The purpose of this assignment is for you to continue working on elements that will become part of your Community Center Proposal Final Project. This week you will be creating three activities that address cognitive development in the age groups assigned. These will become part of the infant room, early childhood room, and adolescent room of your center. Using Piaget’s, Vygotsy’s, and/or Information processing theories of cognitive development, you will continue to build your Community Center Proposal by identifying activities for the assigned rooms that promotes cognitive development for children and adolescents. The activity must be focused on the cognitive milestones of the age group and must be clearly tied to specific theory. You must use at least one credible source.  Your activities might be focused on object permanence for infants, conservation, egocentrism, or conservation for early childhood, or deductive reasoning for adolescence. Table 7.1 in your textbook will be useful in completing this activity. Focus on the primary developmental tasks of each age period. For each of the three activities, write a paragraph that addresses the following: Describe the activity in some detail (provide more than just the name of the activity). Identify the specific concept from cognitive development theory that supports the use of this activity. Identify how the activity enhances cognitive development in the specific age group. Here are two examples providing you a model of how to approach this assignment and how to build the elements of the rooms in your community center. Examples of Activities: Example 1: Cognitive Development Activity for Infant Room: Peekaboo. One of the activities we will incorporate into the infant room is peekaboo. This is a game where the caregiver hides himself from the child (covering the child’s eyes or hiding behind a chair, etc.) and then appears again by uncovering the child’s eyes or coming out from behind the chair. Another variation of this would be hiding a treasured object under a scarf and then revealing it again. One of the milestones of the first year of life is the development of object permanence. Object permanence occurs when an infant grasps that something (an object, a person) still exists even when the infant cannot see it. This is a concept from Piaget’s theory of cognitive development and is one of the developmental tasks of the sensorimotor stage. Newborns do not have a sense of permanence. When they cannot see you, you do not exist for them. During the first year of life, they slowing learn that objects and people continue to exist even with they cannot be seen (Mossler, 2014). Playing peekaboo is one way to foster the development of object permanence. Infants usually delight in seeing someone appear and then hide, only to reappear. This activity will support the cognitive development domain and also the psychosocial domain because of its interactive nature. Mossler, R. A. (2014). Child .

1. The purpose of this assignment is for you to continue working
on elements that will become part of your Community Center
Proposal Final Project. This week you will be creating three
activities that address cognitive development in the age groups
assigned. These will become part of the infant room, early
childhood room, and adolescent room of your center.
Using Piaget’s, Vygotsy’s, and/or Information processing
theories of cognitive development, you will continue to build
your Community Center Proposal by identifying activities for
the assigned rooms that promotes cognitive development for
children and adolescents. The activity must be focused on the
cognitive milestones of the age group and must be clearly tied
to specific theory. You must use at least one credible source.
Your activities might be focused on object permanence for
infants, conservation, egocentrism, or conservation for early
childhood, or deductive reasoning for adolescence. Table 7.1 in
your textbook will be useful in completing this activity.
Focus on the primary developmental tasks of each age period.
For each of the three activities, write a paragraph that addresses
the following:
Describe the activity in some detail (provide more than just the
name of the activity).
Identify the specific concept from cognitive development theory
that supports the use of this activity.
Identify how the activity enhances cognitive development in the
specific age group.
Here are two examples providing you a model of how to

2. approach this assignment and how to build the elements of the
rooms in your community center.
Examples of Activities:
Example 1: Cognitive Development Activity for Infant Room:
Peekaboo.
One of the activities we will incorporate into the infant room is
peekaboo. This is a game where the caregiver hides himself
from the child (covering the child’s eyes or hiding behind a
chair, etc.) and then appears again by uncovering the child’s
eyes or coming out from behind the chair. Another variation of
this would be hiding a treasured object under a scarf and then
revealing it again. One of the milestones of the first year of life
is the development of object permanence. Object permanence
occurs when an infant grasps that something (an object, a
person) still exists even when the infant cannot see it. This is a
concept from Piaget’s theory of cognitive development and is
one of the developmental tasks of the sensorimotor stage.
Newborns do not have a sense of permanence. When they cannot
see you, you do not exist for them. During the first year of life,
they slowing learn that objects and people continue to exist
even with they cannot be seen (Mossler, 2014). Playing
peekaboo is one way to foster the development of object
permanence. Infants usually delight in seeing someone appear
and then hide, only to reappear. This activity will support the
cognitive development domain and also the psychosocial
domain because of its interactive nature.
Mossler, R. A. (2014).
Child and adolescent development
(2nd ed.)
.
Retrieved from https://content.ashford.edu/

3. Example 2: Cognitive Development Activity for Adolescent
Room: Board Games Involving Strategy and Problem Solving.
In the adolescent room, we propose having a collection of board
games that require logical thinking and problem-solving.
Adolescence is the beginning of more sophisticated thinking.
Children in this age group move from concrete operations to
what Piaget calls formal operations. They are becoming capable
of deductive and hypothetical reasoning (Mossler, 2014). Games
like chess, Battleship, and checkers all require players to
engage in this kind of thinking. Another game that can be used
is the game of Clue. This game supports the development of
prepositional logic and requires players to think hypothetically
(Neller, Markov, and Russell, 2006). These games will not only
promote cognitive development but will further support
psychosocial development because of the required interactions.
Mossler, R. A. (2014).
Child and adolescent development
(2nd ed.)
.
Retrieved from https://content.ashford.edu/
Neller, T. W., Markov, Z., & Russell, I. (2006). Clue deduction:
Professor Plum teaches logic. Retrieved from
http://cs.gettysburg.edu/~tneller/papers/flairs06.pdf
The Cognitive Development Activities paper
Must be two to three double-spaced pages in length (not
including title and references pages) and formatted according to
APA style as outlined in the Ashford Writing Center’s
APA Style (Links to an external site.)
Must include a separate title page with the following:

4. Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
For further assistance with the formatting and the title page,
refer to
APA Formatting for Word 2013 (Links to an external site.)
.
Must utilize academic voice. See the
Academic Voice (Links to an external site.)
resource for additional guidance.
Must include an introduction and conclusion paragraph. Your
introduction paragraph needs to end with a clear thesis
statement that indicates the purpose of your paper.
For assistance on writing
Introductions & Conclusions (Links to an external site.)
as well as
Writing a Thesis Statement (Links to an external site.)
, refer to the Ashford Writing Center resources.
Must use at least one credible source in addition to the course
text.