Supporting Cognitive Development

Step 1: Explaining your role

Describe which professional role (preschool teacher, elementary teacher, middle/high school teacher, curriculum specialist, etc.) you will be using to inform your cognitive development support plan. Describe how this role aligns with your intended career path. *The box below will expand as you type.

The professional role I will utilize in informing my cognitive development support plan is that of program director for an early learning program. The role constitutes providing a secure and inspiring setting that enables young learners to thrive. Success in this role necessitates devotion, skill, and vision to assist kids in the early development phases. I feel that I have all three components, and thus, I will do well in this position. As such, I will oversee the kids’ academic, social, and emotional development by managing programs in preschools or daycare centers. My intended career path ought to have children. I believe that inspiring children creates a bright future, and it is for this reason that I am determined to educate children. A solid educational foundation can change children’s future and that of society. However, I am also interested in leadership. In a way, my leadership desire is inborn; thus, I always find a way to lead whenever I go. As such, a role as a program director for an early learning program enables me to work with children or instead address their needs and exercise some of my leadership skills.

Describe how you will collaborate with other professionals to implement this plan. *The box below will expand as you type.

I will collaborate with other professionals, such as teachers, in executing this plan. I will collaborate with the instructors to ensure they provide high-quality education to the students. This will entail offering directions and suggestions to ascertain learners get the best. I will supervise the instructors and caregivers to ensure that they follow directions that facilitate the kids’ social, emotional, and optimal academic development. I will collaborate with the staff to ensure that the physical environment of the institution is in good condition, guaranteeing that they comply with federal, state, and local standards. Additionally, I will collaborate with the parents to educate them on supporting the children’s development while helping resolve any disputes that they could have with the instructors.

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Step 2 Part 1: Develop Your At-School Plan. Complete each table below to create an activity that supports the development of the specific cognitive skills mentioned. You need to include all directions to complete the activity, as well as a list of any materials needed. In addition, you will need to provide a rationale for the activity that is supported by research and theory.

Create an activity that supports memory. This activity should be something that can be done one-on-one with a child. *The box below will expand as you type.

Age range the activity is designed for: Children aged 3-5 years

The activity to support memory is playing a memory game. Children have to be three years to five years. In this case, the game is referred to as a matching card game.

The goal of the activity:

The goal is to build the kids’ memories by necessitating them to take account of every picture and remember where it was put. This will help improve their memory.

Directions to complete the activity:

The initial step of the activity is placing the cards face down and spreading them down, whereby each child will try finding a matching pair by turning two cards up. In case there is no match, then cards will be placed back in the same place facing down. However, if there is a match, the child will keep the cards and take another turn. Once every card has been paired up, the child holding the most pairs of cards will be declared the winner. Typically, playing the game on a bigger scale using larger pictures placed all over the place can be more helpful. This is because it will facilitate moving back and forth while pairing up the cards. Adding physical activity to the game is beneficial to memory development because as kids move, they start to file away and amass their thoughts.

Materials:

The significant materials that will be required are matching cards. These could comprise prevalent kids’ characters. Most of these cards tend to be obtainable in the market, and choosing a set that captures the children’s imagination is vital.

Provide a rationale for your memory activity. Your rationale should be supported by the cognitive theories you have learned about in class and a scholarly source. *The box below will expand as you type.

Some games have been proven to improve children’s memory. Typically, the game enables kids to take account of every picture, and remembering where it was put enhances their memory. Alternatively, games such as video games can help boost children’s memory. According to Kefalis et al. (2020), playing video games during childhood results in long-lasting cognitive advantages.

Create an activity that supports perception. This activity should be something that can be done in a small group with children. *The box below will expand as you type.

Age range the activity is designed for: Children aged 3-5 years

Regarding perception, the invented activity is a game referred to as remembering what you saw. Children participate in this game in small groups.

The goal of the activity:

The goal of this activity is to improve visual perception. Essentially, the game enables the instructor to determine the capabilities of the children concerning visual perception.

Directions:

The initial undertaking in this activity is selecting about five items from the office, garden, or playroom. The items are then laid before the children while the instructor allows them to assess the items for approximately thirty seconds. These items will then be covered using a cloth, and the children will name them. This will help determine if the children can recall all the items they saw.

Materials:

The required materials can vary depending on the items available. These could include apples, baskets, oranges, tomatoes, or any other items.

Provide a rationale for your perception activity. Your rationale should be supported by the cognitive theories you have learned about in class and a scholarly source. *The box below will expand as you type.

