Strengthening Children's Cognitive Development

Children use a lot of technology. They use technology whether they are using social media, using a learning program, or reading an electronic book. The truth is, that there are more positives than negatives when children use technology. There is fear that if children use too much technology they will not have proper development especially cognitively. This paper will show how technology can benefit a child’s cognitive development.

Cognitive development is defined as gradual orderly changes by which mental processes become more complex and sophisticated, or the scientific study of how human beings develop in certain orderly stages as they get older. The actual study of cognition refers to the process of knowing; it is the study of all mental activities related to acquiring, storing, and using knowledge (Microsoft, 2001, p.3). How we as humans develop cognitively has been thoroughly observed and researched by Jean Piaget. He was a cognitivist: he believed that our environment stimulates us to learn on our own (make our own intelligence).

Middle childhood is a critical time in a child’s, as it brings a lot of changes. Cognitive, Physical, and social, skills develop quickly at this stage. Middle age children develop confidence in all areas of life. During Middle childhood, one will undergo physical changes such as height and weight. Children began to focus on their appearance as they try to fit in social groups. This also the period when a child begin the onset of puberty and hormonal changes. The middle childhood develop brain changes as called as “maturational” (Broderick & Blewitt, 2014). Intellectual, memory and language is also developed in this time period. Cognitive developmental is important because children are characterized by learning strategies and academic skills.

In my opinion, the most important cognitive advancement during the middle childhood years is inductive and deductive reasoning. In the text it stated that inductive is the “starting with observation about particular members of a class of people, animals, objects, or events, they draw general conclusions about the class in whole”. (Piaget, pg. 294) An example that the text said is when the child sees a dog bark and repeatedly see’s other dogs barking, they start to figure out that all dogs bark. With deductive reasoning, they stated it different with the same concept, all dogs bark so that means the dog “toby” must bark. As a mother, I worry a lot about my child getting hurt. With this cognitive advance, I believe she will stay away from harm.

As we grow older we are challenged not only by our physical limitations, but also by our cognitive ones. Many older adults are handicapped by mental constraints while the majority are also experiencing a decline in cognitive capacity. It is estimated that 24 million people are suffering from dementia (Ballard et al., 2011). Because this number is so large growing older is often associated with memory loss along with other mental deficits. This is not always the case though and it is not just older adults’ cognitive function declining with age. To help me understand cognitive aging more fully I spoke with Jane, this is a pseudonym.

Play is the most important way children develop physically, intellectually and socially. The fast-physical change and growth on the life of a child happen during the preschool years while the child interacts and play with other kids. Kids’ grow taller and heavier developing active and healthy bodies. Play help the growth of kids’ gross and motor skills. For example, while throwing a ball or jumping higher the child can stay active and move with confidence.

As I entered my preschooler phase in life, my cognitive agenda was autonomy and initiative. I showed characteristics of autonomy by picking out my outfit and dressing myself. I had a flamboyant style. I would wear plaid designs with stripes, I have no sense of matching. My mom tried to get to wear clothes that matched but I would become hysterical till I was able to wear my outfit I picked out. My dad, on the other hand, let me wear whatever I wanted. I took initiative with my decision making, if I wanted to do something or get something done, I put my mind to it. On a pre-operation scale, I am sure the task at hand was minimal, but looking forward, this is a cognitive task that is a strong characteristic of mine at twenty years old. The tools in the

Children of involved fathers are also more likely to live in cognitively encouraging homes. Cognitive Development is a field of study in neuroscience and psychology, focusing on a children’s development in terms of information processing, conceptual resources, perceptual skill, language learning, and other aspects of brain development and cognitive psychology compared to an adult’s point of view(Schacter, Daniel L, 2009). Even a child’s cognitive development during early childhood, which includes building skills such as pre-reading, language, vocabulary, and numeracy. So cognitive development is important to grow those skills (Rohner, R. P., Veneziano, R. A., 2001). This development is a strong connection between the development children undergoes early in their life and the success that the children will experience later in life. Infants of highly involved fathers, as measured by amount of integration, including higher levels of play and Caregiving activities. By one year they continue to have higher cognitive functioning are better problem solvers as toddlers and have higher IQ’s by age three (Yogman Kidlan, Earls, 1995). The father is more encouraged toddlers to talk more, use more diverse vocabulary, and produce longer utterances when interacting with their fathers, because toddlers are characterized by more wh-(e.g. “what”, “where” etc.) questions for father than mother (Rowe, Cocker & Pan ,2004). A father’s academic support was positively

