Done
Cognitivedevelopment x
Cognitive development
Student’s name
Institution affiliation
Course
date
Example 1
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Grade level and subject area |
Sensorimotor stage: from birth to two years. Grade 1-2, sensory and environmental subjects. |
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Activity |
There should be a provision of activities that involve five senses. Offer the child toys such as bells, pans, and whistles. Provide different fabrics and textures. The infant has some knowledge of the world by movement and sensations Children learn necessary actions which include grasping, listening and sucking They acknowledge that things exist. According to Piaget, objects continued to be there but cannot be seen by children(Object permanence |
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Differentiation (cite theorist where appropriate) |
Use of actual props as well as visual aids that are aimed at illustrating lessons. The aids will assist the children in understanding what is being presented. There would also be the use of physical illustrations, which include drawings, pictures, and charts. Make instructions short, with a lot of actions. |
Example 2
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Preoperational stage: 2 years up to 7 years. Grade 2-3, psychological and mathematics |
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Enable the child to use symbols that present words. Piaget believed that it was this stage where children began to think symbolically. They also learned how to use words as well as objects to present. As they perfect their language, they analyze things in concrete terms. |
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Provide opportunities for play with substances such as water, clay, and sand. Engaging students in talks related to changes and experience in the course of manipulating objects. You are engaging in games. I am demonstrating classes as models. |
Example 3
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Concrete operational stage, grade level 3-5, science studies. |
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Enable the child to compare candy bars. Bake cookies since the child may enjoy math’s Children can understand the concept of a conversation. |
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Take field trips. Engaging subjects from home such as what they are watching on TV Provide regular and interactive practical’s. |
Part 2: Reflection
During the sensorimotor stage, the child is supported by learning about the world through the use of senses for interaction. They can touch things and lick them (Bjorklund, 2017). They also start to develop motor skills. Learning during the sensorimotor stage usually happens by experience. The child begins by making essential circular reactions. The reactions may include movement for their fun. The child starts to recognize certain words, especially of people and objects around them.
During the preoperational stage, children begin to become adept through the use of symbols. They also increase the level of playing as well as pretending (McLeod, 2017). The stage is very crucial since it helps the child understand egocentrism. However, during this stage, decision making may be hard since children may not be able to take on anybody else perspective. The child is also able to understand conservation. This implies that the child can differentiate the delicate objects and handle them with care. However, a child in this stage cannot understand concrete logic. Besides, there is no room for mental manipulation of information.
During the concrete operational stage, the child is supported since there is the development of organized and rational thinking. It is the main turning point in the child’s development. The stages initialize the process of operational and logical thought. The child is mature to utilize logical thinking; however, the theory only applies to physical objects. Children also gain the abilities of transitivity, class inclusion, serration, reversibility as well as conservation. The main disadvantage of this stage is that children cannot think abstractly and hypothetically.
References
Bjorklund, D. F., & Causey, K. B. (2017). Children’s thinking: Cognitive development and individual differences. Sage Publications.
McLeod, S. (2018). Jean Piaget’s theory of cognitive development. Only psychology, 1-9.
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