Cognitive Development:
Brain/Information Processing:
The videos below give a little insight about brain and information processing. The video on the left goes over vocabulary and what information processing is. The video on the right is a video that is made by a mother who gives tips to show how using memory and positive reinforcement helps information processing.
(aqapsychologyb, 2012)
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(libbyblaesser, 2011)
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The major growth for cognitive development is between ages 2 and 6. By the age of 6, children should know around 20,000 words. By this age they should also be able to do simple math problems and other tasks (Woolfolk & Perry, 2012). Here are five cognitive abilities that happen during these developmental years:
Integrating the present with the past: Children will learn how to connect experience from the past and present. If a parent goes the grocery store and comes back with grocery bags, some children will ask if they bought any bananas.
Anticipating the future: This is when children understand certain words like "sooner" and "later" and other words associated with those. This skill will not be understood by a 4 year old, but maybe a 6 or 7 year old.
Appreciating causality: A child will try and make connections, but they might not know the cause of what happens. For example, a child might say "I got medicine because it makes my fever go away."
Relying on semantic categories: This is when a child can understand words and come up with words to describe those words. If you ask a child, "What is the first thing you think of when you think of ice cream?" they might say "sprinkles" or "chocolate" or "Cold Stone" if the child is older.
Detecting relationships: Children start to understand sizes like larger, smaller, shorter, tall, and bigger and will start to use these words to describe something. They will also be able to pick out who is taller than who, and who is shorter (Woolfolk & Perry, 2012).
Integrating the present with the past: Children will learn how to connect experience from the past and present. If a parent goes the grocery store and comes back with grocery bags, some children will ask if they bought any bananas.
Anticipating the future: This is when children understand certain words like "sooner" and "later" and other words associated with those. This skill will not be understood by a 4 year old, but maybe a 6 or 7 year old.
Appreciating causality: A child will try and make connections, but they might not know the cause of what happens. For example, a child might say "I got medicine because it makes my fever go away."
Relying on semantic categories: This is when a child can understand words and come up with words to describe those words. If you ask a child, "What is the first thing you think of when you think of ice cream?" they might say "sprinkles" or "chocolate" or "Cold Stone" if the child is older.
Detecting relationships: Children start to understand sizes like larger, smaller, shorter, tall, and bigger and will start to use these words to describe something. They will also be able to pick out who is taller than who, and who is shorter (Woolfolk & Perry, 2012).
Language Development:
(Rock, 2013)
Language processing is another part of brain development that happens during these ages. Children can understand volume, tone, inflection, and turn-taking rules at these ages. Children's vocabulary is split into expressive vocabulary and receptive vocabulary. Expressive vocabulary is when a child successfully uses that word in sentences. Receptive vocabulary is when a child does not use that specific word, but understands it (Woolfolk & Perry, 2012).
They also understand their culture and their native language. This all goes hand in hand with emotional development to be able to carry a conversation with certain inflections and tone. It is better for children to learn languages at a very young age. Children can learn multiple languages when they are younger if all of these languages are spoken in the household, this means that the child would be bilingual. Being bilingual can also mean that they practice both cultures in their homes as well. As of right now there is 15% of households that speak another language in their homes. Overall, learning a language helps a child learn that culture.
At a young age, children enjoy silly songs and rhymes. Phonology is the study of how certain sounds help language development. This also goes into certain words and how children cannot pronounce them because of consonant clusters. An example of a consonant cluster is like sh, th, zh, sl, dr, etc. (Woolfolk & Perry, 2012).
They also understand their culture and their native language. This all goes hand in hand with emotional development to be able to carry a conversation with certain inflections and tone. It is better for children to learn languages at a very young age. Children can learn multiple languages when they are younger if all of these languages are spoken in the household, this means that the child would be bilingual. Being bilingual can also mean that they practice both cultures in their homes as well. As of right now there is 15% of households that speak another language in their homes. Overall, learning a language helps a child learn that culture.
At a young age, children enjoy silly songs and rhymes. Phonology is the study of how certain sounds help language development. This also goes into certain words and how children cannot pronounce them because of consonant clusters. An example of a consonant cluster is like sh, th, zh, sl, dr, etc. (Woolfolk & Perry, 2012).
Theorists:
Piaget and Vygotsky:
In these videos below the left video explains Vygotsky's Developmental Theory,
and the right video shows Piaget's theory of Cognitive Development.
and the right video shows Piaget's theory of Cognitive Development.
