Understanding Cognitive Development

Understanding Cognitive Development Cognitive development is something that seems to be very easily to understand, but it can be confusing when looking all everyone that has made up the cognitive development. When someone gets their research done and understand what each child needs and how they need to learn it, it can be easier for the teachers, parents, and children.
Piaget
According to McLeod,
Piaget was the first psychologist to make a systematic study of cognitive development. His contributions include a theory of cognitive child development, detailed observational studies of cognition in children, and a series of simple but ingenious tests to reveal different cognitive abilities. Before Piaget’s work, the common assumption in psychology was that children are merely less competent thinkers than adults. Piaget showed that young children think in strikingly different ways compared to adults. According to Piaget, children are born with a very basic mental structure (genetically inherited and evolved) on which all subsequent learning and knowledge is based (2012).
Vygotsky
Vygotsky proposed that adults promote children 's cognitive development both by passing along the meanings that their culture assigns to objects and events and by assisting children with challenging tasks. Social activities are often precursors to, and form the basis for, complex mental processes: Children initially use new skills in the course of interacting with adults or peers and slowly internalize these skills for their own, independent use. Often, children first experiment with adult tasks and ways of thinking within the context of their early play activities (McDevin, 2010).
Sociocultural
Language is used in their real world situations, they take what is around then and take it to use in their language. “Russian psychologist Lev Vygotsky 's sociocultural theory proposes that a full understanding of development is impossible without taking into account the culture in which children develop. Sociocultural theory proposes that children 's understanding of the world is acquired through their problem-solving interactions with adults and other children. As children play and cooperate with others, they learn what is important in their society, and at the same time, advance cognitively in their understanding of the world” (Theoretical Perspectives, 2012). The do not mind taking what they see and using it in their language, then taking their language and using it for what is around then. When children are participating in the activities that are being used within the classroom, they are able to take this into new situations. They are able to take what they have learned and take that home to expand on their learning. Teachers need to know about the cultures of each of their children, some children are not able to do some things that other children might be able to do. When there is something that is in their culture, the teacher does not need to teach the child that. They need to make accommodations for the children that need it. Some children do not write a certain way, so this way does not need to be taught to them. Some children are not able to read certain books; this does not mean these kinds of books cannot be out for the other children. But, certain children do not need to be pushed to have to listen or read them. Every culture is different and needs to be taken into consideration when it is being taught.
Social Learning
According to Ormrod, “Social learning theory focuses on the learning that occurs within a social context. It considers that people learn from one another, including such concepts as observational learning, imitation, and modeling” (1999). Children need to have the understanding of why they need to be social with other children and adults. Children learn by watching and hearing others, they learn new things everyday just by being around someone else. Children also learn how to be social with other people, they learn that being around other people is pleasant. When children play or interact in activities, they usually do this with adults or other children. If they do not know how to be social around each other, this could cause a being argument, due to them not knowing how to act around other people. Children also learn how to act in different environment settings. Parents and teachers need to teach and show children how they need to be around others that they know and also around people they do not know. Children need to understand that they do not need to be so friendly with people they do not know, but as they get to know them and have permission to play or be social with them, then it is okay.
People can learn by observing the behavior is of others and the outcomes of those behaviors. Learning can occur without a change in behavior. Behaviorists say that learning has to be represented by a permanent change in behavior, in contrast social learning theorists say that because people can learn through observation alone, their learning may not necessarily be shown in their performance. Learning may or may not result in a behavior change. Cognition plays a role in learning. Over the last 30 years social learning theory has become increasingly cognitive in its interpretation of human learning. Awareness and expectations of future reinforcements or punishments can have a major effect on the behaviors that people exhibit. Social learning theory can be considered a bridge or a transition between behaviorist learning theories and cognitive learning theories
