Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

Impig, Sipocot, Camarines Sur 4408
Website: www.cbsua.edu.ph
Email Address: [email protected]
Trunkline: (054) 881-6681
ISO CERTIFIED

COLLEGE OF EDUCATION
Bachelor of Technology and Livelihood Education

TLE HE 5 Child and Adolescent

Development

CHARMAYN N. NATE
Assistant professor II

1st. Semester 2021-2022

 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur 4408
Website: www.cbsua.edu.ph
Email Address: [email protected]
Trunkline: (054) 881-6681
ISO CERTIFIED

Week 7 - 9
UNIT 3: COGNITIVE DEVELOPMENT
Lesson 8: Cognitive Development

1. Introduction

The school-age children’s thinking skills become increasingly sophisticated as they

encounter new people, places, and ideas. They develop the ability to learn in abstract
ways from books, art, movies, and experiences. As you may have already learned in the
previous topics, milestones provide a guide for when to expect certain skills or behavior
to emerge. These milestone serves as guidelines to help us understand and identify
typical patterns of growth and development, to help us know when and what to look for
as children mature physically and cognitively. Reading, writing, measuring, calculating,
problem-solving, hypothesis testing, comprehending, and recalling facts all are
essentials for many of the tasks you accomplish every day. You started developing
those skills as a child, and they continue to develop as you encounter new situations as
an adult. This topic will help you understand how the development of thinking skills
progress in children and adolescent.

2. Pre-competency checklist
In a typical day, do you ever have to…
• Pay attention to something (even if it’s totally boring)?
• Ignore the things that distract you from the thing you have to pay attention to?
• hold several pieces of information in your head at the same time?
• Stifle impulses to say or do things that could get you in trouble?
• Change what you’re doing in response to a change in circumstances?

If you’re a typical human, you might be thinking that pretty much describe your entire
day!

There’s actually a fancy term that psychologists have for all of these processes:
executive functioning, together these processes are the foundation for Self-
regulation.
 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur 4408
Website: www.cbsua.edu.ph
Email Address: [email protected]
Trunkline: (054) 881-6681
ISO CERTIFIED

3. Learning Resources
https://helpmegrowmn.org/HMG/HelpfulRes/Articles/WhatCognitiveDev/index.html
https://www.verywellmind.com/sensorimotor-stage-of-cognitive-
development-2795462
https://www.verywellmind.com/preoperational-stage-of-cognitive-
development-2795461
https://www.verywellmind.com/formal-operational-stage-of-
cognitive-development-2795459

4. Explore
What is Cognitive Development

Children grow and develop rapidly in their first five years across the four main
areas of development. These areas are motor (physical), language and communication,
cognitive and social/emotional.

Cognitive development means how children think, explore and figure things out.
It is the development of knowledge, skills, problem solving and dispositions, which help
children to think about and understand the world around them. Brain development is
part of cognitive development.

As a parent, it is important to foster your child's cognitive development as soon

as he/she is born because doing so provides the foundation for your child's success in
school and later in life. For example, research shows that children who can distinguish
sounds at six months of age are better at acquiring the skills for learning to read at four
and five years of age.

To promote your child's cognitive development, it is important that you actively

engage in quality interactions on a daily basis. Examples include:
• Talking with your baby and naming commonly used objects.
• Letting your baby explore toys and move about.
• Singing and reading to your baby.
• Exposing your toddler to books and puzzles.
• Expanding on your child's interests in specific learning activities. For
example, your toddler might show an early interest in dinosaurs, so you can take
 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur 4408
Website: www.cbsua.edu.ph
Email Address: [email protected]
Trunkline: (054) 881-6681
ISO CERTIFIED

him/her on a trip to the natural history museum to learn more about the time that these
creatures roamed the earth.
• Answering your child’s “why” questions.

Another way that you can foster your child's cognitive development is to provide
him/her with choices and prompt him/her to make thoughtful decisions. You should also
allow your child to explore different ways of solving problems. While you may want to
provide some gentle guidance and encouragement, allow your child some time to figure
out things, like a new puzzle. This may require some patience on your part, but it will
ultimately help him/her to learn.

The Importance of Brain Development on Childhood and Early Adolescence

Brain is built overtime and each experience affects growth and development.
Outside of their families and their teachers at school might be the person they spend the
most time with during their critical years of development. As future educators, It is your
job to make sure that they are healthy by keeping a clean environment and promoting
healthy habits. Remember that while you are helping settle an argument over a
basketball game, preheating the oven for a cooking activity, building a model airplane
and performing all of the other tasks you do on a daily basis; you are along influencing a
developing brain.

Cognitive Learning Theories

Jean Piaget's theory of cognitive development suggests that children move

through four different stages of mental development. His theory focuses not only on
understanding how children acquire knowledge, but also on understanding the nature of
intelligence.1 Piaget's stages are:

• Sensorimotor stage: birth to 2 years

• Preoperational stage: ages 2 to 7
• Concrete operational stage: ages 7 to 11
• Formal operational stage: ages 12 and up

Piaget believed that children take an active role in the learning process, acting
much like little scientists as they perform experiments, make observations, and learn
about the world. As kids interact with the world around them, they continually add new
 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur 4408
Website: www.cbsua.edu.ph
Email Address: [email protected]
Trunkline: (054) 881-6681
ISO CERTIFIED

knowledge, build upon existing knowledge, and adapt previously held ideas to
accommodate new information.