(artsgroup01, 2009)
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(vincyprincez, 2011)
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Vygotsky:Vygotsky created the thought of Self-Regulation in Child Development. This goes hand in hand with language development in the cognitive development in preschool aged children. Self-Regulation is when a child can anticipate in the future (If you forgot what "anticipate in the future means, scroll to the top and refresh your memory!). Self-Regulation is also being able to problem solve. This is example in a series of stages. At first, the child needs their behavior regulated by their caregiver. For example, if they are running in the street a parent needs to tell them "No." so they will understand that that is dangerous. This will teach them how to self-regulate.
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Piaget:Piaget believed in Preoperational Thinking. This has to do with words compared with the picture of the object. Symbols are pictures of objects, and signs are letters and numbers. Imagination is where children first use symbols. The first stage of imagination is deferred imagination. This is when a child can imitate actions and sounds of the objects they are playing with or pretending to be. The next stage is symbolic play, and this is when a child takes an object like their spoon and pretend it is an airplane. The last stage is mental images, which is when a child can picture something in their minds (Woolfolk & Perry, 2012).
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Information Processing:
(Clark, 2010)
What is Information Processing? Well, here are some of the basics of this theory:
-Thinking is processing information.
-Information is represented in different ways in order to be remembered.
-Cognitive processes vary in how much attention and effor they require.
-What we already know plays a major role in information processing.
-Children become better in formation processors as they develop, they become faster and more efficient thinkers.
There is no one person that discovered the theory of information processing. Information processing has to do with memory. Our memory is separated into short-term memory and long-term memory. Short-term memory is also called working memory which is a brief memory or something that you don't remember for a long time. Long-term memory is something that you will always remember like your telephone number, address, what elementary school you went to etc (Woolfolk & Perry, 2012).
Here is a website that helps improve your brain health and performance! Check it out!: http://www.lumosity.com/landing_pages/188?gclid=CIjG2e3ImLYCFYx_QgodS3sAGA
-Thinking is processing information.
-Information is represented in different ways in order to be remembered.
-Cognitive processes vary in how much attention and effor they require.
-What we already know plays a major role in information processing.
-Children become better in formation processors as they develop, they become faster and more efficient thinkers.
There is no one person that discovered the theory of information processing. Information processing has to do with memory. Our memory is separated into short-term memory and long-term memory. Short-term memory is also called working memory which is a brief memory or something that you don't remember for a long time. Long-term memory is something that you will always remember like your telephone number, address, what elementary school you went to etc (Woolfolk & Perry, 2012).
Here is a website that helps improve your brain health and performance! Check it out!: http://www.lumosity.com/landing_pages/188?gclid=CIjG2e3ImLYCFYx_QgodS3sAGA
Contexts/Diversity in Cognition:
NICHD Early Child Care Research Network:
(Anonymous, 2012)
The NICHD research what the effects of a student's cognitive development when they are in preschool as apposed to being at home. There are many things to consider with a child that stays at home during the preschool years, like the family's income, the mother's intelligence, and the child's gender and ethnicity. Overall, it depends on the situation of the child and that individual child. They found out that children's memory is not affect by the if they stay at home or are preschool; although this does depend on their home environment (Woolfolk & Perry, 2012).
Educational Issues:
Early Childhood:
(Anonymous, 2013)
There are many different types of programs that parent's can involve their children in when it comes to early childhood care. Child-Centered programs lets children play to learn. This is Montessori's idea for cognitive development as well as social and physical development. In these types of programs, they stress developmentally appropriate practices which means that teachers and other staff members to need not put as much pressure on young children to master academic subjects. Their job is to play.
Another program is Head Start, which is to get children involved in school before they start school so they will be ready. It is said that Head Start programs are very beneficial for young children so they are able to get used to their new surroundings. Other research states that if a child is involved in a Head Start program that they are less likely to repeat the grade and develop better socially and cognitively.
Since it isn't necessary for children to attend Preschool, the transition into Kindergarten can be difficult. Children range from all different types of readiness when they enter Kindergarten. Some can read and have a large vocabulary for their age, and other's don't know how to read and have a very limited vocabulary. Because of this problem, some states require children to take a test before entering Kindergarten to make sure they are ready. Some people have a problem with this test, because then their child will have to be held back (Woolfolk & Perry, 2012).
Another program is Head Start, which is to get children involved in school before they start school so they will be ready. It is said that Head Start programs are very beneficial for young children so they are able to get used to their new surroundings. Other research states that if a child is involved in a Head Start program that they are less likely to repeat the grade and develop better socially and cognitively.