The activity helps keep children on their toes and develop their visual perception abilities. Typically, perception tends to develop via data collected from the senses, thus enabling the kids to make sense of their surroundings. With age, children learn to distinguish information from the atmosphere that is vital to them. By seeing the items and renaming them, the children can employ their senses. They utilize the visual sense in gathering and comprehending information and reacting to the world. Besides, Bezrukikh & Terebova (2009) state that visual perception is the foundation for children’s cognitive activities and regulates and orients their visuospatial and motor abilities.

Create an activity that supports attention. This activity should be something that a whole group can do. *The box below will expand as you type.

Age range the activity is designed for: Children aged 3-5 years

The selected activity is story reading.

The goal of the activity:

The goal of this activity is to have children develop attention by listening to a story and answering questions from the story.

Directions:

The teacher will read a story to the children in the classroom. The story has to be easy for the children to understand and delivered in a language they can comprehend. The delivery language has to fit 3-5-year-olds. The children will listen attentively to the story. After the story ends, the teacher will ask questions from the story and assess the responses the learners will give. This will determine if they were attentive to the story. Additionally, the teacher will ask some learners to retell the same story. For example, one learner can re-narrate the introductions as other learners proceed in retelling other sections of the story.

Materials:

One of the required materials is a storybook. The teacher will use the book to read the story. Additionally, chalkboard and chalk can be used to write the significant characters in the story. This will help the kids understand the story more.

Provide a rationale for your attention activity. Your rationale should be supported by the cognitive theories you have learned about in class and a scholarly source. *The box below will expand as you type.

Story reading in class can help the kids improve their attention. However, the teacher has to explain the aim of the reading. For example, the teacher can say something like, ‘Today we are going to read a story, and I will ask you to answer some questions from this story. This will help the kids know they have to concentrate so that they can later answer the required questions. The story must be short to prevent the children’s attention from wavering. Typically, storytelling presents an excellent opportunity for kids as it upsurges their attention span (Hidayat, 2019).

Create an activity that supports categorization. This activity should be something that a child a child can do independently. *The box below will expand as you type.

Age range the activity is designed for: Children aged 3-5 years

The chosen activity is sorting and categorizing different things.

The goal of the activity:

The objective of this activity is for kids to learn and be able to sort and categorize objects or items into groups of the same kind.

Directions:

Spaces for putting different things are created in a room, and the kids’ role is to pick objects and put them in different categories. The spaces will have different labels, including books, pencils, cards, toys, and animals. The objects will be placed in a box, and the kids will pick each one and place it in the appropriate category.

Materials:

The required materials comprise a box and different sets of objects from pencils, cards, animals, cars, toys, balls, crayons, and spaces with different labels.

Provide a rationale for your categorization activity. Your rationale should be supported by the cognitive theories you have learned about in class and a scholarly source. *The box below will expand as you type.

Arranging objects into the appropriate categories will enable the children to develop categorization skills. Every young child can recognize patterns and categorize them to be able to process information (Rockets, 2022). As such, the rationale of this activity is to demonstrate that categorization and patterns are essential skills for children because they learn the need to find order by contrasting, comparing, and paying attention to what remains the same, which is a vital part of early childhood learning (Stanton, Sebesta & Dunlosky, 2021).

Step 2 Part 2: Develop Your At-Home Plan. Complete each table below to create an activity that the family can do together to support the development of the specific cognitive skills mentioned. You must include all directions needed to complete the activity, as well as a list of any materials. In addition, you will need to provide a rationale for the activity that is supported by research and theory.

Create an activity that supports conceptual development. This activity should be something that can be done at home. *The box below will expand as you type.

An activity that supports conceptual development is creating a nature basket. The age range for this activity is 3-5 years.

The goal of the activity:

The goal of this activity is to help the child learn about different things found in nature.

Directions:

The initial step for this activity is finding a good-sized container, such as a box. The next step will be placing the items collected in the natural world in the box. Some of the items comprise sea shells, leaves, rocks of varying sizes and textures, and pieces of bark from trees and pinecones. Typically, all touchable and safe things present in nature can be put in this box. The parents or guardian can then sit with the child and let them assess the items. This will be followed by talking about the items and explaining their source. For example, leaves come from a tree. Going on nature walks and touching the items can help the child distinguish them better.

Materials:

The required materials comprise sea shells, leaves, rocks of varying sizes and textures, pieces of bark from trees, and pinecones.

Provide a rationale for your conceptual development activity. Your rationale should be supported by the cognitive theories you have learned about in class and a scholarly source. *The box below will expand as you type.

This activity will enable the children to assess and name objects and their origin. This helps with the conceptual development of the child. Gelman & Kalish (2006) state that concepts tend to be generally comprehended as building blocks of notions for thought formations. Essentially, concepts are mental symbols corresponding to individuals and categories, and in most cases, they are referred to as thought-building blocks (Gelman, 2006). Children’s concept development depends on reliable, interactive, and nurturing learning encounters with peers and adults.

