Unit 3.9 Develop Children\'s Cognitive Skills PDF

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Unit 3.9 Learning Objectives 1.1 Age 0-3 Months

3-6 Months

6-12 Months

1.2

Activity/Experiment Holding Babies/Singing and Face to Face- Hold baby in slings, wraps, and carriers cuddle the baby as much as possible even when you are handsfree this will allow the baby to develop a sense of trust and security. Bring your babies face close to your face around 10 inches/25cm from your face so they can focus on you, sing softly so the baby can hear rhymes and different tones of your voice. At this point the baby is able to see things further away, sit up, focus on objects from side to side by moiving their head up and down you can use rattle toys. Allow baby to feel different textures, smells to stimulate sense, visual entertainment by reading a book with noises. The baby is now growing into a toddler they can distinguish in such a way with very small details. Play rhyming and action games such as patty cake. At this point they are starting to pull up, crawl play peek a boo/hide behind a wall to see if the baby will start to develop a sense of recognition that you are not in sight and fine motor skills by crawling/standing.

Resources Slings, wraps, carrier, face

Role To make the baby feel secure and comfortable. Make different sounds and expressions.

Rattle toys, musical instruments, books that sound and different types of textures.

Showing the baby different textures, senses and stimulation.

Music CD’s or USB area where the baby can move around.

Showing the baby how to mimic you and use a small range of vocabulary.

Age 0-1 Year

1-2 Years

2-3 Years

3-4 Years

4-5 Years

5-6 Years

6-7 Years

Cognitive Skills  Recognizes familiar faces and voices.  Gain control of muscles by moving feet, hands learning to pull up/walk.  Sensitive to caregiver developing emotional needs, bonds with parents, family members.  Developing a range of senses.  Start to learn self- control.  Can point at things and try to give meaning.  Express own feelings and can follow simple instructions.  Complete simple tasks such as puzzle, matching games.  Can point to small and large objects when asked.  Match at least 3 colors, stacks in order  Enjoys making marks  Using a variety of different materials  Looking at picture books and listening to stories.  Gaining independency  Joining in conversation  Can identify colors, shapes, numbers up to 10 and sounds.  Can play well with others make believe, develop a range of social skills.  Can recognize and write own name  Can hold a conversation with an adult.  Understands how to encourage others.  Compare objects.  Counts in sequence to 20.  Can solve simple problems.  Can learn effectively in groups, and activities with other students.  Can read and write.  Understands and can make jokes.  Has a sense of logic  Can use and manage media and different materials.  Shows respect of adults and peers.

1.3 -Brain development is long, the structure of the brain keeps chaning until we reach early adulthood. - One main thought is that baies are born with 100 billion neurons It’s believed that these brain cells are shaped to allow them to form connections, this in turn can pass electrical pulses between one another to allow the brain to respond and function in early stages of life, these can be known as neural pathways. - Some Neural Pathways have been formed during pregnancy, this allows the baby to survive ex: breathing, and feeding. It’s thought that they are formed in response to experiences, stimulatin, love and attachment. 1.4 As practitioners in the early years its important for us to understand the research behind the scientific studies to understand how children’s growth, development (By age 5 90% of the child’s brain is thought to be developed) of the brain would shape to their experiences,

relationships, and attachment. A more of the holistic approach is how a child is going to continue to learn through, thinking, problem solving, understanding simple concepts, allowing opportunities for stimulation, sensory resources such as a mystery bag. 2.1 Theorist Perspectives Piaget’s- Focuses on concerns with one child rather than all learners, she focues on development, not learning she doesn’t address learning of information or specific behaviors, she proposes a discrete stage of development rather than a gradual increase in number complexity of behaviors, concepts, and ideas. Lev Vygotsky- His theory is based on the role of cultural-Historical such as the way a person speech and reasoning in children. Its thought as having a sociocultural perspective, this theory emphasizes society as being important along with cultural aspects for promoting cognitive development. He believed that play allows cognitive development to be stretched and allows them to take on roles they normally may not be able to perform. Bruner- He believed that the goal of education should be intellectual as opposed to memorization on facts. He believed it should be more problemsolving skills through inquiry and discovering. He thought that ideas should be more complexed. He described 3 stages of reprentation. Enactive learing which is through knowledge through actions. Iconic which is visualization of images and symbolic rpresentation which is the use of words and other symbols to describe their experiences. Bandura- Belived in more of a social cognitive theory. The theory does not explain changes in childrens cognitive development but is more a theory of how children learn. Attention, Encoding and retrieving information opportunity to reproduce actions, and motivation

Current Practices Planning activities that show an object can still exist even out of sight (hidden object game, hide and seek, find different objects throughtout the classroom)

Throughout the setting we offer several different areas of learning, either through role playing, playing freely through messy play, sand and water play. Most of these activities are child led and help the children use their imaginaition by touching feeling, and talking.

Within the setting we should allow the students to explore areas of learning that is child-led. Allow the students to go back to what they want to learn.

This would be done in a setting by allowing children to observe others. Such as them joining in with others, copying eachothers movements. They learn through older children.

3.1 ACTIVITY PLAN FOR VISIT 1 Unit 3.9- AC 3.1 Cognitive Learning Activity Context of Activity: (Summarise your activity):

Resources Required:

Duration of the Activity

Step by Step Process: Who will do what and when

How will the activity support the following areas of development?

Statement of Skill ( Learning Objective ) (include reference to EYFS i.e aspect, age group, page number)

Link to activity- Children will… Reflection after your activity: (This will be done with the assessor during the Professional Discussion) Reflecting on one’s own practice means looking at what you do in the classroom, thinking about why you do it, and thinking about if it worked – it is a process of self-observation and self-evaluation.

Date of Observation:

Time:

Learner’s Signature:

Date:

Assessor’s Signature:

Date:...