According to Piaget Cognitive Development Theory, Child X is in the preoperational stage (2-7 years) (Berk, 2013). Child X is found to be mentally active and interactive with very good mental perception. She has adequate understanding of the objects, environment and teachings. She is able to imagine and conceptualise and displays good level of concentration and even problem solving attitude. Her cognitive skills and memory power is remarkable. She is observed to be a focused and attentive child. Her strategy and ability to solve the puzzle proves her intellectuality and problem solving skill. She seems to possess good memory when she tries the puzzle the second time. She is actively learning as she observes and imitates her friends during play. This is a benefit to increase learning opportunities according to the Behaviourist

There are many reasons why the environment that preschool children are brought up upon drastically affect their cognitive abilities. The inner and outer circle of the child’s surroundings affect their ability to develop their emotional intelligence, cognitive skills, and linguistic potential. Specifically, the difference in living in poor or affluent communities will immensely establish how preschool children cognitive abilities will emerge. Preschoolers who lived in underprivileged neighborhoods will have slower development in intellect than that of a well off community. The major factors that lead to these distinctions of intellectual advancement are poverty, education, and community values.

In this week’s reading we got to read out of the book Cognitive and Language Development in Children. In this book we read chapter 3: Brian and cognitive development. In this chapter we got to learn about the development of the human brain in infancy, and about how changes in the physical structure I the brain can be related to children’s cognitive and language development. In this chapter the focused and talked about parental and postnatal brain development, functional specialization of the cortex: modules, language, and the emergence of specialization cortical function: the case of the prefrontal cortex. When reading the introduction of the chapter they asked a couple of questions which would be answered in the reading. One of the questions

Throughout this research paper the topic that will be discussed is the Cognitive Development in children in the age group around 2-6. The topics that will be covered in this research paper are the physical growths and dangers, Jean Paiget and his views on cognitive development, friendships in the age groups 2-6, and cognitive changes. “Cognitive Psychology is the theory of human development that focuses on the development of thinking and thoughts that shape people 's attitudes, beliefs, and behaviors.”

There are many different things that shape the cognitive development of children. To begin with cognitive development is when a child develops how to process, solve problems, and start making decisions. Once they have learned this they take everything they have learned into their adolescence. An example, of what can shape the cognitive development of a child can be an educational game. Educational games can be very useful in shaping a child’s development because they are having fun while learning at the same time and what kid doesn’t like to play games, the fact that it is even educational makes it even better for them. Not only are they having fun but there are many different games that help in different categories of development in

Firstly, infants and toddlers’ cognitive development occurs through cause and effects. Early on in life, infants develop expectancy things in their environment due to the routine. For instance, an infant learns that when they cry, someone picks them up. Ideally, this becomes the anticipation for the toddler as it grows up. Over time, this reactionary aspect aids the infants to relate between events and consequences. The cognitive ability to predict the likely outcome of issues starts to develop in the infant. Problem-solving is another way through which infants and toddlers develop their

Play can be defined as activity that is intrinsically motivated, implies flexibility, positive affect, and pretence. Play also implies free choice and active engagement (physical and psychological involvement rather than passive observation). Generally, main types of play are recognized as: object play, pretend play and sociodramatic play, physical activity play (exercise play, rough-and-tumble play), and games with rules (Smith, 2010). These types of play overlap and are not easily separated. Play specialists, parents, governmental institutions generally believe that each of these types of play support different aspects of children’s development and their effect is crucial to children’s health. However, psychological research lacks experimental and correlational evidence to support this stance. Here some types of play are examined in relation to development from three points of view: one, play is essential to children’s cognitive development; second, play is one of many routes to positive development (equifinality); and third, play is a byproduct (epiphenomenon) of other factors that lead to development (Lillard et al, 2012).