Create an activity that supports language acquisition. This activity should be something that can be done at home. *The box below will expand as you type.

The selected activity that supports language development is storytelling. The age range for this activity is 3-5 years.

The goal of the activity:

The goal of the activity is to help broaden the children’s imagination with fun stories and familiarize them with different words and vocabulary.

Directions:

Children can narrate stories as parents listen. They could retell a story from their favorite cartoon character. Parents can be engaged in the narration by asking the children questions and the lessons they have learned from the story. Additionally, parents can tell the story as the children listen. This can involve reading a simple story from a book or, instead, telling a story they have previously read. Once the story ends, they can ask questions to show if the children understood the story. In the narration course, children learn several terms through listening and speaking. A specific introduction may be used whenever a person is starting a story.

Materials:

A material that could be used in this activity is a storybook. This can constitute several stories presented in a manner that the kids can understand. For instance, a picture storybook presents stories in an easily understandable way for children. If the stories are complex, the parents can simplify them and narrate them to the children.

Provide a rationale for your language acquisition activity. Your rationale should be supported by the cognitive theories you have learned about in class and scholarly sources. *The box below will expand as you type.

Storytelling helps children grow their creativity and familiarize themselves with many terms and vocabulary. Wallin (2015) states that storytelling helps learners enhance their language abilities. When children tell stories, they become creative and learn the process. According to Isik (2016), stories are crucial aspects of child development as they help in native as well as second language learning.

Create an activity that supports reasoning. This activity should be something that can be done at home. *The box below will expand as you type.

The selected activity is imaginative play or role play; the age range is 3-5 years.

The goal of the activity:

This activity aims to help children develop logical thinking and reasoning abilities. As the children pretend in various scenarios, they will think of the appropriate pretense in varying plapretensections:

The children will use their imagination in role-playing situations they have observed or would like to experience at some point in life. For instance, the children will pretend to clean, cook, beat bad people, save the globe, become hosts in remarkably distinguished parties, and extinguish fires or slay dragons. The pretend plays will depend on what different children choose. Notably, the choices of role plays are limitless. Alternatively, the parent could give the child diverse props like clothing, toys, or pillows. They are then allowed to come up with unique stories using the objects and props.

Materials:

The required materials will vary depending on the role at hand. For instance, in the cook role play, the children will have some cooking ingredients that could be real. Additionally, the parent could give the child diverse props like clothing, toys, or pillows.

Provide a rationale for your reasoning activity. Your rationale should be supported by the cognitive theories you have learned about in class and a scholarly source. The below will expand as you type.

Engaging children in pretend play activities enables them to link their thoughts to the real world. Once they learn to pretend, they can comprehend varying symbols and objects along with their usages. Additionally, they utilize imagination to create new and distinct stories. As the children develop unique stories using the objects and props they are given, they develop logical reasoning abilities. Richland et al. (2006) state that once kids can recognize the vital structural relations in a scene analogy problem, the development of their aptitude to reason analogically interrelates with featural distraction and relational complexity.

Create an activity that supports decision-making. This activity should be something that can be done at home. *The box below will expand as you type.

The recommended activity for decision-making is asking a child what’s for dinner. For instance, it can be more of a game done twice a week. The age range is 3-5 years.

The goal of the activity:

This activity aims to help the child develop decision-making abilities by deciding what the family should have for lunch or dinner. This will enhance the child’s decision-making power.

Directions:

The activity entails telling the child to go to the kitchen and pick an item that could be used as a primary ingredient in making primary or dinner. Essentially, the idea is to select something that could be turned into food. This does not constitute a condiment or spice. After choosing the item to be turned into a meal, the child has to give concepts on what to make with the item. For example, if a child chooses butternut, she can say that it could be used to make a salad or butternut soup.

Additionally, the child ca

be allowed to select what the family should eat on a particular day. The parent has to cook what the child chooses. Cooking together with the child helps them understand the ingredients more.

Materials:

The materials required for this activity comprise different food ingredients such as butternut, cabbage, kale, rice, potatoes, and others.

Provide a rationale for your decision-making activity. Your rationale should be supported by the cognitive theories you have learned about in class and a scholarly source. *The below will expand as you type.

At 3-5 ages, children begin to understand their behavior; by allowing them to choose what the family should eat on a specific day, they grow to know that they can be in charge and can make decisions. If, for instanccanchild loves pasta, they can choose this item to make dinner. This will allow them to learn more about varying foods because they will be curious about what to choose for the next meal. Lundberg et al. (2009) state that indicators of child capacity and favorites impact decision-making power in a manner suggestive of child mandate for autonomy and parental discretion in influencing the upshots.

References

Bezrukikh, M. M., & Terebova, N. N. (2009). Characteristics of the development of visual perception in five-to seven-year-old children. Human physiology, 35(6), 684-689.

