View
15.770
Download
0
Category
Preview:
DESCRIPTION
Citation preview
Cognitive and Language Development
California Infant/Toddler Learning and Development Foundations (2009)
Teaching Strategies, CDA Training (1999)Feeny, Christensen, Moravcik (2001) Who Am I in the Lives of
Children
WHAT IS COGNITIVE DEVELOPMENT? The process of learning to think
and reason How do children develop thinking
skills?–Actively explore their world–Try out new ideas–Observe what happens
JEAN PIAGET
The Study of Knowledge and Development
Three Types of Knowledge Physical Social Logical
1896 - 1980
Cognition
Creativity
SENSORIMOTOR STAGE
Birth to two Objects exist outside of their
visual field - object permanence Learn strictly through sensory
experience within their environment -
PRE-OPERATIONAL STAGE
Ages 2 - 7 Period of Language Development Egocentrism - only see self
perceptions Categorize by single obvious
feature
CONCRETE OPERATIONAL STAGE Ages 7 – 12 Develop ability to handle complex
logic and make comparisons Hypothesize and reason ONLY
about things they’ve experienced themselves
FORMAL OPERATIONAL STAGE Age 12 – Adult Abstract thinking ability Offer interpretations and draw
conclusions Formulate hypotheses
LEV VYGOTSKY
Advocate of early childhood programs that meet the needs of the whole child
Children need to acquire a set of fundamental competencies that shape their minds for further learning:
– Cognitive– Linguistic– Social-Emotional
Lifelong process of development dependent on social interaction with adults and peers
1896-1934
LEV VYGOTSKY’S THEORIES
Children learn best through social interactions with children and adults
Adults provide mental scaffolding – Give children a framework for
understanding– Gives children support so they can use
their own cognitive skills Adults are guides or facilitators who help
children understand their world
COGNITIVE DEVELOPMENT
Changes in cognitive skills are related to intellectual growth and age
Child’s behavior not just result of external stimuli – but also internal stimuli
Social learning leads to cognitive development
Individual differences in children should be recognized and addressed
INFANTS
Learn through everyday experiences Think through daily routines Explore through mouthing, dropping,
banging, squeezing, etc. Learn “object permanence” – Object
exists even when it’s out of sight Begin to understand cause and effect Learn how to use one object to get
another
TODDLERS
Learning all the time! As they develop, the same experiences
take on new meanings Just beginning to understand how things
and events relate to each other – in, out, under
Think concretely and understand words very literally
Can anticipate what will happen next and learn order in daily routines and schedules
Beginning to understand cause and effect.
FOSTERING COGNITIVE GROWTH
What do children need?– Self-confidence and skills to explore their
world– To try out new ideas– To make mistakes– To solve problems on their own– Take on new challenges
What can the teacher do?– Build on child’s natural curiosity– Create an environment for exploration– Ask questions and talk with children– Give children a chance to construct their
own knowledge
COGNITIVE DEVELOPMENT DEFINITION The process of growth and change
in intellectual/mental abilities:– Thinking– Reasoning– Understanding
Children draw on experiences through all domains:– Social-Emotional– Language– Motor– Perceptual
California Infant/Toddler Learning and Development Foundations, 2009
ROLE OF ADULTS
Vital role in supporting cognitive development of infants
Must provide the “base from which infants engage in behaviors and interactions that promote learning.”
Serve as prime source for imitation
Provide the cultural context and determine what knowledge is valuable
California Infant/Toddler Learning and Development Foundations, 2009
INFANT FOUNDATIONS
Cause-and-Effect– The developing understanding that
one event brings about another Spatial Relationships
– The developing understanding of how things move and fit in space
Problem Solving– The developing ability to engage in a
purposeful effort to reach a goal or figure out how something works
California Infant/Toddler Learning and Development Foundations, 2009
FOUNDATIONS
Imitation– The developing ability to mirror, repeat,
and practice the actions of others, either immediately or later
Memory– The developing ability to store and later
retrieve information about past experiences
Number Sense– The developing understanding of number
and quantityCalifornia Infant/Toddler Learning and Development Foundations, 2009
INFANT TODDLER FOUNDATIONS
Classification– The developing ability to group,
sort, categorize, connect, and have expectations of objects and people according to their attributes
Symbolic Play– The developing ability to use
actions, objects, or ideas to represent other actions, objects, or ideas
California Infant/Toddler Learning and Development Foundations, 2009
INFANT TODDLER FOUNDATIONS
Attention Maintenance– The developing ability to
attend to people and things while interacting with others and exploring the environment and play materials.