Since it isn't necessary for children to attend Preschool, the transition into Kindergarten can be difficult. Children range from all different types of readiness when they enter Kindergarten. Some can read and have a large vocabulary for their age, and other's don't know how to read and have a very limited vocabulary. Because of this problem, some states require children to take a test before entering Kindergarten to make sure they are ready. Some people have a problem with this test, because then their child will have to be held back (Woolfolk & Perry, 2012).
Middle Childhood:
(Maier, 2013)
Intelligence is measure in multiple different ways. Information processing (If you do not remember what Information processing is, scroll up and look under the "Theorists" section!) is a big part of middle childhood when it comes to test taking. Children at this age are expected to do problems fast, and become efficient at problem solving. This is called automaticity. This is where IQ tests, or intelligencce quotient test, become a large part of school for children. It is a number that a child gets on the IQ test that tells the school if that child is below or above average.
Overall, children need to learn multiple academic skills in all areas, like literacy, numeracy, technological, social, and political skills. It is also a teacher's job to make sure children during middle childhood have a knowledge about different cultures.
Children during this age are also very influenced by their environment. Parent's need to support their child academically and emotional during these ages. This helps with their child's cognitive development if they are supportive and understand their child's frustrations (Woolfolk & Perry, 2012).
Overall, children need to learn multiple academic skills in all areas, like literacy, numeracy, technological, social, and political skills. It is also a teacher's job to make sure children during middle childhood have a knowledge about different cultures.
Children during this age are also very influenced by their environment. Parent's need to support their child academically and emotional during these ages. This helps with their child's cognitive development if they are supportive and understand their child's frustrations (Woolfolk & Perry, 2012).
Adolescence:
(Anonymous, 2013c)
Throughout early childhood and middle childhood there are not a lot of differences between boys and girls developmentally. Although, when they reach the adolescence stage girls do better in verbal fluency, writing, arithmetic calculation and boys are better with verbal analogies and math word problems.
Stereotypes also come into play during these ages. This becomes very important to teenagers because they are worried about what people think about them. As a teacher you need to make sure that everyone has a role, and that no one is stereotyped. You need to be able to get to know your students, respect your students, and overall teach your students.
During this age there also is gender bias in teaching. Studies have shown that boys are favored over girls for all ages. During adolescence, men are more likely to make comments in classes over women. Overall, it depends on the individual learner and which ways help them learn more and feel comfortable.
At age 16 you are able to drop out of high school. Some students take advantage of this opportunity. Thus, if students feel a good connection with their teachers and a sense of belonging this makes it less likely that they will drop out of high school. There is also a zero tolerance policy which means that school rules are always put in place. This helps with the relationships between teachers and students especially if another student reports something that another student is doing that is dangerous (Woolfolk & Perry, 2012).
Stereotypes also come into play during these ages. This becomes very important to teenagers because they are worried about what people think about them. As a teacher you need to make sure that everyone has a role, and that no one is stereotyped. You need to be able to get to know your students, respect your students, and overall teach your students.
During this age there also is gender bias in teaching. Studies have shown that boys are favored over girls for all ages. During adolescence, men are more likely to make comments in classes over women. Overall, it depends on the individual learner and which ways help them learn more and feel comfortable.
At age 16 you are able to drop out of high school. Some students take advantage of this opportunity. Thus, if students feel a good connection with their teachers and a sense of belonging this makes it less likely that they will drop out of high school. There is also a zero tolerance policy which means that school rules are always put in place. This helps with the relationships between teachers and students especially if another student reports something that another student is doing that is dangerous (Woolfolk & Perry, 2012).
Digital World:
(Anonymous, 2010)
Early Childhood: There are so many new technologies in our world today like cell phones, computers, television, kindles, tablets, ipods, ipads, that it is impossible for future children and children today to not be affect by them. Some people wonder if this affects a child's cognitive development by letting them use these devices? First, we are going to go over the influence that televisions have on young children. Televisions are in 99% of every child's home, and about 36% of them have a television in their bedroom, it is a big part of our society today. Television is known for causing social and physical problems to children like eyestrain and behavior issues. However, watching television can also be good for children, because they can learn literacy skills with education programs. They can learn multiple different skills from watching certain programs, as a caregiver you just have to make sure that your child is watching something positive. For computers, they can help physical development like fine motor skills, and language development if what they are doing on the computer is educational. Overall, television and computers can help a child's cognitive development (Woolfolk & Perry, 2012).
