Question

COGNITIVE

1. What problem solving skills do you observe? Look for the child’s own solutions, which may or may not involve an adult. Describe the process as he/she explores the materials on his/her own or is the child not very self-reliant?

2. What evidence do you see of the developing classification skills of the child? Are objects/toys being sorted by similarities and differences, is organizing and arranging sets of things taking place? Describe the activity, the materials the environment, children and adults involved.

3.. Describe any representational abilities, including Language that you observe. Use the terminology and Piaget’s Cognitive development concepts to interpret what you observed.

https://youtu.be/b0yovU_bP8o

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use the both above link to answer all the question.

Answer 1

(1) problem solving .Young children think in a way that is qualitatively different from the way adults think.Their thinking and problem-solving-skills are very much based on action and perception.

Learning Through Experimentation

Three-year-olds enjoy experimenting with a wide variety of materials and they develop their problem-solving skills through trial and error.Sometimes children this age become frustrated when an idea doesn't appear to work,

They frequently become focused on one particular solution, which may or may not work. However, they can be encouraged to rise to a higher level of problem-solving when given support by an adult. The adult may give hints or ask questions in ways that will leave the actual solution up to the children.

Brainstorming Solutions

A small group of exuberant 4-year-old boys decides to create a gigantic dinosaur out of cardboard boxes. However, they are not sure how to keep the boxes together. Using a problem-solving approach, they brainstorm suggestions for attaching the boxes and then try out some ideas. The glue from the glue sticks doesn't hold. Doug finally suggests wrapping tape strips around the boxes like his dad does when he mails a package at the post office. The boys agree with this solution. They get busy tearing masking tape and wrapping it around the boxes-and so their dinosaur grows!

Working Together

Now more able to see things from the perspective of others, 4-year-olds listen to their friends' ideas and enjoy solving problems and working together cooperatively. Possessing more patience, they are willing to discuss and pursue multiple solutions to problems until they find one that seems to work. With their increased vocabulary, fours are able to negotiate materials and actions needed for problem-solving. They have developed the language to enthusiastically summarize and share their ventures and predictions. Using more complex thinking skills, 4-year-olds are able to think about events, people, and objects that are no longer in their immediate physical environment.

What You Can Do:

Promote brainstorming. Use lots of open-ended questions that begin with "What if...?" or "What can you do with a...?" to foster critical and creative thinking.

Invite children to use materials in new ways. For example, a blanket can become a cave, a superhero's cape, a baby's cover, a picnic cloth, or a floor map. You might try adding a basket of intriguingly colored ribbons to the block area to stimulate creative thinking. Rotate materials to keep choices exciting.

Turn mistakes into learning experiences. Help your children analyze why a solution did not work out. Encourage them to find other alternatives. . ..

(2)Developing Classification Skills in Young Children

Busy schedules make it easy to overlook suggested reading or math readiness activities simply because they don’t seem to be necessary. After all, the prescribed phonic lessons and computation problems lead to obvious skills in reading and math. But those other activities may be more than just time-fillers. Many readiness activities contribute to the building of thinking skills–specifically the ability to analyze information. If activities involving observation and classification have been overlooked simply because their importance wasn’t obvious, you may find yourself filling in gaps with older children who are having difficulty moving from simple recall and summarization to interpretation of information. Spending time on these activities when children are young and eager to learn can pay off later by increasing their ability to make connections in order to draw logical conclusions and make predictions.

Activities don’t have to involve much preparation and can make a nice break between less popular lessons.

Read aloud from a variety of nonfiction books written for young children that include categories. All of these books will also increase a child’s vocabulary.Books that name mother and baby animals: horse/colt/foal, cow/calf, sheep/lamb, dog/puppy, cat/kitten.

Books that categorize animals by a place where they are commonly found: animals on/in a farm, zoo, jungle, desert, ocean, forest, etc.

Books about seasons. These include a variety of ideas to associate with the categories winter, spring, summer, and fall.

Books that name objects found in specific places: furniture in different rooms of the house, tools and buildings found on a farm, businesses found along Main Street, items found in various sections of the grocery store, and so on.

Have children sort objects. Begin with concrete objects before using pictures of familiar objects.Begin with two objects. Ask if they are the same (alike) or different? This is usually the first classification taught formally. Matching is a common property of board games (e.g., Memory), and card games (e.g., Old Maid, Go Fish) available for the young, and games are always a fun way to provide practice.

