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Cognitive development pp. 131 147

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Cognitive development pp. 131 147

  1. 1. Cognitive Development (pp. 131 – 147) North Carolina Foundations Task Force. (2013). North Carolina foundations for early learning and development. Raleigh: Author.
  2. 2. Subdomains and Goals • Social Connections (note the crossover into the cognitive domain) • Goal CD-6: Children demonstrate knowledge of relationships and roles within their own families, homes, classrooms, and communities • Goal CD-7: Children recognize that they are members of different groups (e.g., family, preschool class, cultural group) • Goal CD-8: Children identify and demonstrate acceptance of similarities and differences between themselves and others. • Goal CD-9: Children explore concepts connected with their daily experiences in their community.
  3. 3. Subdomains and Goals (2) • Mathematical Thinking and Expression • Goal CD-10: Children show understanding of numbers and quantities during play and other activities. • Goal CD-11: Children compare, sort, group, organize, and measure objects and create patterns in their everyday environment • Goal CD-12: Children identify and use common shapes and concepts about position during play and other activities • Goal CD-13: Children use mathematical thinking to solve problems in their everyday environment
  4. 4. Subdomain and Goals (3) • Scientific Exploration and Knowledge • Goal CD-14: Children observe and describe characteristics of living things and the physical world. • Goal CD-15: Children explore the natural world by observing, manipulating objects, asking questions, making predictions, and developing generalizations.
  5. 5. Social Connections (pp. 131 – 136) • Again, note the interrelatedness of cognitive development and social development • Healthy relationships support cognitive development and later academic and life success • Note the progressive and sequential developmental indicators for each goal within the “social connections” subdomain • Use natural classroom experiences and interactions to “talk about the importance of accepting people who are similar to and different from themselves”
  6. 6. Strategies for Infants and Toddlers • Help them feel safe and secure by responding to their needs and holding them in ways that support secure attachments • Have diverse and multi-cultural books, materials and activities, including things specifically related to a child’s family. • Note #4 on p. 135. Be discreet and sensitive to the cultures with whom you are working. Ensure positive interactions with all families, no matter your own personal biases!! • Help children play together and support children with disabilities, who speak different languages, or who may otherwise need help interacting positively with adults and other children.
  7. 7. Strategies for Preschoolers - Social • Provide props, equipment, materials, literature, music and activities that reflect children’s families and community in addition to global diversity • Help children develop social skills that support positive relationships and interactions with others • Provide activities that help children recognize similarities and differences • Model and practice problem-solving strategies in natural and planned experiences • Participate in service activities
  8. 8. Mathematical Thinking and Expression (pp. 137-143) • Note the progressive Developmental Indicators and the interrelatedness of mathematical concepts in everyday explorations and activities with young children • Understand and plan for concept development as it relates to mathematical thinking and expression: numbers, seriation, one-to- one correspondence, patterns, classification, spatial sense, conservation, etc. • Numbers and math concepts are best learned in naturally occurring circumstances as opposed through direct instruction • NO WORKSHEETS!
  9. 9. Strategies for Infants and Toddlers • Use language to talk about and elaborate on math concepts • Provide toys and materials that promote sizing, one-to-one correspondence, categorizing • Play games and sing songs that involve numbers and counting • Read books that involve math concepts (daily schedules, numbers, spatial concepts such as “in the box” and “under the table”) • Call attention to and talk about patterns in nature. Play with natural materials • Use sand and water play with many containers of various sizes • Count within the normal context of daily activities – 4 cups at snack
  10. 10. Strategies for Preschoolers • Provide a variety of toys and materials in all centers that support development of mathematical thinking while promoting development in all developmental domains • Ask open-ended questions to help children analyze and problem solve in everyday contexts and play • Use literacy (books, songs, finger plays, etc.) that promote math concepts • Count, identify shapes and geometric figures, use schedules, measure and weigh throughout the day through play and classroom routines.
  11. 11. Scientific Exploration and Knowledge (pp. 144 – 147) • Progressive Developmental Indicators are provided for each of the goals. • Scientific exploration and knowledge is enhance through multi- sensory experiences • Children with disabilities may need additional supports so that they can fully experience and explore • Motivation, curiosity, and wonder must be encouraged. • Help children observe, describe, collect, explain, predict, question, compare, problem-solve, etc. • Encourage responsibility through care of living things
  12. 12. Strategies for Infants and Toddlers • Play with toys that encourage cause and effect activities • Observe children’s interests and use language to explore their interests • Allow children to explore, including putting safe toys and objects in their mouths, explore various textures and surfaces, look at moving and patterned objects, and other multi-sensory exploration • Use books, pictures, games that help children identify and learn about the world around them
  13. 13. Strategies for Preschoolers • Use the scientific method within the natural context of exploring topics of interest: observe, question, predict, experiment, draw conclusions, share results. • Help children ask questions, problem-solve, record their thinking processes • Mental model thinking processes that encourage curiosity and wonder • Provide equipment, tools, materials that encourage exploration and can be used in a variety of ways. • Provide opportunities to explore natural materials in natural contexts.

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