Middle Childhood: How does technology influence children in middle childhood? It is said that computer programs can help your child's test scores. In today's world a child during this age has to use the internet for research for homework, so they need to have a lot of different computer skills to be able to do this. This does add a lot of concern for some people because now the idea of because literate is to be able to read, write and communicate, and now we are adding typing to this mix. A lot of schools are adding media lessons into their classrooms to help with this digital age (Woolfolk & Perry, 2012).
Adolescence: Adolescence in our world today are attached to computers and social media. Doing homework is almost always done on the internet or from the help of the internet during this age. They are always involved with texting, calling, emails, facebook, tweeting, everything! Teenagers are in love with technology, but does it effect their learning? At this age games on the computer or video-games in general help with visual skills and fast fine motor skills. But what about academic learning? Just like for middle childhood, during this age programs on the computer help with academic skills for all ages (Woolfolk & Perry, 2012).
Children with Disabilities and Technology: Technology for children with special needs is very helpful for them. Some of these tools changes the lives of some special needs students. Many people with disabilities have assistive technology which is technology that helps them improve their capabilities or even sometimes communicate. Many programs are made for special needs students to help them learn at their own rate. Some students like using technology rather than being in a special needs classroom (Woolfolk & Perry, 2012).
Middle Childhood: How does technology influence children in middle childhood? It is said that computer programs can help your child's test scores. In today's world a child during this age has to use the internet for research for homework, so they need to have a lot of different computer skills to be able to do this. This does add a lot of concern for some people because now the idea of because literate is to be able to read, write and communicate, and now we are adding typing to this mix. A lot of schools are adding media lessons into their classrooms to help with this digital age (Woolfolk & Perry, 2012).
Adolescence: Adolescence in our world today are attached to computers and social media. Doing homework is almost always done on the internet or from the help of the internet during this age. They are always involved with texting, calling, emails, facebook, tweeting, everything! Teenagers are in love with technology, but does it effect their learning? At this age games on the computer or video-games in general help with visual skills and fast fine motor skills. But what about academic learning? Just like for middle childhood, during this age programs on the computer help with academic skills for all ages (Woolfolk & Perry, 2012).
Children with Disabilities and Technology: Technology for children with special needs is very helpful for them. Some of these tools changes the lives of some special needs students. Many people with disabilities have assistive technology which is technology that helps them improve their capabilities or even sometimes communicate. Many programs are made for special needs students to help them learn at their own rate. Some students like using technology rather than being in a special needs classroom (Woolfolk & Perry, 2012).
Article:
Cognitive Development on Children's Perceptions of
Fruits and Vegetables:
(Anonymous, 2013b).
A lot of children don't get enough fruits or vegetables in their day to day diet. This article discusses the cognitive development in relation to what children think about fruits and vegetables. Most children don't like the way these foods look or their textures.
Jean Piaget's four stages of cognitive development (Sensory Motor period, Pre-operational stage, Concrete operational stage, and the formal operational stage) has to do with what children think about fruits and vegetables. The sensory motor period is ages 0-2, the pre-operational stage is 2-7, concrete operational is 7-11 and the formal operational stage is 11-15 years old. This is what the article said about each stage:
"A few studies in the area of nutrition behaviour have taken cognitive development into account. Contento's investigation about how children think about food and eating revealed that children in the pre-operational stage did not make a distinction between foods and snacks, whereas children in the concrete operational stage did. Pre-operational children believed that the ingested food went into the stomach and did not change in the body. Concrete operational children understood that food was changed somehow in the stomach. Pre-operational children could mention foods that were healthy, but they could not explain why. Concrete operational children could tell that food made you strong, healthy and made you grow, but they could not explain why or how this occurred."
If you want to learn more about the what they did in the research,
here is the research article link: http://www.ijbnpa.org/content/4/1/30
Jean Piaget's four stages of cognitive development (Sensory Motor period, Pre-operational stage, Concrete operational stage, and the formal operational stage) has to do with what children think about fruits and vegetables. The sensory motor period is ages 0-2, the pre-operational stage is 2-7, concrete operational is 7-11 and the formal operational stage is 11-15 years old. This is what the article said about each stage:
"A few studies in the area of nutrition behaviour have taken cognitive development into account. Contento's investigation about how children think about food and eating revealed that children in the pre-operational stage did not make a distinction between foods and snacks, whereas children in the concrete operational stage did. Pre-operational children believed that the ingested food went into the stomach and did not change in the body. Concrete operational children understood that food was changed somehow in the stomach. Pre-operational children could mention foods that were healthy, but they could not explain why. Concrete operational children could tell that food made you strong, healthy and made you grow, but they could not explain why or how this occurred."
