Guided Response Criteria (respond to a minimum of 2 classmates): 1. Comment on the design of your peers Fact Sheet. 2. What about the design appealed to you? 3. Would you be interested in adapting it for your own use?   Why or why not? Follow the step by answering the questions above to give feedback to my peers work below Cognitive Development, Math and Science Fact Sheet Hello again! Yes, I understand Lisa, you don't have your textbook yet. Bummer, and you know the same thing happens to me quite often. In fact, since the first unit of the course is quite crucial to the main component of the course and how it applies to young children. Then you know, I will be more than obliged to create a fact sheet for you. This fact sheet is mainly emphasizing on the main focus of our unit this week, of the young children's Cognitive Development. To define this units focus of Cognitive Development, according to the author, Candace Jarusewicz (2013) in the text,  Curriculum and Methods for Early Childhood Educators , "Is the process in which occurs as thinking and reasoning develop and become more complex over time." "Cognition includes the various ways in which humans know and represent their overall understanding of the world." (10.1) "In addition, according to Jaruszewicz (2013) "There are three different kinds of interrelated knowledge, such as: 1. Physical knowledge, consisting of concepts related to physical properties observed through first-hands experience." 2. "Logico-mathematical knowledge, consisting of mentally constructed relationships focusing on comparisons and associations between and among objects, people and events." 3. "Social-Conventional knowledge, consisting of arbitrarily agreed upon conventions that provide a means for representing or expressing physical and logico-mathematical knowledge." (10.1) You must also realize, according to Jaruszewicz, (2013) in the text, "Regardless, all knowledge ultimately consists of basic concepts of Schema, thought up by Jean-Piaget." "All young children modify these concepts through, 1. The assimilation and 2. accommodation of experiences." "1. Assimilation occurs in the brain of a young child when a new object or experience conforms to the schema already formed." "Accommodation is more complex because it is affected by the quantity and types of experiences the child encounters." (10.1) In addition, according to Jaruszewicz (2013) "In the Early Childhood years, children progress through two of Piaget's four stages of cognitive development: 1. Sensorimotor (birth to age 2) where infants acquire new concepts by exploring their world. 2. Pre-operational: (ages 2-7) where young children are beginning to expand logico-mathematical knowledge but it is usually centered on their features of solely what they observe." (10.1) "As young children, according to Jaruszewicz (2013) "encounter repeating patterns in their daily life, they begin to understand that the natural world is organized." "As their think.

1. Guided Response Criteria (respond to a minimum of 2
classmates):
1.
Comment on the design of your peers Fact Sheet.
2.
What about the design appealed to you?
3.
Would you be interested in adapting it for your own use? Why
or why not?
Follow the step by answering the questions above to give
feedback to my peers work below
Cognitive Development, Math and Science Fact Sheet
Hello again! Yes, I understand Lisa, you don't have your
textbook yet. Bummer, and you know the same thing happens to
me quite often. In fact, since the first unit of the course is quite
crucial to the main component of the course and how it applies
to young children. Then you know, I will be more than obliged
to create a fact sheet for you. This fact sheet is mainly
emphasizing on the main focus of our unit this week, of the
young children's Cognitive Development. To define this units
focus of Cognitive Development, according to the author,
Candace Jarusewicz (2013) in the text,
Curriculum and Methods for Early Childhood Educators
, "Is the process in which occurs as thinking and reasoning
develop and become more complex over time." "Cognition
includes the various ways in which humans know and represent
their overall understanding of the world." (10.1) "In addition,
according to Jaruszewicz (2013) "There are three different kinds
of interrelated knowledge, such as: 1. Physical knowledge,

