children demonstrate appreciation for different forms of artistic

expression.• CD-5: Children demonstrate self-expression and creativity in a variety

of forms and contexts, including play, visual arts, music, drama, and dance.

Creative Expression: Strategies for Infants and Toddlers

• Place interesting laminated pictures and photographs at eye level of children • Allow infants and toddlers to feel and explore interesting multi-

sensory materials. • Adapt materials as needed for younger children and children with

developmental delays• Provide variety of materials and toys that can be explored in multiple

ways, create scenes, and expand activities• Use creative materials indoors and outdoors

Creative Expression: Strategies for Preschoolers

• Provide variety of materials and experiences that allow for exploration .• Change out materials periodically and provide new with the familiar• Allow children to use materials throughout the room rather than

enforce confining materials to one area (Example: take large paper and markers to dramatic play area to create signs for upcoming production)• Provide extensive experiences through field trips to plays, productions,

museums and other activities.• Encourage creative expression both indoors and outdoors