The Sensorimotor Stage

Ages: Birth to 2 Years

Major Characteristics and Developmental Changes:

• The infant knows the world through their movements and sensations
• Children learn about the world through basic actions such as sucking, grasping,
looking, and listening
• Infants learn that things continue to exist even though they cannot be seen
(object permanence)
• They are separate beings from the people and objects around them
• They realize that their actions can cause things to happen in the world around
them

During this earliest stage of cognitive development, infants and toddlers acquire
knowledge through sensory experiences and manipulating objects. A child's entire
experience at the earliest period of this stage occurs through basic reflexes, senses,
and motor responses.

It is during the sensorimotor stage that children go through a period of dramatic

growth and learning. As kids interact with their environment, they are continually making
new discoveries about how the world works.

The cognitive development that occurs during this period takes place over a
relatively short period of time and involves a great deal of growth. Children not only
learn how to perform physical actions such as crawling and walking; they also learn a
great deal about language from the people with whom they interact. Piaget also broke
this stage down into a number of different substages. It is during the final part of the
sensorimotor stage that early representational thought emerges.

Piaget believed that developing object permanence or object constancy, the

understanding that objects continue to exist even when they cannot be seen, was an
important element at this point of development.
 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur 4408
Website: www.cbsua.edu.ph
Email Address: [email protected]
Trunkline: (054) 881-6681
ISO CERTIFIED

By learning that objects are separate and distinct entities and that they have an
existence of their own outside of individual perception, children are then able to begin to
attach names and words to objects.

The Preoperational Stage

Ages: 2 to 7 Years

Major Characteristics and Developmental Changes:

• Children begin to think symbolically and learn to use words and pictures to
represent objects.
• Children at this stage tend to be egocentric and struggle to see things from the
perspective of others.
• While they are getting better with language and thinking, they still tend to think
about things in very concrete terms.

The foundations of language development may have been laid during the
previous stage, but it is the emergence of language that is one of the major hallmarks of
the preoperational stage of development.3

Children become much more skilled at pretend play during this stage of
development, yet continue to think very concretely about the world around them.

At this stage, kids learn through pretend play but still struggle with logic and
taking the point of view of other people. They also often struggle with understanding the
idea of constancy.
For example, a researcher might take a lump of clay, divide it into two equal pieces, and
then give a child the choice between two pieces of clay to play with. One piece of clay is
rolled into a compact ball while the other is smashed into a flat pancake shape. Since
the flat shape looks larger, the preoperational child will likely choose that piece even
though the two pieces are exactly the same size.
 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur 4408
Website: www.cbsua.edu.ph
Email Address: [email protected]
Trunkline: (054) 881-6681
ISO CERTIFIED

The Concrete Operational Stage

Ages: 7 to 11 Years

Major Characteristics and Developmental Changes

• During this stage, children begin to thinking logically about concrete events
• They begin to understand the concept of conservation; that the amount of liquid
in a short, wide cup is equal to that in a tall, skinny glass, for example
• Their thinking becomes more logical and organized, but still very concrete
• Children begin using inductive logic, or reasoning from specific information to a
general principle

While children are still very concrete and literal in their thinking at this point in
development, they become much more adept at using logic. 2 The egocentrism of the
previous stage begins to disappear as kids become better at thinking about how other
people might view a situation.

While thinking becomes much more logical during the concrete operational state,
it can also be very rigid. Kids at this point in development tend to struggle with abstract
and hypothetical concepts.

During this stage, children also become less egocentric and begin to think about
how other people might think and feel. Kids in the concrete operational stage also begin
to understand that their thoughts are unique to them and that not everyone else
necessarily shares their thoughts, feelings, and opinions.

The Formal Operational Stage

Ages: 12 and Up

Major Characteristics and Developmental Changes:

• At this stage, the adolescent or young adult begins to think abstractly and reason
about hypothetical problems
• Abstract thought emerges
 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur 4408
Website: www.cbsua.edu.ph
Email Address: [email protected]
Trunkline: (054) 881-6681
ISO CERTIFIED

• Teens begin to think more about moral, philosophical, ethical, social, and political
issues that require theoretical and abstract reasoning
• Begin to use deductive logic, or reasoning from a general principle to specific
information

The final stage of Piaget's theory involves an increase in logic, the ability to use
deductive reasoning, and an understanding of abstract ideas. 3 At this point, people
become capable of seeing multiple potential solutions to problems and think more
scientifically about the world around them.

The ability to thinking about abstract ideas and situations is the key hallmark of
the formal operational stage of cognitive development. The ability to systematically plan
for the future and reason about hypothetical situations are also critical abilities that
emerge during this stage.

It is important to note that Piaget did not view children's intellectual development
as a quantitative process; that is, kids do not just add more information and knowledge
to their existing knowledge as they get older. Instead, Piaget suggested that there is
a qualitative change in how children think as they gradually process through these four
stages.4 A child at age 7 doesn't just have more information about the world than he did
at age 2; there is a fundamental change in how he thinks about the world.

5. Discussion Board
Activity 8: Do a little experiment with children and ask them what do they want 20
pesos bill or a 10 pesos coins. Ask them why? Ask them which is heavier, a kilo of nails
or a kilo of cotton. Ask them why? You will be amazed by their answers.
Reflection:
Describe the Significance of Jean Piaget’s Cognitive Development Theory to your
Career as a future educator.