Information Processing This is how a child learns. Every child is not going to process information the same way, and it is the teachers or adults role to figure out how every child processes information. Some chdilren are going to want to hear the information that is being taught, where others are going to want to see what information is being taught. When there is several different ways children can learn, each of the concepts are going to have to be taught throughout the day. Just because one things works for one child does not mean it is going to work for another. Adults have to be patient when trying to figure out how a child learns. Just because they learn one way in one subject does not mean they are going to learn that way in another. It is also great to put certain children together that learns the same way, this will make sure that everyone is going to get the same information in the same way. Then they are able to take what they have learned and show it to the classroom. Everyone can do this, with each learning style. This will show how each other learner and that there are different ways of teaching. When children learn how others learn, when they are trying to show them something they will know how to interact with them and show them what they are trying to show them. Brain research
When the brain is ready to start learning, at birth, this is when then learning process needs to start. The brain for small children is always on the move, it is always ready for more information to be put in there. Just because a child does not show they want to learn, the adult needs to get them interested due to their brain just keep going all the time. Each brain is it’s on, they function differently. When one person likes something does not mean another is going to. The brain is something that keeps going even at night, this causes dreams. Just because a child is sleeping does not mean their brain stops, this is when children like to listen to music. It seems that listening to calm music, calms the child and the brain.
Infants/ toddlers birth to two During this time for children it is very important; this is when children have to learn how to do everything that is going to be used later in life. If children are not taught the skills for their cognitive development, it is going to be very hard later for them to develop the skill later in life. Parents need to know how important this stage is for children to be learning the skills that are needed later in life. When children do not develop their cognitive skills, according to Hill, “Infancy extends from birth to 18–24 months. It is a time of extreme dependence on adults. Many activities, such as language development, symbolic thought, sensorimotor coordination, and social learning, are just beginning” (N.D. pg. 35). Parents need to know what their children should and should not be doing at certain ages, some parents try to push their child to do something that they should not be doing at certain ages. Some children are not going to learn everything at the same pace, so if one child is doing something at age 1 and another is not, it is ok.
Preschoolers three to five This is the stage where children are going to learn more complex things, and take what they have already learned and use it for harder problems. Children at this age are about ready to start Kindergarten, so the children need to make sure they know everything. When children are not ready for something, but they are put in there anyway it can cause more damage than good. Children need to realize that everyone learns the same way, and just because one child at a certain age knows something does not mean they are smarter. Teachers need to make sure they have problem solving activities for the children. This can be puzzles, simple experiments, having counting games, anything that makes then think about what they are doing and what they are going to do next. Children need to understand what their senses are and how they use each of them. it is amazing how knowing about their senses can go a long way when they get older. Teachers need to understand how everyone is different and they need to incorporate everyone in the learning that is being taught. They do not need to make someone feel left out due to them being different. When an adult acts differently to a child, other children can pick up on this and then start acting differently towards them.
Early school age six to eight. Children at this age is taking everything that they have learned so far and making it into more complex ideas. “Most children aged six to eight will: * Develop the skills to process more abstract concepts and complex ideas (e.g., pregnancy, addition/subtraction, etc.) * Begin elementary school * Spend more time with the peer group and turn to peers for information [They need information sources outside of family, and other adults become important in their lives.] * Be able to focus on the past and future as well as the present * Develop an increased attention span * Improve in self-control, being able to conform to adult ideas of what is "proper" behavior and to recognize appropriateness in behavior * Understand the concepts of normality/abnormality, feel concern with being normal and curiosity about differences * Begin to develop as an individual * Think for themselves and develop individual opinions, especially as they begin to read and to acquire information through the media” (Advocates for Youth, 2008).