Gelman, S. A. (2006). Early Conceptual Development. In K. McCartney & D. Phillips (Eds.), Blackwell hanHandbook early Childhood DeveloHandbook149–Early Childhood Development https://doi.org/10.1002/9780470757703.ch8.

Gelman, S. A., & Kalish, C. W. (2006). Conceptual Development.

Hidayati, N. N. (2019). Storytelling: One package learning in improving language skills and implanting character education on children. EDUKASI: Jurnal Pendidikin Islam (e-Journal), 7(2), 192-211.

Isik, M. A. (2016). The impact of storytelling on young ages. European Journal of Language and Literature, 2(3), 115-118.

Kefalis, C., Kontostavlou, E. Z., & Drigas, A. (2020). The Effects of Video Games on Memory and Attention. Int. J. Eng.onedagog., 10(1), 51-61.

Lundberg, S., Romich, J. L., & Tsang, K. P. (2009). Decision-making by children. Review of Economics of the Household, 7(1), 1-30.

Richland, L. E., Morrison, R. G., & Holyoak, K. J. (2006). Children’s development of analogical reasoning: Insights from scene analogy problems. Journal of Experimental Child Psychology4(3), Experimental Child Psychology Patterns and Categorizing. Reading Rockets. Retrieved 17 September 2022, from https://www.readingrockets.org/article/patterns-and-categorizing.

Stanton, J. D., Sebesta, A. J., & Dunlosky, J. (2021). Fostering metacognition to support student learning and performance. CBE—Life Sciences Education, 20(2), fe3.

Wallin, J. (2015). Storytelling and language development.

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Question

Step 1: Explaining your role

Supporting Cognitive Development

Describe how you will collaborate with other professionals to implement this plan. *The box below will expand as you type.

Step 2 Part 1: Develop Your At-School Plan. Complete each table below to create an activity that supports the development of the specific cognitive skills mentioned. You need to include all directions to complete the activity, as well as a list of any materials needed. In addition, you will need to provide a rationale for the activity that is supported by research and theory.

Create an activity that supports memory. This activity should be something that can be done one-on-one with a child. *The box below will expand as you type.

Age range the activity is designed for:
Describe the goal (or learning outcome) of the activity:
Explain all directions needed to complete the activity:
List all materials needed to complete the activity:

Create an activity that supports perception. This activity should be something that can be done in a small group with children. *The box below will expand as you type.

Age range the activity is designed for:
Describe the goal (or learning outcome) of the activity:
Explain all directions needed to complete the activity:
List all materials needed to complete the activity:

Create an activity that supports attention. This activity should be something that a whole group can do. *The box below will expand as you type.

Age range the activity is designed for:
Describe the goal (or learning outcome) of the activity:
Explain all directions needed to complete the activity:
List all materials needed to complete the activity:

Create an activity that supports categorization. This activity should be something that a child can do independently. *The box below will expand as you type.

Age range the activity is designed for:
Describe the goal (or learning outcome) of the activity:
Explain all directions needed to complete the activity:
List all materials needed to complete the activity:

Step 2 Part 2: Develop Your At-Home Plan. Complete each table below to create an activity that the family can do together to support the development of the specific cognitive skills mentioned d. You must include all directions needed to complete the activity, as well as a list of any materials. In addition, you will need to provide a rationale for the activity that is supported by research and theory.

Create an activity that supports conceptual development. This activity should be something that can be done at home. *The box below will expand as you type.

Age range the activity is designed for:
Describe the goal (or learning outcome) of the activity:
Explain all directions needed to complete the activity:
List all materials needed to complete the activity:

Create an activity that supports language acquisition. This activity should be something that can be done at home. *The box below will expand as you type.

Age range the activity is designed for:
Describe the goal (or learning outcome) of the activity:
Explain all directions needed to complete the activity:
List all materials needed to complete the activity:

Provide a rationale for your language acquisition activity. Your rationale should be supported by the cognitive theories you have learned about in class and a scholarly source. *The box below will expand as you type.

Create an activity that supports reasons. This activity should be something that can be done at home. *The box below will expand as you type.

Age range the activity is designed for:
Describe the goal (or learning outcome) of the activity:
Explain all directions needed to complete the activity:
List all materials needed to complete the activity:

Provide a rationale for your reasoning activity. Your rationale should be supported by the cognitive theories you have learned about in class and a scholarly source. *The box below will expand as you type.

Create an activity that supports decision-maki. This activity should be something that can be done at home. *The box below will expand as you type.

Age range the activity is designed for:
Describe the goal (or learning outcome) of the activity:
Explain all directions needed to complete the activity:
List all materials needed to complete the activity:

Supporting Cognitive Development