Prior to completing this discussion, read chapter 7 , Piaget's enduring contribution to developmental psychology , and On major developments in preschoolers' imagination. Using Piaget’s theory of cognitive development, you will continue to build your Community Center Proposal by identifying an activity and a toy for one of the rooms in your center that promotes cognitive development.  You can choose any of the five rooms for this discussion, but the activity must be focused on the cognitive milestones of your chosen age group and must be clearly tied to Piaget’s theory.  So your activity might be focused on object permanence for infants, conservation, transitivity, or decentering for middle childhood, or deductive reasoning for adolescence.  Then think about what kinds of educational toys would promote cognitive development in this age group and, again, tie the selected object to a specific milestone.  You must use at least one scholarly source in either your activity or your toy entry.  Here are two examples providing you a model of how to approach this discussion and how to build the elements of the rooms in your Community Center. EXAMPLE OF AN ACTIVITY: Cognitive Development Activity for Infant Room:  Peek-a-boo.  One of the activities we will incorporate into the infant room is Peek-a-boo.  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 Peek-a-Boo 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. (2nd ed.). (2014). Child and Adolescent Development . San Diego, CA: Bridgepoint Education. EXAMPLE OF A TOY OR OBJECT: Cognitive Development Object 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 op.

1. Prior to completing this discussion, read
chapter 7
,
Piaget's enduring contribution to developmental psychology
, and
On major developments in preschoolers' imagination.
Using Piaget’s theory of cognitive development, you will
continue to build your Community Center Proposal by
identifying an activity and a toy for one of the rooms in your
center that promotes cognitive development. You can choose
any of the five rooms for this discussion, but the activity must
be focused on the cognitive milestones of your chosen age
group and must be clearly tied to Piaget’s theory. So your
activity might be focused on object permanence for infants,
conservation, transitivity, or decentering for middle childhood,
or deductive reasoning for adolescence. Then think about what
kinds of educational toys would promote cognitive development
in this age group and, again, tie the selected object to a specific
milestone. You must use at least one scholarly source in either
your activity or your toy entry. Here are two examples
providing you a model of how to approach this discussion and
how to build the elements of the rooms in your Community
Center.
EXAMPLE OF AN ACTIVITY:
Cognitive Development Activity for Infant Room: Peek-a-boo.
One of the activities we will incorporate into the infant room is
Peek-a-boo. 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

2. 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
Peek-a-Boo 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. (2nd ed.). (2014).
Child and Adolescent Development
.
San Diego, CA: Bridgepoint Education.
EXAMPLE OF A TOY OR OBJECT:
Cognitive Development Object 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

3. (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. (2nd ed.). (2014).
Child and Adolescent Development
.
San Diego, CA: Bridgepoint Education.
Neller, T., Markov, Z., & Russell, I. (2006).
Clue deduction: Professor Plum teaches logic
. Retrieved from
http://cs.gettysburg.edu/~tneller/papers/flairs06.pdf
Beilin, H. (1992).
Piaget's enduring contribution to developmental psychology
.
Developmental Psychology
, 28(2), 191-204. doi: 10.1037/0012-1649.28.2.191
The full-text version of this article can be accessed through the
EBSCOhost database in the Ashford University Library. This
article offers a critical analysis of Piaget’s work.
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Diachenko, O. M. (2011).
On major developments in preschoolers' imagination
.

4. International Journal of Early Years Education,
19(1), 19-25. doi: 10.1080/09669760.2011.570996
The full-text version of this article can be accessed through the
EBSCOhost database in the Ashford University Library. This
article illustrates how scientific evidence may alter existing
views of cognitive development
Accessibility Statement
Privacy Policy