Activities
Birth- 3 months Let 's Look at Stuff
Most of your early playtime will be spent showing your baby stuff. Any object in the house that won 't poison, electrocute, or otherwise hurt him is fair game. Babies love egg beaters, spoons, wire whisks, spatulas, books and magazines with pictures, bottles of shampoo or conditioner (don 't leave your baby alone with these!), record albums, colorful fabrics or clothes, fruits and vegetables, and so on.

Keep a little stash of objects beside you and sit with your baby. When the moment 's right, whip something out like a magician. "Look, Kyle, Daddy 's bicycle bell." Hold the object still about a foot from his face and stare at it yourself. Hey, now that you look at it, that bicycle bell is kind of interesting. Congratulations! You 're thinking like a baby!

Oh, and don 't expect babies to really "get" books at this age. You 'll know they 're enjoying them by their way of getting still and watchful when you bring a favorite book out.

Babies don 't tend to sit through a whole story, though, and when they 're a few months older they 'll grab the books from you and close them. This is all developmental stuff. Babies love looking at books and cuddling close to you, but they usually don 't care about the plot. (Baby Center, 2012).
Preschoolers
Cognitive Development
Activities that engage children in problem-solving, sorting, classifying, understanding and using information promote cognitive development, according to Child Care Help. Playing peek-a-boo with your infant encourages intellectual development as he begins to understand how you disappear and reappear. Shape-sorters help toddlers and older infants to develop problem-solving skills. Age-appropriate puzzles, matching games, sorting games and block play engage toddlers and preschoolers in activity that requires them to work intellectually through a problem (Murphy, P. 2011).

References
Baby Center. (2012). 20 fun, silly, development-boosting games to play with your baby. Retrieved from http://www.babycenter.com/0_20-fun-silly-development-boosting-games-to-play-with-your-ba_1479310.bc
Chapter Overview and Summary. (2010). Retrieved from http://wps.prenhall.com/chet_mcdevitt_childdevel_3/47/12219/3128087.cw/content/index.html
Mcleod, S. (2009). Jean Piaget. Retrieved from http://www.simplypsychology.org/piaget.html
McGraw, H. (N.D.) Physical and Cognitive Development. Retreived from http://highered.mcgraw-hill.com/sites/dl/free/0070909695/120220/santrock_edpsych_ch02.pdf
Murphy, P. (2011). Activities That Promote Physical, Cognitive & Creative Development. Retrieved from http://www.livestrong.com/article/168071-activities-that-promote-physical-cognitive-creative-development/#ixzz21WDx0DgG.
Ormrod, J.E. (1999). Human learning (3rd ed.). Upper Saddle River, NJ: Prentice-HallTheoretical Perspectives on Human Development. (N.D.) Psychodynamic Perspective: Focusing on the inner person. Retrieved from https://www.k12.gov.sk.ca/docs/social/psych30/support_materials/theoretical_perspectives_hd.htm
Advocates for Youth. (2008). Growth and Development, Ages Six to Eight-What Parents Need to Know. Retrieved from. http://www.advocatesforyouth.org/parents/154?task=view

References: Baby Center. (2012). 20 fun, silly, development-boosting games to play with your baby. Retrieved from http://www.babycenter.com/0_20-fun-silly-development-boosting-games-to-play-with-your-ba_1479310.bc Chapter Overview and Summary. (2010). Retrieved from http://wps.prenhall.com/chet_mcdevitt_childdevel_3/47/12219/3128087.cw/content/index.html Mcleod, S. (2009). Jean Piaget. Retrieved from http://www.simplypsychology.org/piaget.html McGraw, H. (N.D.) Physical and Cognitive Development. Retreived from http://highered.mcgraw-hill.com/sites/dl/free/0070909695/120220/santrock_edpsych_ch02.pdf Murphy, P. (2011). Activities That Promote Physical, Cognitive & Creative Development. Retrieved from http://www.livestrong.com/article/168071-activities-that-promote-physical-cognitive-creative-development/#ixzz21WDx0DgG. Ormrod, J.E. (1999). Human learning (3rd ed.). Upper Saddle River, NJ: Prentice-HallTheoretical Perspectives on Human Development. (N.D.) Psychodynamic Perspective: Focusing on the inner person. Retrieved from https://www.k12.gov.sk.ca/docs/social/psych30/support_materials/theoretical_perspectives_hd.htm Advocates for Youth. (2008). Growth and Development, Ages Six to Eight-What Parents Need to Know. Retrieved from. http://www.advocatesforyouth.org/parents/154?task=view