Understanding of Personal Care Routines– The developing ability to
understand and participate in personal care routines.
California Infant/Toddler Learning and Development Foundations, 2009
LEARNING LANGUAGE Need to be able to communicate
–To understand the world –To function in the world
Language unites people Talking and listening Literacy – reading and writing Literature – the art form that uses
languageCalifornia Infant/Toddler Learning and Development Foundations, 2009
LEARNING LANGUAGE Significant accomplishment of
early childhood All children learn language in all
cultures at about the same time “Caught, not taught!” Language is tool:
– Communication– Self Expression– Learning
THE TEACHER’S JOB
Provide relationships full of language
Speak honestly and respectfully Listen attentively Use language
– To mediate problems– Communicate information– Share feelings and ideas– Demonstrate usefulness and value
of oral language
LEARN CUSTOMS FROM HOME
Learn to select speech for the setting and the people
Learn to use nonverbal features in communication– Body position– Gestures– Facial expression– Intonation in speaking– Need to be sensitive to cultural
customs – some cultures do not use eye contact
California Infant/Toddler Learning and Development Foundations, 2009
DEVELOPMENTAL STAGES
Children learn complex structure, rules, and meanings of language
Normal development - develop ability to create speech
Taught through “language-rich” relationships– Learn through conversations– Learn through play– Learn through planned activities
• Games, stories, songs, rhymes• Taught through structured group activities
LITERACY
Evolving process by which children become literate
Literacy begins at birth – experiences in infancy with language, books, reading
Foster awareness of print-filled world Foundations start long before child learns
to read Include experience with books Each child needs to be read to Even the youngest children must have
books and words throughout their environment
LANGUAGE DEVELOPMENT FOUNDATIONS From babbling at six months to full
sentences by the end of three Newborns prefer:
– Sounds of their mothers’ voices– The language spoken by their mother
during pregnancy Motherese or parentese –
– Infant-directed speech– Pitch and tone qualities– Sing-song rhythm
California Infant/Toddler Learning and Development Foundations, 2009
DEVELOPING LANGUAGE
Preverbal infants communicate through:– Eye contact– Facial expressions– Gestures– Sounds
Infants understand the social processes involved in communication– Learn turn-taking behavior– Learn back and forth conversation-like
responses
California Infant/Toddler Learning and Development Foundations, 2009
PERCEPTUAL PROCESSES AND LANGUAGE DEVELOPMENT Infants develop ability to perceive inter-
sensory relations in auditory visual events Experience effects language development Infants’ perceptual and perceptual-motor
systems are altered by linguistic experience
Phonetic experience change through native-language patterns
California Infant/Toddler Learning and Development Foundations, 2009
LANGUAGE FOUNDATIONS
Receptive language– The developing ability to understand
words and increasingly complex utterances
Expressive language– The developing ability to produce the
sounds of language and use vocabulary and increasingly complex utterances
California Infant/Toddler Learning and Development Foundations, 2009
LANGUAGE FOUNDATIONS
Communication skills and knowledge– The developing ability to
communicate nonverbally and verbally.
Interest in print– The developing interest in
engaging with print in books and in the environment.
California Infant/Toddler Learning and Development Foundations, 2009
RESOURCES
California Infant/Toddler Learning and Development Foundations (2009).
Feeny, Christensen, & Moravcik (2001). Who am I in the Lives of Children?
Teaching Strategies (1999). Caring for Infants and Toddlers
Bodrova & Leong, 2005, The Whole Child. Educational Leadership
Recommended