Once a child is able to identify objects as different, he can be directed to look for ways in which different objects may be alike. Begin by providing objects and telling the child what category to use to separate them: color, size, shape, or kind (which refers to labels such as animals, people, buildings, tools, and so on). Later, add texture and use as categories. Use is often the most difficult category for children to identify, and, so, should be practiced regularly and with the teacher’s help. “Let’s put all the things we use to write with over here, and all the things we can eat over there.”

Attribute blocks (available from math supply stores) make handy manipulatives for classification practice. A child can begin by matching blocks that are exactly alike (the same size, color, and shape). He should be given one block and check for its match among a group of 2 or 3 choices at first. To be sure that his final selection is as exactly the same size, have him place the blocks one on top of the other.

Then give the child a group of blocks that vary in either color, size, or shape. Begin with simple lessons that require the child to sort objects into two groups using only one property–color, size, or shape. For example, if using color, provide a group of blocks in two colors only, using a variety of sizes and shapes in those two colors. If sorting by shape, begin with a group that has only two shapes, even though size and color can vary widely. When sorting by size it is necessary to use a model–big would be “bigger than this block” and small would be smaller than that same block. Objects in the group can vary widely in size, as well as shape and color, as long as there is a model to use for comparison.

Household items and pictures of familiar objects can be used for sorting as well. Common categories include fruits/vegetables, food/drinks, things found in the sky/on the ground/under the ground, things found outside/inside, hard/soft, sharp/dull, heavy/light, long or tall/short, big/little, round/square, wet/dry, loud/soft.

Children can cut out pictures and paste them on poster board, drawing a dividing line and labeling each section with the assigned categories. “Things I Like” and “Things I Don’t Like,” for example.

They can also make booklets about themselves. Provide the category at the top of a blank page, allowing them to draw or cut and paste illustrations. Categories may include my family, my pets, my house, my favorite meal, games I like to play, and so on.

Direct lessons help the development of observation skills, but extra practice is easily incorporated throughout the day during simple household tasks. When children are asked to mate socks or put silverware away—stacking spoons together, for example—they are using their skill at observing same and different. When they help organize objects in their bedroom (that is, when you tell them what to do, “Let’s put all the books together on this shelf, and your stuffed animals on that shelf.”) they are learning to classify. Point out categories during those many “teachable” moments:

When cooking, refer to items not only by specific name, but by category. “We have the bowls, now we need some utensils. Let’s see, here’s the spatula and the knife. . .”Now we need some dairy products. You get the butter, I’ll get the milk.”

In a restaurant, discuss menu choices after mentioning categories: “What does everyone want to drink? Let’s look at the beverages.”

In the grocery store, point out various sections as you enter with the child so that they can observe items that belong: produce, meat, dairy, frozen foods, etc.

children seem able, encourage them to figure out the property used to put a group of objects or pictures together as a set. Remind them to look at color, size, shape, kind, texture, and use. Because this is more difficult, add this activity to lessons where they are sorting items to fit a given category. That way they are already thinking about common properties. Begin by making a group based on one of the categories they have been using during the lesson. For example, have them sort a pile of red and blue attribute blocks by color, and then sort them by shape. Now make your own group of attribute blocks and ask them to tell you whether you sorted by color or shape. Next, ask them to observe and identify the property without offering a choice. Eventually, organize items based on any of the categories studied, not just those practiced in the lesson. Encourage them to first try to figure out the property without help, but feel free to remind them of possible categories as needed: color, size, shape, kind, texture, use.

When children are finally able to identify the common property of a group without being reminded of all the possibilities, you have developed real thinkers! (3)Piaget,s theory****

The Sensorimotor Stage

Ages: Birth to 2 Years

Major Characteristics and Developmental Changes:

The infant knows the world through their movements and sensations

Children learn about the world through basic actions such as sucking, grasping, looking, and listening

Infants learn that things continue to exist even though they cannot be seen (object permanence)

They are separate beings from the people and objects around them

They realize that their actions can cause things to happen in the world around them

During this earliest stage of cognitive development, infants and toddlers acquire knowledge through sensory experiences and manipulating objects. A child's entire experience at the earliest period of this stage occurs through basic reflexes, senses, and motor responses.