If you want to learn more about the what they did in the research,
here is the research article link: http://www.ijbnpa.org/content/4/1/30
Bibliography:
Cover Photo: Anonymous. (2011). Cognitive development. Brain Mark. Retrieved from http://www.brain-mark.com/ParentingAid.aspx?Page=CognitiveDevelopment
Anonymous. (2010). Education technology. Somerset Learning Platform. Retrieved from https://slp.somerset.gov.uk/cypd/elim/somersetict/Site Pages/e-safety pages/digital literacy.aspx
Anonymous. (2012). Nichd study of early child care and youth development (seccyd). NIH..Turning Discovery Into Health®. Retrieved from http://www.nichd.nih.gov/research/supported/Pages/seccyd.aspx
Anonymous. (2013). Domains of early childhood development. I Can Teach My Child, LLC. Retrieved from http://www.icanteachmychild.com/domains-of-early-childhood-development/
Anonymous. (2013b). Revita. Retrieved from http://revita.bg/
Anonymous. (2013c). Adolescent. Ingalls. Retrieved from http://www.ingalls.org/Adolescent.aspx
aqapsychologyb. (2012). Psyb3 - information processing approach for cognitive development. Youtube. Retrieved from http://www.youtube.com/watch?v=glpdcg8qM2Q
artsgroup01. (2009). Vygotsk'ys developmental theory: An introduction ( davids. Youtube. Retrieved from http://www.youtube.com/watch?v=hx84h-i3w8U
Clark, D. (2010). Learning and memory. A Big Dog, Little Dog and Knowledge Jump Production. Retrieved from http://www.nwlink.com/~donclark/hrd/learning/memory.html
libbyblaesser. (2011). Digital story- information processing approach.m4v. Youtube. Retrieved from http://www.youtube.com/watch?v=YmxiQ-seEk0
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vincyprincez. (2011). Piaget's theory of cognitive development. Youtube. Retrieved from http://www.youtube.com/watch?v=9YWlfRTBhAQ
Woolfolk, A., & Perry, N. (2012). Child and adolescent development. Pearson Education.
Anonymous. (2010). Education technology. Somerset Learning Platform. Retrieved from https://slp.somerset.gov.uk/cypd/elim/somersetict/Site Pages/e-safety pages/digital literacy.aspx
Anonymous. (2012). Nichd study of early child care and youth development (seccyd). NIH..Turning Discovery Into Health®. Retrieved from http://www.nichd.nih.gov/research/supported/Pages/seccyd.aspx
Anonymous. (2013). Domains of early childhood development. I Can Teach My Child, LLC. Retrieved from http://www.icanteachmychild.com/domains-of-early-childhood-development/
Anonymous. (2013b). Revita. Retrieved from http://revita.bg/
Anonymous. (2013c). Adolescent. Ingalls. Retrieved from http://www.ingalls.org/Adolescent.aspx
aqapsychologyb. (2012). Psyb3 - information processing approach for cognitive development. Youtube. Retrieved from http://www.youtube.com/watch?v=glpdcg8qM2Q
artsgroup01. (2009). Vygotsk'ys developmental theory: An introduction ( davids. Youtube. Retrieved from http://www.youtube.com/watch?v=hx84h-i3w8U
Clark, D. (2010). Learning and memory. A Big Dog, Little Dog and Knowledge Jump Production. Retrieved from http://www.nwlink.com/~donclark/hrd/learning/memory.html
libbyblaesser. (2011). Digital story- information processing approach.m4v. Youtube. Retrieved from http://www.youtube.com/watch?v=YmxiQ-seEk0
Maier, C. (2013). List of physical developments in middle childhood. eHow. Retrieved from http://www.ehow.com/info_8282283_list-physical-developments-middle-childhood.html
Rock, A. (2013). Language development in 3 year olds. About.com. Retrieved from http://preschoolers.about.com/od/development/ss/Your-3-Year-Old-Development-And-Milestones_5.htm
vincyprincez. (2011). Piaget's theory of cognitive development. Youtube. Retrieved from http://www.youtube.com/watch?v=9YWlfRTBhAQ
Woolfolk, A., & Perry, N. (2012). Child and adolescent development. Pearson Education.