NC FELD Cognitive Development pp. 116 - 130 including thinking and reasoning and creative expression

1. Cognitive Development
(pp. 116 – 130)
North Carolina Foundations Task Force. (2013). North Carolina
foundations for early learning and development. Raleigh: Author.

2. Cognitive Development Subdomains
• Construction of Knowledge: Thinking and Reasoning
• Creative Expression
• Social Connections
• Mathematical Thinking and Expression
• Scientific Exploration and Knowledge
• In addition to the Cognitive Development overview, the first 2
subdomains will be explored in this PPT.

3. Cognitive Development Overview
• Cognitive development involves a child’s “ability to acquire, organize,
and use information in increasingly complex ways”.
• The focus is on the numerous ways in which children learn about,
remember, and use information, concepts and knowledge about the
world.
• The use of prior knowledge, assimilation, and accommodation allows
children to become more sophisticated in what they know and are
able to understand.
• Cognitive development is interrelated with other developmental
domains

4. Cognitive Development Overview (2)
• Positive and secure relationships maximize cognitive development
• Increased awareness of self, family, and community
• Awareness of impact their actions have on others and their environment
• Become knowledgeable about things they may not see
• Become part of their culture and related beliefs, values, and ideas
• Cognitive development and scientific concepts can be enhanced
through wonder, confidence, motivation, exploration, and
questioning (Katz, 2013)
• Cognitive development allows for problem solving, creativity, and
academic thinking

5. Cognitive Development Overview (3)
• Cognitive development is dependent on multiple influences
• Home environments
• Secure relationships
• Experiences available and provided
• Individual differences
• Developmental abilities and/or delays
• Dual language learners
• Maximizing cognitive development is influenced through
• Interesting materials and experiences
• Opportunities and encouragement to explore and use materials in new and
interesting ways

6. Construction of Knowledge:
Thinking and Reasoning
• There are 3 goals within this subdomain:
• CD-1: Children use their senses to construct knowledge about the
world around them
• CD-2: Children recall information and use it for new situations and
problems
• CD-3: Children demonstrate the ability to think about their own
thinking: reasoning, taking perspectives, and making decisions.

7. Construction of Knowledge:
Thinking and Reasoning (2)
• Note the progressive developmental indicators for each goal on pp.
121 – 123
• As with ECERS (Early Childhood Environment Rating Scale) the
developmental indicators provide specific observable examples of
what each indicator might look like
• Children who are confined to bouncy chairs, walkers, baby beds, and
play pens are not free to explore
• Adults are responsible for providing safe environments in which
children can explore freely

8. Construction of Knowledge:
Thinking and Reasoning (3)
• The following is a fun example of a younger preschooler showing her
ability to “apply what they know about everyday experiences to new
situations”. CD-2p
• “Stuffed giraffe teaches 3-year-old the meaning of “happy tears”
• If the link does not work, copy and paste the following URL into your
browser: http://www.cbsnews.com/news/stuffed-giraffe-teaches-3-
year-old-the-meaning-of-happy-tears/
• As children gain the ability to think about their thinking, we use the
term “metacognition”. This is a cognitive skill that emerges in
developmentally typical preschool children.

9. Thinking and Reasoning: Strategies for Infants
• Encourage questioning, model asking questions, and model your
thinking processes aloud
• Provide materials for collecting and sorting. Use pictures to help
children organize classroom toys.
• Provide multi-sensory, self-correcting toys and materials that can be
used in multiple ways. (Remember Maria Montessori?)

10. Thinking and Reasoning: Strategies for
Preschoolers
• Provide safe, quiet spaces for children who may become overly
stimulated.
• For children with sensory processing issues or disorders, introduce
sensory experiences carefully and gradually.
• Help children problem solve rather than solving problems for them.
This applies to both exploring and in social situations.
• Reflect, call attention to, and expand on a child’s play

11. Creative Expression Goals
• CD-4: Children demonstrate appreciation for different forms of artistic
expression.
• CD-5: Children demonstrate self-expression and creativity in a variety
of forms and contexts, including play, visual arts, music, drama, and
dance.

12. Creative Expression: Strategies for Infants and
Toddlers
• Place interesting laminated pictures and photographs at eye level of
children
• Allow infants and toddlers to feel and explore interesting multi-
sensory materials.
• Adapt materials as needed for younger children and children with
developmental delays
• Provide variety of materials and toys that can be explored in multiple
ways, create scenes, and expand activities
• Use creative materials indoors and outdoors

13. Creative Expression: Strategies for
Preschoolers
• Provide variety of materials and experiences that allow for
exploration .
• Change out materials periodically and provide new with the familiar
• Allow children to use materials throughout the room rather than
enforce confining materials to one area (Example: take large paper
and markers to dramatic play area to create signs for upcoming
production)
• Provide extensive experiences through field trips to plays,
productions, museums and other activities.
• Encourage creative expression both indoors and outdoors