It is during the sensorimotor stage that children go through a period of dramatic growth and learning. As kids interact with their environment, they are continually making new discoveries about how the world works.

The cognitive development that occurs during this period takes place over a relatively short period of time and involves a great deal of growth. Children not only learn how to perform physical actions such as crawling and walking; they also learn a great deal about language from the people with whom they interact. Piaget also broke this stage down into a number of different substages. It is during the final part of the sensorimotor stage that early representational thought emerges.

Piaget believed that developing object permanence or object constancy, the understanding that objects continue to exist even when they cannot be seen, was an important element at this point of development.

By learning that objects are separate and distinct entities and that they have an existence of their own outside of individual perception, children are then able to begin to attach names and words to objects.

The Sensorimotor Stage of Cognitive Development

The Preoperational Stage

Ages: 2 to 7 Years

Major Characteristics and Developmental Changes:

Children begin to think symbolically and learn to use words and pictures to represent objects.

Children at this stage tend to be egocentric and struggle to see things from the perspective of others.

While they are getting better with language and thinking, they still tend to think about things in very concrete terms.

The foundations of language development may have been laid during the previous stage, but it is the emergence of language that is one of the major hallmarks of the preoperational stage of development.

Children become much more skilled at pretend play during this stage of development, yet continue to think very concretely about the world around them.

At this stage, kids learn through pretend play but still struggle with logic and taking the point of view of other people. They also often struggle with understanding the idea of constancy.
For example, a researcher might take a lump of clay, divide it into two equal pieces, and then give a child the choice between two pieces of clay to play with. One piece of clay is rolled into a compact ball while the other is smashed into a flat pancake shape. Since the flat shape looks larger, the preoperational child will likely choose that piece even though the two pieces are exactly the same size.

Preoperational Stage of Cognitive Development in Young Children

The Concrete Operational Stage

Ages: 7 to 11 Years

Major Characteristics and Developmental Changes

During this stage, children begin to thinking logically about concrete events

They begin to understand the concept of conservation; that the amount of liquid in a short, wide cup is equal to that in a tall, skinny glass, for example

Their thinking becomes more logical and organized, but still very concrete

Children begin using inductive logic, or reasoning from specific information to a general principle

While children are still very concrete and literal in their thinking at this point in development, they become much more adept at using logic.2 The egocentrism of the previous stage begins to disappear as kids become better at thinking about how other people might view a situation.

While thinking becomes much more logical during the concrete operational state, it can also be very rigid. Kids at this point in development tend to struggle with abstract and hypothetical concepts.

During this stage, children also become less egocentric and begin to think about how other people might think and feel. Kids in the concrete operational stage also begin to understand that their thoughts are unique to them and that not everyone else necessarily shares their thoughts, feelings, and opinions.

The Concrete Operational Stage in Cognitive Development

The Formal Operational Stage

Ages: 12 and Up

Major Characteristics and Developmental Changes:

At this stage, the adolescent or young adult begins to think abstractly and reason about hypothetical problems

Abstract thought emerges

Teens begin to think more about moral, philosophical, ethical, social, and political issues that require theoretical and abstract reasoning

Begin to use deductive logic, or reasoning from a general principle to specific information

The final stage of Piaget's theory involves an increase in logic, the ability to use deductive reasoning, and an understanding of abstract ideas.

****Activities*****

Representational Play- When a child is approximately 20 months, start encouraging the toddler to play with toys that represent real people (e.g. dolls and actions figures). Talk in single words and short, simple sentences about what the child is doing with the toys.

Toy Telephone- Give the toddler a play telephone. Pretend to answer the phone. Then pass the phone to the toddler and the tell them, "The call is for you."

Cooking- Encourage the child use toys to make dinner. Talk in single words and short, simple sentences about what the child is doing with the toys. (e.g. "Mmm, soup. Add the water. Mix the soup.")

Toy Cars- Give the child toy cars. Pretend to drive the cars to places well known to the child. Encourage child to interact in a similar manner. Describe the child's actions in single words and short, simple sentences. (e.g. "Drive to Grandma's.")

Baby Doll- Give the toddler a baby doll. Demonstrate feeding, rocking, reading and playing with the doll. Encourage the child to interact with the baby doll in a similar manner. Describe the child's actions in single words and short, simple sentences. (e.g. "Goodnight, baby. Rock-a-bye baby. Don't cry, baby."