2. consisting of concepts related to physical properties observed
through first-hands experience." 2. "Logico-
mathematical knowledge, consisting of mentally constructed
relationships focusing on comparisons and associations between
and among objects, people and events." 3. "Social-
Conventional knowledge, consisting of arbitrarily agreed upon
conventions that provide a means for representing or expressing
physical and logico-mathematical knowledge." (10.1) You must
also realize, according to Jaruszewicz, (2013) in the text,
"Regardless, all knowledge ultimately consists of basic concepts
of Schema, thought up by Jean-Piaget." "All young children
modify these concepts through, 1. The assimilation and 2.
accommodation of experiences." "1. Assimilation occurs in the
brain of a young child when a new object or experience
conforms to the schema already formed." "Accommodation is
more complex because it is affected by the quantity and types of
experiences the child encounters." (10.1) In addition, according
to Jaruszewicz (2013) "In the Early Childhood years, children
progress through two of Piaget's four stages of cognitive
development: 1. Sensorimotor (birth to age 2) where infants
acquire new concepts by exploring their world. 2. Pre-
operational: (ages 2-7) where young children are beginning to
expand logico-mathematical knowledge but it is usually
centered on their features of solely what they observe."
(10.1) "As young children, according to Jaruszewicz (2013)
"encounter repeating patterns in their daily life, they begin to
understand that the natural world is organized." "As their
thinking becomes more advanced, they apply the knowledge of
concrete patterns to more abstract ideas, concepts and
relationships." "This also applies to when children
display magical thinking and animism, consisting of children's
tendency to attribute human qualities to inanimate objects or
exhibit clear, un-realisitc explanations for why things often
happen solely because they don't yet comprehend the crucial
relationship between the cause and effect of the problem solving
aspects of their behavior." (10.1)

3. Furthermore, in order to promote cognitive
development, "Teachers and educators should, according to
Jaruszewicz (2013) "aim to promote physical knowledge,
primarily by mathematics and science materials in which foster
the development of multiple concepts which help young
children make connections to promote observations of the
natural world between concrete materials and abstract
concepts." (10.2) In addition, from infancy, according to
Jaruszewicz (2013) in the text, "They are developing object
permanence, knowing when someone or thing is not there even
when it's visible." This initiates Logico-mathematical
knowledge, which occurs when you encourage young children to
construct and refine concepts and discern relationships between
materials and ideas, just when they start noticing relationships
even exist." (10.2) This also includes Social Conventions
knowledge, "Where according to conversations are a part of the
teachers daily interactions with the children. As an educator,
you might want to formulate your questions so that they
maximize the thinking that's required of them to answer them."
"One effective strategy in order to formulate your questions is
to use the categories provided in the Blooms Taxonomy to guide
them, to promote higher-level critical thinking as figure 10.4
illustrates." (10.2) Another effective strategy is, according to
Jaruszewicz (2013) is to, "Use different strategies in order to
document children's work which makes their thinking visible."
(10.2)
There are three ways in order to promote
cognitive development in an educational setting for young
children. Such as, 1. Providing a wide variety of challenging
materials and experiences for young children through , physical
knowledge, logico-mathematical knowledge and social-
conventional knowledge." 2. "Promoting conversation about
problem solving; social debate about ideas, theories and
inferences which leads to powerful learning." (10.2) 3.
According to Steven W. Barnett (2006) in the source,
Estimated Impacts of Number of Years

4. of Preschool Attendance on Vocabulary, Literacy and Math
Skills
, "Print awareness skills and math skills aimed at preschoolers
and kindergardeners are perhaps more quickly learned than
vocabulary development and are more easily taught." (6)
Now for the parent's of these young children and
their families to get involved. Well, one suggestion I thought up
would be, to have a yearly science experiment fair, similar to
science fair's in the elementary grades. Except for this fair is
only limited to hands on experiments for young students and
their families. Similar to an exhibit at a children's aquarium
where you can touch and experiment with insects, rocks and sea
animals, in order to promote observation of the natural world.
Another suggestions is the young student taking one
observational experience home to their families as a homework
assignment where, they might now gain the knowledge
obtainable using ice cubes from their freezer and run them
under water and then see how they condensate and how solid's
can turn into liquids." (10.1)
Two websites in which support this
development are:
http://nieer.org/resources/research/EstimatedImpacts.pdf/
and:
http://www.asha.org/public/hearing/disorders/understand-apd-
child.htm./
References
Barnett, W.S. & Larry, C.E. (2006, March)
Estimated Impacts of the Number of Years of Preschool
Attendance on Vocabulary, Literacy and Math Skills at

5. Kindergarden
. National Institute for Early Education Research (NIEER)
Working Paper, retrieved from,
http://nieer.org/resources/research/EstimatedImpacts.pdf/
Jaruszewicz, Candace (2013)
Curriculum and Methods for Early Childhood Educators
, San Diego, Bridgepoint, Edu. Inc.