Cognitive development involves complex processes of thinking, problem solving, understanding, and learning that begin prenatally and continue throughout life. It involves acquiring and using knowledge, skills, and experiences to build mental models called schemas to manage and understand information. Cognitive development is shaped through interaction with one's environment and experiences that are hands-on, language-rich, allow for exploration and practice, and meet children's developmental readiness. Providing varied, stimulating yet unhurried interactions and experiences best supports children's cognitive growth.

1. Cognitive Development

2. What is cognitive development?
• Cognition is the process of thinking.
• It involves a range of complex processes such as
acquiring and using knowledge and skills, problem
solving, decision making, planning, understanding,
reasoning using symbols, and creativity.

3. What is cognitive development?
• The complex process of cognitive development begins in
prenatally and continues throughout our lives.
• In the first five years of life children develop faster and
learn more than they will at any other stage of their lives
– this is the remarkable nature of human cognition!

4. What is cognitive development?
• By adulthood human beings have a huge database of
knowledge, experiences, values and attitudes.
• This database is in constant use.

5. Thinking
• Thinking involves the manipulation of mental models, of
actions, concepts, ideas, and events.
• Thinking and learning are developed
by actively engaging in the social
and physical environment.

6. Schemas
• These mental models are referred to as cognitive
schemas
• Schemas are essential in managing, sorting, storing, and
retrieving the vast quantities of information that is
received through all of the senses.

7. Schemas
• Like all other areas of development cognitive
development is an interactive process
• Children learn as they interact with
people and objects in their
environment.

8. Schemas
• Children need to concentrate on the
task and need time and opportunities
to practise until their skills become
automatic.
• Most activities involve a combination
and integration of many simple skills
into more complex behaviours.

9. Cognition and the carer
• Children learn better when their activities are self-
regulated and motivated by their genuine interest in an
activity.
• Children are more likely to achieve when adults offer
guidance and support without pressure to perform to a
predetermined standard.

10. Cognition and learning style
• Individual’s adopt a learning style which best suits their
personality and learning needs.
• This may include learning by observing others; learning
by direct instruction; learning by trial and error or
practicing alone.

11. Cognition and Language
• Language helps us express our thoughts and feelings.
• Children need language rich environments where carers
with good communication skills model, label, interact
verbally, question and discuss experiences.
• Good language skills enhance children’s cognitive
development

12. Cognition and variety
• Variety allows children to think and develop questions
about where, when, why and how things affect them and
fit into their current thinking.
• It is vital to provide some variety to encourage a child to
develop thinking and problem solving skills and to keep
them challenged and motivated.

13. Cognition and unhurried time
• In order to make
connections, reason and
understand, children need to
be given long periods of
uninterrupted time to play,
explore and experiment.

14. Cognition and readiness
• In relation to cognitive
development
readiness refers to
the child’s physical,
social, psychological
and intellectual
receptiveness to new
ideas and concepts.

15. Cognition and health
• In order to be mentally alert, a child also needs to be
physically healthy.
• Hungry, tired, distracted, uncomfortable, unsure or
anxious children are less likely to perform well
cognitively.

16. Cognition and interest
• New ideas or new concepts must be presented in a
context that is familiar to young children.
• New knowledge should be based on prior knowledge or
experience.

17. Cognition and quality experiences
• Young children perform best when experiences are
concrete and hands-on.
• Children need to be given repeated opportunities to
experiment and explore in order to fully understand new
concepts.

18. Cognition and quality Experiences
• Sensitive interactions with adults do more to promote
brain development than any toy, CD, or DVD.
• Preschools should deliver services that enable adults to
have rich interactions with children.